Special Educational Needs and Disability

All students with special educational needs or who have a disability are educated to the best of our resources ability and we ensure that SEND pupils make good progress, achieve their personal best with the aim of returning to mainstream education with all the support they need.

Our school has regular accessibility audits carried out by the Local Authority and Governors to ensure all aspects of school life are inclusive. We actively accommodate a variety of needs and add outside agency support for all its pupils in order to access the curriculum.

Our Special Educational Needs Co-ordinator (SENDCo) is:

 

 

Please do not hesitate to get in direct contact should you wish to discuss any aspect of a student’s specialist education.

 

SEND Report

Welcome to our SEND Information Report which forms part of the local offer for students with Special Educational Needs and Disabilities (SEND). At New Heights High and Primary, we are committed to working together with all members of our school community and the report has, therefore, been developed with students, parents, carers, school governors and members of staff.

The people involved in SEND at New Heights High School and Primary School are:

 

  • J. McDonald – Headteacher
  • L. Kenny – SENDCo-NHHS
  • L.Franks –SENDCo-NHPS

 

Learning Support Assistants attend training courses for particular aspects of SEND, for example, working with students with learning difficulties such as ASD, dyslexia and SEMH.

 

Our approach to teaching learners with SEND

At New Heights Schools, we have created an inclusive culture in our school; providing successful and challenging learning that encompasses the diversity of our students’ backgrounds, interests, experiences, knowledge and skills. In addition, we provide high quality teaching to all learners taking into account and planning for individual’s specific needs.

We aim to ensure a flexible learning environment which meets the needs of all members of our school community. At New Heights Schools, staff continually monitor students’ progress ensuring that learning is taking place for all. In addition, regular meetings between Teaching Staff and Senior Leadership Team are held to discuss students’ progress.

 

How we identify students with SEND

At different times in his/her school career, a child or young person may have a special educational need. The 2014 SEN Code of Practice defines SEN as:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.  A child of compulsory school age or a young person has a learning difficulty or disability if they:

 

  • have a significantly greater difficulty in learning than the majority of others of the same age: or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

 

Learners may fall behind in school for many reasons. They may have been absent from school, they may have experienced inconsistency in their education provision. They may not speak English as a first language or they may suffer from behavioural or self-esteem issues which prevents progress being made. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Students will often be placed on an SEND register for different amounts of time but will be taken off when the expected progress has been made. At New Heights, students remain on the SEND register for the duration of their stay with us, highlighting the need for additional support to address the reason they have been referred to us in the first instance.  This allows students to receive personalised learning within the normal differentiated curriculum, with the intention of overcoming the barrier to his/her learning.

 

Assessing, supporting and monitoring students with SEND at New Heights High School and Primary School.

Class teachers, support staff, parents and carers, and students themselves will be the first to notice a difficulty with learning.

Special Educational Needs are categorised in the 2014 SEN Code of Practice as:

 

  • Cognition and Learning
  • Communication and Interaction
  • Physical and Sensory
  • Social, Mental and Emotional Health

 

Furthermore the SEN Code of Practice describes meeting the needs of students with SEND as a ‘graduated approach’, whereby four processes take place:

 

  • Assess
  • Plan
  • Do
  • Review

 

Assessment on entry

Prior to joining, the SENDCo carries out the following assessments with the student:

  • New Heights Primary School
    • Salford reading test and PM assessment
    • Optional Maths SATS
    • Classroom monitor assessment
    • Thrive assessment

 

  • New Heights High School
    • WRAT4 wide range achievement test
    • Resiliency scales assessment
    • Dyslexia Screening Test – secondary

 

Using the information from these assessments and any additional information provided from the student’s previous school, a ‘Pupil Progress Plan’ is created and shared with all staff. This forms the basis for staff to plan and adapt to the individual’s needs. This document is updated with any behaviour support information identified by staff whilst the student remains with us.

Once a concern is raised, we have a range of SEND assessment tools available with which to identify the student’s need or needs, taking into account previous experiences of the student, prior progress and attainment, and behaviours for learning. For some students we may want to seek additional help and we have at our disposal a wide range of specialist support agencies to facilitate this, many of which are provided by Liverpool City Council.

