Our SENDCo is Miss S Vaughan who can be contacted at the school.
SEND Information Report
Special Educational Needs Reforms, 0-25 years, 2014
As you may be aware, Special Educational needs and Disabilities provision nationally, within the 0-25 age range has under gone big changes and reforms, which have been implemented as of September 2014.
Why the need for reforms? Special Educational Needs and Disabilities provision within educational establishments has now been extended for the 0-25 age range. This is to ensure appropriate support and provision is available and implemented as students go onto post 16 provision. This additional support will aid youngsters with SEND to succeed and aspire to embark on careers that are appropriate for their needs and interests. All support networks, including Health, are required to work together where appropriate for the individual. The new reforms ensures that the young person is at the centre of all interventions and reviews and that you as the parent feel you are part of the support network for your child’s education and future; that your voice is heard and that you are actively involved in your child’s review or progress.
The SEND Category for identification and need have changed slightly. They are outlined below.
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
All students within school who have SEND, will be identified in one of the four categories.
Education Health and Care Plans/Statement of Special Educational Needs
If your child currently has a Statement of Special Educational Needs, an annual review will be conducted to review your child’s progress. You will also have the opportunity to review your child’s progress with school at an annual parents evening and also at an additional time throughout the academic year. Over the next three years, the Local Authority will review your child’s Statement of Special Educational Needs. If it is felt your child requires an Education Health and Care Plan, which will eventually replace Statements of Special Educational Needs, then your child’s Statement will transfer to this new plan. If your child no longer requires the level of support outlined in the Statement of Special Educational Needs, please be assured that the School, still has a duty of care and need to provide for your child’s needs, through a Special Educational Needs Plan. Your child will continue to receive the same level of support hat they require to succeed and achieve throughout their school career.
Frequently asked questions
Seaham High School is a 11-16, main stream school. Our school embraces a fully inclusive provision. OFSTED 2013 stated that at Seaham School of Technology, ‘every child really does matter’.
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 and disabilities? How is information about my child passed from primary to secondary?
During the transition period, from KS2 to KS3, the school requests transfer information from all feeder primary schools about the children in Y6 who may have special educational needs and disabilities. All medical needs are requested too. During this process, the current SEND information is transferred electronically to our school. Towards the end of Y6, the Special Educational Needs Coordinator, (SENCO), visits all feeder primary schools, with the Head of Pupil Services, to discuss all children who are about to transfer up to the secondary school. This allows the staff to pass over all SEN information to the new school. The SENCO, where possible will also attend the Y6 annual review that will take place at the primary school. Seaham High School holds a Y6 parents evening during the summer term, for parents to visit their child’s new school. This is an additional opportunity for parents to pass on their concerns, worries and SEND information about their children. During the summer term Seaham High School also hold ‘Moving Up’ meetings, which are informal parents evenings, focusing on specific topics, such as provision for Special Educational Needs and Disabilities. This is a further opportunity for parents to talk to staff at Seaham High School about identification and provision for their children.
However if you have concerns about your child’s learning and feel there maybe underlying learning difficulties, please don’t hesitate to contact school at any time to discuss the matter. This conversation or meeting will be the starting point to a learning assessment of your child’s needs, progress levels and provision.
What happens if staff at the school identify a difficulty with my child’s learning?
