SEN Local Offer Information

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SEND Department Vision

Our lessons will be characterised by teachers and support staff who:

  • Clearly have high expectations for all, based on a well-informed balance of challenge and support.
  • Will be well informed to the needs of individual children, resourced appropriately, have high aspirations and a clear career path moving forward.
  • Work hard to create high quality relationships, based on a good understanding of the individual needs of the student and a manifest interest in each student’s strengths and life ambition.
  • Create a welcoming, purposeful and stimulating atmosphere where love of subject is communicated and inspirational ideas and examples are employed.
  • Have an understanding of the relevance of the curriculum content and future life aspirations and the belief that the impossible is possible.
  • Plan carefully sequenced and adapted work, based on the particular need and appropriate adjustments to allow access, leading to good progress informed by timely assessment and feedback, which effectively adds to students’ knowledge and understanding.
  • Equip our students to become increasingly able to lead their own learning through:
  • Utilising a deliberate and planned focus on how learning works;
  • Maintain an approach to oracy where everyone’s voice is heard via the skilled use of questioning, discussion and collaboration; to ensure they are included in the whole school oracy strategy.
  • Facilitating the creative formulation of students’ own questions, the development of their own solutions, and critiquing of their own performance; developing a skilled control of subject specific literacy and numeracy. We understand that our students with SEND may need different approaches.
  • Show an awareness of the significance of gospel values in the presentation of content and in the interactions with the students. We want them to have an understanding of catholic social teaching by the way in which they interact with the wider world.

The lessons will be characterised by students with SEND who:

  • Feel safe in a loving and secure environment.
  • Have high expectations and aspirations for themselves and their future, arriving at lessons promptly and ready to learn.
  • Look to form positive and respectful relationships with all their teachers, support staff and classmates.
  • Are enthused to fully engage in the learning process in class, and have opportunities to develop their learning to enable them to demonstrate a creative, resourceful and resilient mind-set.
  • Are confident and able to ask questions, seek clarification, share their views and respond to feedback effectively.
  • Have a thirst for knowledge and an enthusiasm to understand how it can be applied in the real world and their life journey.
  • All of our students with SEND leave with an opportunity to be happy in their lives, pursue their interests, able to keep themselves safe and exceed in their opportunities.
  • Know they are just as valued and respected as their peers.

How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

The school has close links with our feeder primary schools and meets regularly with the SENCOs and Head Teachers to discuss the needs of Year 5 and 6 pupils so that a smooth transition can be arranged.  Parents of pupils with SEND will be given the opportunity to meet with a member of the Learning Support Department before and on entry to the school.
All pupils are assessed on entry to The John Henry Newman Catholic School. This information, alongside regular in-class testing and teacher feedback, is used to ensure that pupils receive appropriate levels of intervention.
The school works closely with, and values the opinions of our parents.  If you feel that your child may have a special educational need, which has not been identified, please contact Miss Downing, SEND Coordinator.

How will school staff support my child?

The type and amount of support each child receives is assessed on an individual basis, with the goal to remove all barriers to learning, so that every pupil can reach his/her full potential. Teachers are responsible for the progress and development of all pupils in their class.  All teachers are provided with information regarding each child with SEND and strategies to support them within the classroom.  Parents will be given the opportunity to meet with their child’s teachers once a year.  If you have a particular concern you would like to discuss throughout the year you can contact them by e-mail or phone.
Pupils identified as having SEND may receive additional intervention. These interventions may be group or individually based and vary in duration.  Each pupil will have a key Learning Support Assistant (LSA) who will meet with him/her every term to discuss progress, deal with any concerns and set targets for the term ahead.

Current interventions include:

  • Individual curriculum pathway
  • Nurture Groups
  • 1:2:1 interventions to support pupils with particular areas of difficulty, e.g. spelling, reading
  • Social Skills Group
  • Reading Programme
  • In-class LSA Support
  • Diagnostic Testing
  • Access Arrangements
  • All pupils identified with a SEND need have access to our Inclusion Unit when appropriate.
  • Assistive Technology 

How will I know how my child is doing?

