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Turing House

Turing House School Special Educational Needs and Disabilities (SEND) Information Report

Turing House School is a mainstream secondary school that currently has children in Years 7-10. The school believes that all children and young people are entitled to an education that enables them to:

  • achieve their best
  • become confident individuals living fulfilling lives
  • make a successful transition into adulthood, whether into employment; further or higher education; or training

Under section 65(3)(a) of the Children and Families Act 2014 the Governing Body is required to publish information about the Special Educational Needs policy and provision. This information is updated annually and was last updated on 10th February 2019.

1. The kinds of special educational needs for which provision is made at the school:

We currently support children with the following Special Educational Needs, and do so in line with the 2014 Code of Practice: Specific Learning Difficulties, including dyslexia, dyspraxia, and ADHD; Autistic Spectrum Disorder (ASD); Moderate Learning Difficulties (MLD); Speech, Language and Communication Needs (SLCN); and Social, Emotional and Mental Health needs (SEMH).

2. The school's policies for the identification and assessment of students with special educational needs:

The school’s policy for identifying children with SEN is in line with the SEND Code of Practice 2014. A copy of this can be found on the school website. The school recognises that a child or young person has SEND if they have a substantial and long term learning difficulty or disability which calls for special educational provision to be made for them. As defined in the 2014 Code of Practice, the school accepts that 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 if they 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.

Initial identification can be through information given to the school through the transition process from primary school. Otherwise identification can be through the class teacher or any other member of staff who report to the SENCo. The SENCo then makes observations, undertakes screening assessments, and reviews evidence gathered from staff, parents and the student her/himself so that recommendations can be made to meet individual needs. When necessary, outside agencies will be contacted where the need is deemed to require support outside of the school’s expertise or resource. In the case of those transitioning from another school, the SENCo will visit the school and observe the students and liaise with the SENCo there to establish need and plan support.

3. Information about the school’s policies for making provision for students with special educational needs whether or not students have Education Health Care Plans, including:

(a) how the school evaluates the effectiveness of its provision for such students;

The school evaluates the effectiveness of its provision for all students, regardless of SEN, through the outcomes they achieve and their progression to further stages of education. All students are set challenging progress targets for their learning achievements and the impact of teaching and additional support is measured by the school through student outcomes. Children with SEN are expected to meet or exceed their targets..  The school monitors the effectiveness of its main and wider curriculum through the take up of and participation in additional activities. The evaluation of all aspects of provision includes input from students and parents.

Where students with SEN have interventions and provision that fall outside classroom teaching and learning, this is recorded on an on-line provision mapping tool. Provision is reviewed on this system and its effectiveness monitored. Reports are produced from the system which detail learning plans and provision in place for individuals.

Teachers provide detailed information on barriers in their lessons for students with SEND in their lessons, and on the strategies in place to reduce or remove those barriers. The effectiveness of these strategies are reviewed at academic reporting times.

(b) the school’s arrangements for assessing and reviewing the progress of students with special educational needs;

Whole school assessment and monitoring procedures are in place and apply to all students at all levels. SEN children are assessed in the same way as all other children. The school follows the Code of Practice to assess, plan, do and review when undertaking any specific areas of support, and has structures in place to ensure on-going regular assessment of outcomes which are discussed with the child and parents. Students are also assessed following any periods of intensive targeted intervention.
The school’s assessment procedures ensure that all progress is closely monitored at all times and that any concerns are rapidly raised and the necessary support made available through the class teacher and/or the support teacher where appropriate to enable progress (please refer to the SEN policy – available on the school website). Parents are informed when additional learning provision is provided for their child (as per the SEND Code of Practice, section 6.39).  The SENCo works together with the rest of the Senior Leadership Team to ensure standards are maintained across the school.

(c) the school’s approach to teaching students with special educational needs;

Children with SEN are expected to be able to work within mainstream classes, given high quality teaching and work clearly differentiated to their level of ability. All teachers use a range of Quality First teaching strategies which make lessons accessible to those with SEND. Specific additional intervention may be made available for timed, structured support to raise levels where there is a clear indication that this will achieve improved outcomes.

(d) how the school adapts the curriculum and learning environment for students with special educational needs;

The school makes reasonable adjustments to the learning environment to ensure children have opportunity wherever possible to meet expected outcomes and participate fully in all aspects of school life. The school has strong pastoral support which supports those with a SEMH need..

(e) additional support for learning that is available to students with special educational needs;

Additional support is provided through short-term targeted interventions which may be in class or require withdrawal from some lessons. This additional support is planned as a result of assessment and students are included only if the school judges it to be an appropriate intervention. These interventions include structured literacy programmes, social/communication groups, speech and language therapy work and emotional support. (f) activities that are available for students with special educational needs in addition to those available in accordance with the curriculum;

All children are expected to be involved in the full range of school activities. Should a particular disability mean that any activity is less accessible to a student who wishes to take part in it then the school will use its best endeavours to make reasonable adjustments to enable participation.  Where it is not possible to adapt the activity to enable the student to take part then the school will provide an alternative activity and engage the student in determining and planning this.

