SEN Offer

SENCo:   Mr R. Taylor

 

 

Aims

 

Robert Clack School recognises that some of its students may require extra support and resources to realise their full academic, personal and social potential and is committed to providing pupils with a continuum of support which will ensure full access and inclusion to the National Curriculum.  These aims should be considered as part of a whole school approach to Special Educational Needs.  The SEN department works in partnership with the Senior Leadership Team, Learning Community Team Leaders, Subject Leaders and all staff together with Parents/Carers, pupils and external agencies in responding to pupils’ educational needs.

 

The school is committed to valuing the individual needs and contributions of every pupil to the school community and has high expectations of all pupils, including those with SEN.  In line with the Code of Practice (2014) pupils with SEN are fully integrated within all curriculum areas.  Our aim is to support all pupils to become independent learners and develop their skills for life.

 

Definitions of special educational needs (SEN)

 

Under the Code of Practice (2014), the term ‘Special Educational Need’ (SEN) applies to a child or young person who has 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:

 

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

 

(b) 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.

 

Children and young people who have SEN tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have special educational needs

The code defines four broad areas of need although, in practice, a child may often have needs in more than one area.

 

 

Communication and interaction (to include but not restricted to):

 

  • Speech, language and communication needs (SLCN)
  • ASD (including Autism & Asperger’s Syndrome)
  • Complex social and communication needs (CSCN)

 

 

Cognition and learning (to include but not restricted to):

 

  • Moderate learning difficulties (MLD)
  • Specific learning difficulties (SpLD) (including dyslexia, dyscalculia & dyspraxia)

 

Social, emotional and mental health difficulties (to include but not restricted to):

 

  • ADHD/ADD
  • Anxiety
  • Challenging behaviour

 

Sensory and/or physical needs

 

  • Visual impairment (VI)
  • Hearing impairment (HI)
  • Multi-sensory impairment (MSI)
  • Physical disability (PD)

 

Identification and assessment

The School recognises that early identification of a child/young person’s needs is crucial in ensuring the appropriate provision is put in place to enable progress.  Identification is made through various methods:

 

  • Liaison with primary school
  • Liaison with class/subject teacher and/or Leader of the Learning Community
  • Prior attainment
  • Individual progress against National Curriculum levels (monitored four times per academic year)
  • Rigorous monitoring of assessment data
  • Individual reading and spelling assessments on entry and each academic year thereafter
  • Individual diagnostic tests
  • Parental concern
  • Liaison with external agencies/professionals

 

 

Provision

Robert Clack School believes that high quality teaching is the key to addressing the needs of pupils with SEN; the CoP (2014) supports this view.  The school operates a banding and setting system that begins in year 7; this enables the School to maintain reduced class sizes for the lowest ability pupils. In addition to ensuring access to high quality teaching, the school also provides, as appropriate, the following interventions for pupils with SEN regardless of whether an Education, Health, Care plan (EHC) is in place:

 

  • Full access to an appropriately differentiated curriculum
  • Alternative curriculum at KS4
  • In-class support from highly experienced and qualified teaching assistants
  • Individual/small group withdrawal
  • Literacy/numeracy support
  • Speech and language support
  • Anger Management
  • Social skills programmes
  • Behaviour management
  • Dyslexia support
  • Lunchtime clubs to support homework and social skills
  • Designated base on both sites
  • Individual keyworker
  • Assessment for exam concessions as appropriate
  • Established programme to support transition between key-stages and post-16

 

All pupils are actively encouraged to fully participate in all aspects of school life including sports, performing arts, debate, school council and school trips, including foreign residential.

 

Tracking and Monitoring

In order to assess the effectiveness of overall and individual provision for pupils with SEN the school undertakes the following measures:

 

  • Rigorous monitoring of each round of assessment data (four times per academic year)
  • Regular individual assessments
  • Public examination results
  • Progress against prior attainment
  • Regular consultations with parents/carers and pupil

 

Staff Training:

The School is committed to providing ongoing professional development to all staff to ensure the continued high standard of provision for pupils with SEN.  Specifically within the SEN department staff are highly experienced and qualified in the following areas:

 

  • ELKLAN
  • ELCISS
  • NVQ Level 3
  • Project Code X Literacy*
  • Success @ Arithmetic*
  • Dyslexia
  • Behaviour management
  • Anger management
  • Social skills
  • Annual skills audit used to inform staff training programme

 

*In conjunction with Edge Hill University

 

What steps are taken to prevent pupils with SEND from being treated less favourably than other pupils?