Once children have enrolled at Seaham High School , staff will run baseline assessments in all subject areas. This assessment gives teaching staff a realistic picture of a child’s current level within a particular subject area. Within the Support Faculty, children in Y7 with SEND will complete reading and spelling assessments. The tests currently used for this are the ‘Burt reading and spelling’ tests. Again this is valuable information, which can highlight any underlying difficulties that may need addressing. Each week, a Forum meeting is held in school. Each month Forum Plus is held, incorporating professionals from outside of school, who work with students attending Seaham High School . All staff in school can raise concerns about any child’s learning and progression. If this is the case, the issue raised will be discussed and support will immediately be put in place for that child. If the issue requires further intervention from an outside agency, such as an Educational Psychologist, Speech and Language Therapist, a Specialist in Dyslexia etc, a referral will be made, after a discussion with the parent. Permission from the parent will be required before this next step can take place. During the course of the year, if a child is not making progress at the same rate as his/her peers, or is progressing at a slower rate than they had previously, the staff will look into underlying issues. This can sometimes be an indicator. Approaching KS4, students that perhaps struggle with their Literacy skills, will be highlighted and assessed for ‘Access Arrangements’. If a child is eligible for ‘Access Arrangements’, they may receive a variety of support for KS4 examinations and controlled assessments. Support can range from having a Reader, Scribe, Oral Modifier, extra time etc. for examination and controlled assessments. There are however times when such arrangements are now allowed, such as reading sections of an English examination, where the reading ability is part of the examination.
The Role of the SENCO and Keyworker
The SENCO will collate information on all new intakes from Y6.
The SENCO will be the Keyworker for all students within school who have a Statement of Special Educational Needs or an Education Health and Care Plan. The SENCO is also keyworker for some students who have greater Special Educational Needs and therefore require an SEN Support Plan, but do not have a Statement of Special Educational Needs. The role of the keyworker is to work with the student and parent, to ensure that the student’s needs are met and progress is monitored. The SENCO will review the child’s progress to date, their attendance record, behaviour tracking, RAPP points/Prom points and their progress levels/grades. During this process, the SENCO will go through the student’s targets for each subject area. These meetings highlight where the student is currently, where they need to be and how they are going to get there. It also allows for a discussion with the student, parent and the school about any additional support that maybe required. Strategies that work for the individual can be discussed at this meeting. During the meeting, The Common Individual Educational Plan (CIEP) that is in place for that student will be reviewed, highlighting the student’s Special Educational Needs, their interests, strengths, attendance and tracking record. The CIEP will also highlight the current subject specific targets and any additional targets required. The CIEP will list specific strategies for the members of staff working with the student. Some of these strategies will be incorporated in the planning of the child’s lessons. Each term the CIEP will be reviewed with the child and parent and new targets and outcomes will be formulated. Please ensure school are fully aware of any successful strategies that aid your child’s learning.
All students requiring SEND support will be assigned a keyworker. The keyworker will be a key member of staff working with the student on a regular basis. The keyworker will review the progress of the child and set new targets, formulated in a CIEP.
The SEND Team
Mr Shield – Head teacher
Mrs Whitehead – Assistant Head teacher – Designated teacher for Child Protection.
Miss Vaughan – Special Educational Needs Coordinator, SENCO.
Mrs G James – Numeracy Coordinator across the Curriculum.
Miss Brown – Competency Curriculum Coordinator
Ms Douglas – Learning Support Assistant
Ms Herbert – Learning Support Assistant
Mrs Curtis – Learning Support Assistant
Mr Lax – Learning Support Assistant.
Mrs Purvis – Learning Support Assistant.
Mrs Jones – Learning Support Assistant.
Mrs Harrison – Higher Level Teaching Assistant.
Mrs Turnbull – KS4 Intervention Worker.
Mrs Soady – Learning Resource Centre Manager/Accelerated Reader.
Miss Thynne – Head of Pupil Services
Mr Remmer –
Mr Greenwood – Pupil Inclusion Programme Manager
Mr Pughe – External Counselling Services.
Mrs Johnson – Stronger Families and Education Welfare Officer.
Mrs Purvis – Stronger Families and education Welfare Officer.
Accessing additional support from outside agencies.
Special Educational Needs Policy – (please refer to the school SEND policy).
How the school evaluates the effectiveness of it’s provision for SEND students.
At the start of each academic year, a review is held to assess the effectiveness of it’s provision for students with SEND. The Support Faculty completes a Self Evaluation Form and set targets for the following academic year in the form of a Departmental Development Plan. Y11 student results are analysed and targets set for the next academic year. This review is held with The Head Teacher, Assistant Head teacher and SENCO. Every two years the faculty is reviewed by the Head teacher and Senior Leadership team. During the course of the review, lesson observations take place for teaching and support staff. A work scrutiny and pupils voice will be carried out as part of the review process. Each term The Support Faculty is Quality Assured. Lesson observations, student voice and work scrutiny checks take place to quality assure standards of provision across the faculty. Individual students with SEND will be monitored on a termly basis.