(g) support that is available for improving the emotional and social development of students with special educational needs.

The school’s pastoral system supports all children with close focus on their social, emotional moral and spiritual development. Where necessary the school has access to counsellors and external support services who can provide short term intervention, advice and training. In the case of more severe need, outside agency support would be sought as a matter of course.
The school has an anti-bullying policy which applies to all students and operates in line with the school’s Character Education approach to behaviour management. 
The school has links to health bodies and social care bodies through the local authority and can draw on these if there is a significant need.

4. The name and contact details of the school’s SEN Co-ordinator

The School’s SENCo is Mrs Louise Harper, who can be contacted using the main contact details for the school which are available here.

5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.

The school goes out of its way to employ outstanding teachers to ensure that all children receive the highest possible quality of education. All recent research has shown that progress is made in direct relationship to the quality of teaching. Support staff, including Teaching Assistants, Higher Level Teaching Assistants and qualified teachers normally work within areas where they have specific expertise to enable children to make expected levels of progress at all times and to ensure all programmes of support are tailored to specific need. All staff receive induction and regular update training on supporting children with SEND. All use consistent methods of differentiation and resources which the students can understand and access. Where appropriate, specialist expertise is sought through the Local Authority, Russell Education Trust and other relevant agencies (e.g. hearing impairment specialists).  

 

6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.

Specialist equipment to support individual needs is secured on a case by case basis with the advice, where appropriate, of external specialist agencies. It should however be noted that in some cases the building cannot be modified to meet some very specialist needs.

7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.

Parents of children identified as having SEN are given at least three opportunities each academic year to consult with the school. For example, at parents; evenings and every term when academic assessments are made. There are tutor evenings and students with Education Health Care Plans (EHCPs) will have an annual review. Parents of all other students with SEND students will be able to consult with the SENCo or another member of staff to specifically discuss their child’s needs.

8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.

Wherever possible and advisable, students with EHCPs are involved in the review process and that of setting targets for the next year. All SEND students have One Page Profiles in which they can express what is important to them and for them both in and out of school, for their present and future. The school believes that young people have a right to be involved in making decisions and exercising choices. They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the child, parents, carers and outside agencies to identify needs.

9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of students with special educational needs concerning the provision made at the school.

In the event that a parent or carer is concerned about the progress that their child is making at the school they should contact the SENCo in the first instance. If the parent or carer remains unhappy about the outcome, the Headteacher should be contacted. These are the first stages of the school’s complaints policy which is available in full on the website. Further steps in the school’s complaints policy can also be followed.

If the issue remains unresolved then a complaint can be made to the local authority or to the Education Funding Agency instead of the local authority if your complaint is not about an EHCP. There’s a different process if you disagree with a decision your local authority has made about an EHCP.

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of students with special educational needs and in supporting the families of such students.

Where a student with SEND is not making appropriate progress and we feel that they need advice and support from external professionals, we will discuss such a need with parents. If it is felt appropriate, we will then refer a student to an external agency and/or professionals for diagnosis, support or advice. Subsequent to such a referral, we will work with the external agency to support such students, using agency support and advice. We use the Local Authority Educational Psychology Service to make referrals to Advisory Support Teachers and Educational Psychologists. We also work with other external agencies such as the Child and Adolescent Mental Health Services (CAMHS).

11. Contact details of support services for the parents of students with special educational needs:

Speech and Language Therapy - Children (Richmond)

Independent Support Partnership (ISP)

Music Therapy

SMILE - a parents and children's group for children with additional needs

SOS! Special Educational Needs

SEND Family Voices (SFV)

School Health Service (Richmond)

Specialist Health Visitor for Children with Special Needs: 0–19 (Hounslow and Richmond)

Emotional Health Service

RELATE Counselling

WelCare (Kingston and District)

Me too & Co

NAS Kingston (SWAPS)

Paediatric Audiology (Hounslow and Richmond)

 

12. The school’s arrangements for supporting students with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.

The school works closely with all children as they approach times of transition. There is close co-ordination with all feeder primary schools to ensure smooth transition from KS2 to KS3, which includes visits to the primary schools concerned and a range of induction visits for new children. At the end of KS3, meetings will be focussed on transition to KS4 and ensuring the right pathways are established and clearly understood by a child and their parents/carers.

13. Information on where the local authority’s local offer is published

The local authority’s local offer is published on its website: 

www.afcinfo.org.uk

Policy

Click here to read the school's SEND policy.

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