To eliminate unlawful discrimination, harassment and victimisation:

•    Policies explained: SEND, Equality, Anti-bullying.
•    Continuing Professional Development for teachers and staff member.
•    Focuses on differentiation, reasonable adjustments, equality of access, teaching and learning to    ensure progress for all and safeguarding.
•    Staff are reminded of reasonable adjustments required for certain individuals as necessary e.g. discussed during Pupil Progress meetings with the class teacher, Assistant Head Teacher and the SENCo.
•    Senior Leadership Team meetings focus on the strategic development of these areas.
•    Regular liaison with governors which informs and updates on current all areas.

To advance equality of opportunity:

•    In‐depth analysis of attainment data at each progress checkpoint by middle leaders and teachers.
•    Exam access arrangements are organised.
•    Auxiliary aids currently include: iPads, laptops, writing slopes, special handwriting pens, colour overlays, and any others as necessary.
•    Lessons are regularly observed to ensure accessibility and progress against Ofsted standards.

To foster good relations:

•    Transition programme with primary schools at the end of Year 6 in preparation for high school.
•    Pupils/students are aware of a key member of staff they can talk to who will listen to any concerns and act upon them if necessary.


Admissions Arrangements

Robert Clack School adheres to the London Borough of Barking and Dagenham’s admission policy details of which can be found here :

https://www.lbbd.gov.uk/residents/schools-and-learning/school-admissions/introduction/

Accessibility

 

Details of accessibility for SEND pupils can be found in our accessibility policy.

 

 

Working in Partnership

 

Parents and pupils

The School recognises the importance of forging strong home/school links to ensure the best outcomes for pupils with SEN.  Consequently we undertake to meet formally with parents/carers and pupils three times per year to assess progress and provision.  However, parents/carers are welcome, and encouraged, to contact the School at any time.

 

External agencies

 

Close links have been established with a number of outside agencies to ensure effective and successful provision for pupils with SEN. These include:

 

14-19 Careers Service

Streetbase Advice Plus Suite

50 Wakering Road

Barking, Essex IG11 8GN

Tel. No. 020 8724 3372

 

Child & Adolescent Mental Health Service (CAMHS)

The Child & Family Centre

79 Axe Street

Barking, Essex IG11 7LZ

Tel. No. 0300 555 1035

 

Child & Family Consultation Service

The Child & Family Centre

79 Axe Street

Barking, Essex, IG11 7LZ

Tel. No. 0844 600 1035

 

Service for the Deaf

Roycraft House

Linton Road

Barking, Essex, IG11 8HE

Tel. No. 020 8227 2398

 

Educational Psychology Service

3rd Floor, Roycraft House

15 Linton Road

Barking, Essex, IG11 8HE

Tel. No. 020 8270 6900

 

London Borough of Barking & Dagenham Inclusion Team

5th Floor, Roycraft House

15 Linton Road

Barking, Essex, IG11 8HE

Tel. No. 020 8227 2714

 

Occupational Therapy & Physiotherapy

Vicarage Fields Health Centre

Vicarage Drive

Barking, Essex, IG11 7NR

Tel. No. 020 8276 7023

 

Speech & Language Therapy Service

Julia Engwell Health Centre

Woodward Road

Dagenham

Essex, RM9 4SR

Tel. No. 0203 644 2209

 

The Sycamore Trust (formerly PACT)

27-29 Woodward Road

Dagenham

Essex, RM9 4SJ

Tel. No. 0208 220 0090

 

Joseph Clarke Educational Service for the Visually Impaired

Vincent Road

Highams Park

London E4 9PP

Tel: 0208 531 8361

 

Other useful contacts:

British Dyslexia Association (BDA) – Tel: 0333 4054567

ADD+ Up (ADD/ADHD) – Tel: 01708 454040

William Bellamy Children’s Centre – Tel: 0208 724 1924

Sydney Russell Children’s Centre – Tel: 0208 724 1840

Carers and Young Carers – Tel: 0208 593 4422

Parents-in-Partnership – Tel: 0208 593 4422

 

Complaints Procedure:

In the first instance, all complaints should be addressed to the SENCo, however if this is not appropriate or should the complainant be unhappy with the outcome then the School’s usual complaints procedure should be followed, details of which can be found on the School’s website:

 

Click Here to download a copy of the complaints procedure

 

Click Here to download a copy of the SEN Policy

 

 

 

 

 

 

(A) Lower Site

Green Lane Lower Site

Dagenham

Essex

RM8 1AL

Tel: 02082704222

Fax: 020 8270 4220

(B) Upper Site

Gosfield Road Upper Site

Dagenham

Essex

RM8 1JU

Tel: 020 8270 4200

Fax: 020 8270 4210