How can I support my child’s learning?
You will be invited into school at least three times a year, one of which will be the formal parents evening. Some of these meetings will be with your child’s keyworker. The greatest support to your child is to attend these meetings. If you are unable to attend at the allocated time, please contact the school to rearrange the meeting for a time that is convenient for yourself and school. It is incredibly important that you attend these meetings to discuss your child’s progress. This is a great opportunity for you to discuss how your child is doing in school and also how you can support your child in their learning at home. During the year you will receive reports on your child’s progress. Annually a more formal report will outline detailed comments from teaching staff and also areas for improvement. Please take the time to go through these reports carefully with your child. If you have any concerns or need clarification on any matters, please don’t hesitate to contact the school immediately to address the matter. At any time during the academic year, you can make an appointment to come into school to discuss your child’s progress or any concerns you may have. Please don’t feel you have to leave issues until school invite you to a progress review.
On entry to Seaham High School , all students are placed in a Curriculum pathway. This is initially based on their Y6 SATS and Teacher Assessment results at the end of Year 6. Also the level of support highlighted by the primary school may determine which Curriculum Pathway your child is placed into. During the course of Year 7 and other year groups, The Key Stage 3 and 4 Coordinators hold regular meetings with the English and Maths Faculties. This is where students are reviewed and monitored. Students underachieving will be discussed and support allocated where necessary. Sometime students are moved between the Curriculum Pathways if it is felt such a move is appropriate.
Key Stage 3 Curriculum Profile
Students in The Blue Pathway receive the greatest percentage of Learning Support time. The curriculum is tailored to the learning needs of the students accessing the curriculum in this pathway. All students in school follow a two week timetable. Below shows examples of curriculum models within school for each year group.
Year 7 and 8 – (hours per fortnight)
Competency Curriculum (Literacy and Numeracy based Curriculum) – 13
Maths – 10
English – 8
English Literature – 2
Science – 6
Design and Technology – 4
Physical Education – 4
Music – 1
Performing Arts – 1
Personal and Social Education – 1
Year 9 – (hours per fortnight)
Competency Curriculum (Literacy and Numeracy based Curriculum) – 15
Maths – 10
English – 8
English Literature – 2
Science – 6
Design and Technology – 4
Physical Education – 4
Personal and Social Education – 1
Key Stage 4 Curriculum Profile
Students in The Blue Pathway receive the greatest percentage of Learning Support time. The Curriculum is tailored to the learning needs of the students accessing the Curriculum in this pathway. All students in school follow a two week timetable.
Years 10 – (hours per fortnight)
Maths – 10
English – 9
English Literature – 2
Science – 4
Physical Education – 2
Work Skills – 2
Personal and Social Education – 1
Option subjects – 10
Year 11 – (hours per fortnight)
English – 6
English Literature – 2
Maths – 8
Science – 4
Design and Technology – 10
ICT – 5
Physical Education – 2
Option Subjects – 6.5
The Curriculum model adopted at Seaham High School is tailored for the needs of our students and varies from Pathway to Pathway and between the years of 7-11. The Blue Pathway Curriculum is heavily weighted to support the Literacy and Numeracy needs of the students and their individual needs. The Blue Pathway classes are much smaller classes than Green and Red Pathways, ranging from 11-17 students per class. Some students access intervention lessons also. At KS3 this intervention supports literacy and numeracy needs. At KS4 students are supported in areas of the curriculum where they are underachieving.
Seaham High School have a substantial support team, ranging from Learning to Behaviour Support. Learning Support however is prioritised for the Blue Pathway classes. However there is Learning Support allocated to Green Pathway, core subject areas, where appropriate. All SEND students have a keyworker and a Common Individual Education Plan. Successful strategies for the student are incorporated in the CIEP and then implemented in the Teaching and Learning provision for that student. All lessons are differentiated to meet the needs of all individuals, across the Curriculum. Students are grouped in all subject areas. All subjects formulate two groupings. One based on ability and the other, mixed ability.