All pupils will have learning reviews (HEROs) twice a year and an academic report will be issued annually.  At certain times you will have access to the school's data base, Go 4 Schools, which will inform you of your child’s current levels.  Parent consultation evenings are held once a year, where you will have the opportunity to meet with your child’s teachers and the SENCO.  All pupils with SEND will meet every term with their key LSA. The Director of Learning Support and Inclusion and Assistant Director of Learning Support and Inclusion is available at any point during the year to meet with parents.

How will the learning and development provision be matched to my child’s needs?

All teaching staff use adaptation within their classroom to ensure that all pupils can access the curriculum and reach their full potential.  Teachers work closely with the Learning Support Department to access the needs of each pupil with a SEN need or disability, plan suitable schemes of work and classroom interventions, and review progress.  Pupils and parents are encouraged to express their views though surveys and at meetings.

What support will there be for my child’s overall wellbeing?

Pupil’s overall wellbeing is supported through the pastoral system.  All year 7 pupils have a Sixth Form Mentor who they meet with once a week.  In addition to this, SEND pupils have a key LSA worker who they will meet with once a term.  The school has close links with a number of external agencies who offer support as and when required.  We have two on-site counsellors and a Behaviour Support Teacher who works with pupils with behaviour and emotional difficulties.

What training have the staff who support the children with SEND had?

Most members of the Learning Support Department have received training on dyslexia and Autistic Spectrum Disorder.
At least one teaching member of each department has received training on dyslexia.
All teaching staff have been trained on ASD.
Some members of the Learning Support Department have received training to support literacy and numeracy.
Further training will be set up as required.

What specialist services and expertise are available at, or accessed by, the school?

The school has links with a number of professionals and agencies including: An Educational Psychologist; a Speech and Language Therapist; the Autism Advisory Service; CAMHS; the School Nurse; Services for Young people; the Visual Impairment Service; the Behavioural Support Team; GPs; A Mobility Officer; the Hearing Impairment Service; Occupational Therapists and Art Therapists.

How will you help me to support my child’s learning?

Parent Support Evenings and Parent Consultation Evenings are held annually. Some pupils with SEND will have a home/school communication book where teachers or learning support assistants will record homework in more detail.  The school uses ‘Show My Homework’ which is an on-line school homework calendar which parents can use to support their child.

How will my child be included in activities outside the classroom including school trips?

In the case of educational visits and trips, no child will be disadvantaged.  If necessary the Learning Support Department will support the specific needs of the child as identified from their student record and the risk assessment.

How accessible is the school environment?

The School's Accessibility Plan ensures that adjustments are made to facilitate access to school buildings for those who are disabled.  When students enter the School with specific disabilities identified, the Learning Support Departments take the lead in ensuring the requirements of the students are passed on to all staff.  Where necessary, inset is provided for staff to ensure the students’ educational needs are fully met e.g. working with a hearing or visually impaired student – this may involve support from external agencies.
The school is fully wheelchair accessible on the ground floor.  There are two disabled toilets.

Who can I contact for further information?

Miss D Downing - SEND Coordinator

Mr J Hewitson – Director of Learning for Lower School

Mrs J Shephard - KS3 Transition

Miss J Scouller – Designated Senior Person for Child Protection (D.S.P)

Mrs R Davies – Director of Sixth Form

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

All pupils have a new in-take meeting with a member of staff before they join the school.  Where appropriate, some pupils with SEND will have the opportunity for additional visits.  Some pupils will have the opportunity to partake in a summer school during the summer holidays. Pupils transferring to a new setting are supported as required on an individual basis.

How are the school’s resources allocated and matched to children’s special educational needs?

The SEN budget is allocated in the following areas: Learning Support Assistants 10 (8 full time, 2 Part-time); 1 Literacy and Numeracy Tutor; 1 Inclusions Manager; 1 Director of Learning Support and Inclusions; 1 Assistant Director of Learning Support and Inclusions; 1 Learning Support Administrator and 2 teachers (1 part time, 1 full time). The department has a number of resources including alpha smarts, laptops, specialist visual impairment equipment, literacy and numeracy resources.  The needs of each child are assessed individually and resources are allocated as and when needed.

How is the decision made about how much support my child will receive?

Parents, staff and pupils will be involved in all stages of the decision making process. The type and amount of support will be based on each individual pupil’s needs.

Where can I find out about the local authority’s local offer of services and provision for children and young people with SEN?

For details of our School's  admission arrangements for pupils with SEN or disabilities, please refer to the relevant policy in the Admissions section of our website.