 

  • CAMHS (Children and Adolescents Mental Health Services)
  • Provision from Occupational Therapists.
  • Specialist Support Teachers (EAL service)
  • Educational Psychologist service.

 

Plan

Before any additional provision is selected to help a child, the SENDCO, teacher, parent/carer and student, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision and then the necessary adjustments, interventions and support will be selected and integrated in a plan with the aim of meeting the learning outcomes where a student requires SEND support.

Strategies may include:

 

  • Dyslexia Screening and intervention programmes
  • Numeracy  intervention
  • Rapid plus reading intervention
  • Subject specific interventions, planned by Teachers.
  • 1:1 assistance for students with SEND needs in the areas of Social Emotional Mental Health (SEMH), autism, speech & communication
  • Thrive approach interventions

 

All interventions are led by qualified teaching staff or qualified teaching assistants.

In addition, we have access to a number of intervention programmes that are delivered on and off the school premises such as:

Educational psychology and specialist support team for assessment and advice about specific barriers to learning.

 

Do

Every teacher is required to adapt the curriculum to ensure access to learning for all children in his/her class.  The Teacher Standards 2012 detail the expectations for all teachers, and we at New Heights High School are proud of our teachers and their development. The Teachers’ Standards are available at https://www.gov.uk/government/publications/teachers-standards.

The classroom teacher will monitor the student closely and will work closely with teaching assistants to ensure that barriers to learning are overcome and that the student makes progress with his/her learning.

Teaching Assistants are active in delivering in class intervention programmes to individual students or small groups in accordance with skills-specific training which they have undertaken.

Our programme of CPD allows staff training on aspects of SEND support with a particular focus on SEMH issues.

 

Review

Reviews will evaluate the effectiveness of the support given and the impact on the student’s progress; changes may be made following the review. Reviews can be formal meetings held at least once a term, where we discuss next progress and next steps. Where a student has a statement or Educational Health and Care Plan (EHCP), an additional annual meeting will take place, however as we are a short term provision, we are not allowed to be named on an EHCP and as such, do not have students with us who are in receipt of a finalised EHCP.

Progress data of all learners is collated by the whole school and monitored by teachers, Senior Leadership, and Governors.

 

All the above processes are made in full consultation with parents/carers.

 

Provision Map

Each year a provision map is produced which illustrates the individual learning needs and then the support and interventions required to enable access to learning for students with SEND across the key stages and year groups. The provision map is also shared with the SEND Governor who is able to ensure that the impact of interventions on learning across the school. It forms part of our SEND register and is updated throughout the year as our learners and their needs change.

 

Funding

New Heights High School and Primary School, as maintained schools, receive funding to support the needs of learners with SEND. The school also receives funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school.

New Heights High School is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND.

All staff at New Heights Schools have received training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 2010 definition of disability is:

‘A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995.

This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.

 

Transition

When joining New Heights Schools, students and families have an induction meeting with a member of the safeguarding team. Students also meet with the SENDCO when they visit to complete their initial assessments. When required the SENDCO will sit in during the induction meeting if it is apparent SEND may be a significant factor. These meetings provide both parties with the opportunity to get to know each other, and questions the student may have can be answered.

 

Your opinion is important

At New Heights Schools we can shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND. Co-operation is the key – between teachers, support staff, SENDCO, parents/carers, Governors and Head teacher sharing our different experiences and expertise, in conjunction with the graduated approach ‘assess, plan, do and review’  for students with SEND.

If you wish to discuss any concerns at any time please make an appointment to see Mrs L. Kenny, (SENDCo-New Heights High School) and Ms L .Franks (SENDCo-New Height Primary School) . If you have any complaints please see the school complaints policy on our website.

 

Liverpool’s Local Offer

Liverpool’s local offer provides information for children and young people up to the age of 25 with special educational needs (SEND) their parents or carers – all in one place.

Knowing what is out there gives you more choice and control over what support is right for you or your child.

On the local offer website you can:

  • Search for services from a range of local agencies including education, health and social care.
  • Find out more about SEND reforms and keep up to date with the scope of the local offer as it develops and grows.
  • View a range of SEND documents and reports.

 

 

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