Teaching and Learning methods for students with Special Educational Needs and Disabilities.
How is the decision made about the type and how much support my child will receive?
If your child has a Statement of Special Educational Needs, or An Education Health and Care Plan, it will outline clearly what percentage of support your child is entitled to, as directed from the Local Authority. This is however subject to review at your child’s annual review meeting. However, if your child is in the Blue Pathway, Seaham School of Technology have allocated nearly 100% Learning Support to these classes, with the exception of PE lessons. Therefore your child will always have access to additional Learning Support in all other lessons. During the coming review process, a ‘Costed Provision Map’ will outline the level of support your child receives in school. Depending on the nature of your child’s difficulties, depends on the support that is allocated and required. This can vary from 1:1, small group intervention or Learning Support within the classroom setting. Your child may access targeted Literacy support such as the Phonic based ‘Fresh Start’ programme, ‘Accelerated Reader’ or ‘Nessy’. All children at Seaham High School will have the support of a keyworker if they are recognised as having Additional Needs. At Key Stage 4, if your child has SEND, they will be assessed by a specialist to see the level of Access Support he/she may need to support them throughout their GCSE/BTEC examinations and controlled assessments. This can range from being allocated a reader, a scribe, extra time during the examination, given timed rest breaks, having an oral modifier etc. As a parent, you will be invited to attend all of your child’s reviews and progress meetings. You will be involved in your child’s progress every step of the way from their transition from KS2 to their transition into KS5.
Activities that are available for pupils with Special Educational Needs and Disabilities in addition to those available in accordance with the curriculum.
ALL students, regardless of need have the opportunity to actively get involved in extra-curricular activities within our school. Every Faculty within the school have a range of lunchtime and after school clubs and activities. Within the Blue Pathway, part of the Curriculum involves termly days out to Space centres, animal sanctuaries etc. Within the school’s rewards procedures, all children can achieve RAPP points for respect, attendance, progress and participation. Involvement in extra-curricular activities will allow your child to achieve a greater percentage of RAPP points. RAPP points equal prizes and participation on school visits and trips out of school. Seaham High School also holds an activities week in July. The school timetable is collapsed for 3 full days, allowing your child to select a range of fun, action packed activities designed to enhance the curriculum plan for the year. All children, regardless of need or disability will be included on visits and trips. Care Plans and discussions with parents may be necessary, in advance of a trip, if your child’s needs require additional planning, but pupils will not be exempt on the basis of need or disability.
What support will there be for my child’s overall well being?
Pupil Services offers pastoral, medical and social support to all students within the school. All students in each year group have a Year Manager who monitors and supports the students within their Year Group. This support can range from welfare, pastoral, social, attendance and behaviour support. Within school, there is a Pupil Inclusion Programme and Behaviour Support Unit where students may work if they have been involved in behavioural incidents. This immediate response to behaviour in school, avoids low level disruption to the Teaching and Learning environment within the school and also maintains a high record of attendance for all students enrolled within the school. Students are therefore not ‘excluded’ from school as such, but immediately continue with their education in an intervention setting before returning to their normal timetable.
Each student is in a form class that belongs to a Family group. The Family is led by a Family leader. Younger students are supported by the older members of their form group. When your child reaches Y11, they will be in a form with Y11 students only. This is to give Y11 students greater support throughout their final school year. Registration time for Y11 supports students through examinations, careers advice and also support as they apply to colleges for KS5.
School has a team of trained first aiders to support medical needs. Medical Care Plans are compiled for some students with guidance from medical professionals. With regards to the safety of students on site, Year Managers monitor lesson attendance registers, immediately informing parents if their child is not at school. Registers are conducted for a morning registration and every lesson throughout the school day.
A student’s views are taken into account through many different avenues within the community of the school. Termly ‘Student Voice’ sessions are carried out and the school also has a school council with representatives from all pathways and year groups. Year 11 have a Head Girl and Head Boy. Also a team of prefects carry out a range of supportive duties throughout their last academic year at Seaham High School.
How to contact the SENCO
The School SENCO (Special Educational Needs Coordinator) is Miss Vaughan. Miss Vaughan can be contacted at school on 0191 5161600 or at firstname.lastname@example.org
What specialist services and expertise are available at or accessed by the school?
School accesses a range of specialist services as listed below.
- Educational Welfare Services, incorporating Stronger Families.
- Educational Psychology Services.
- Speech and Language Therapy.
- Occupational Therapy.
- Learning Difficulties Team.
- Pupil Referral Units.
- Social Services.
- Young Carers.
- Counselling Services.
- Group for Anxious Pupils. (GAP)
- The Youth Offending Team.
- Child and Adult Mental Health Services.
- Community Police Support Officers.
- School Nurse.
- Community Youth Worker.
- The One Point Service.
What training have the staff supporting SEND students had or what training are they having?
All staff within school have completed their Level 1 in Child Protection. All Learning Support staff follow the same Continued Professional Development (CPD) programme as teaching staff within the school. Such CPD is formulated around Teaching and Learning needs within the school from differentiation, questioning, Literacy, Numeracy, SEND support, supporting More Able and Talented students, coaching, behaviour management, Assessment for Learning, marking and feedback etc. Staff CPD can be run on a ‘carousel basis’, allowing staff to opt into areas of development that they feel will develop their skills and practice. Some areas of CPD are linked to staff Performance Management targets, again supporting the member of staff through their personal professional development over the next 12 months. Support staff and teaching staff working closely with students with SEND, have accessed training delivered by specialist professionals in Dyslexia, Dyspraxia, Dyscalculia, ASD, Common Individual Support Plans for students with SEND, Literacy and Access Arrangements. If a child joins the school with specific needs, careful transition arrangements are implemented and planning meetings are held to ensure a successful transition for the student. It is vitally important that parents inform school of any specialist arrangements, needs and provision that may be required for their child at the transition planning stage, particularly medical or learning needs, to ensure that provision is available and in place for the starting day at Seaham High School.
How accessible is the school both indoors and outdoors?
Students should receive their education on the new site in 2016, ensuring that Seaham High School is accessible to all students regardless of Disability. The current sites has a disabled toilet facility and disabled parking bays at the front of the building, next to the school reception area.
How are parents involved in the school? How can I get involved?
Parental voice is represented on the governing body of the school. Parents are always invited to be part of meetings surrounding the needs, progress and welfare of their children. Each year a parents evening is held, allowing you to meet with your child’s subject teachers and keyworker. All children with SEND will have a keyworker who will hold meetings with you and your child. Regular meetings will be held with yourself and your child, to ensure your child is progressing well and that their needs are met with the correct support and provision.
All SEND students’ views will be heard through a ‘child centred review’ process. Pupil voice is very important to us. Your child’s opinion and feelings need to be heard when discussing their education and provision. Often a simple conversation with a student about their preferred learning style gives a valuable insight into the educational world of that student. All students will be invited to attend their own reviews. Please encourage your child to be actively involved in the progression of their own learning.
Concerns or Complaints
If you do have concerns about the provision being made for your child, or their level of progress, please contact either Miss Vaughan (SENCO) or Mrs Whitehead, (Assistant Head teacher) at the school on 0191 5161600.
For welfare, attendance or behavioural issues, please contact your child’s Year Manager, Ms Thynne, (Head of Pupil Services), or Mr Lumsdon, (Deputy Head teacher).
More serious concerns must be placed with Mr Shield – Head teacher at Seaham School of Technology on 0191 5161600. Please contact the school and ask to speak to Mrs McNally, Personal Assistant to the Head Teacher and she will make an appointment for you.
External Support Services available
Please see Durham’s Local Offer, outlining all external support services available to you. You can visit the Local Authority website at: