Shoeburyness High School - Early years and education

Secondary School, part of SECAT.

office@shoeburyness.secat.co.uk

https://www.shoeburyness.secat.co.uk/

Shoeburyness High School, Caulfield Road, Shoeburyness, Southend-on-sea, SS3 9LL

Information about support for special educational needs and disabilities.

Dave Farebrother - SENCO. Email SENCo@shoeburyness.secat.co.uk

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

We have a rigorous whole school tracking of attainment outcomes which identifies lack of expected levels of progress.  All teachers are responsible for identifying students with SEN. Early identification is a priority. To identify SEN children subject teachers, and Cross Phrase Progress Leaders (CPPLs) carefully monitor and assess the students’ progress to identify any who are making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

• Is significantly slower than that of their peers starting from the same baseline.
• Fails to match or better the child’s previous rate of progress.
• Fails to close the attainment gap between the child and their peers.
• Widens the attainment gap

Slow progress and low attainment does not necessarily mean that a child has SEN and will not automatically lead to a pupil being recorded as having SEN.

Year 6 students are identified before they join us.  The SENCO obtains information about students with special educational needs by communicating with the SENCOs and teachers of the primary feeder schools.

Screening tests such as Group Reading Tests and Group Spelling test also identify students who may require support with their literacy skills on entry 

Each curriculum area will do baseline assessments on entry to indicate gaps in knowledge and/or skills.    

If parents have concerns relating to their child’s learning then please initially discuss these with your child’s Cross Phase Progress Leader (CPPL). This then may result in a referral to the school SENCO, Ms Hilary Gover.  

Parents may also contact the SENCO directly if they feel this is more appropriate. 

All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.

How will early years setting/school/college staff support my child/young person? How will the teaching be adapted for my child with SEND?

Quality first teaching

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. We endeavour to provide all students with Quality First Teaching that is differentiated to meet the diverse needs of all learners.

 Our teachers have high expectations for all.

 Our teachers: 

• Support independent learning
• Promote pupil talk, individually and in groups
• Question, model, explain
• Ensure pupil engagement and make high demands of their involvement.
• Make reasonable adjustments and SEN provision in their lessons.

How will the curriculum be matched to my child's/young persons needs?

Differentiated Curriculum

In Shoeburyness High School we have two specialised academic pathways that deliver differentiated curriculums to meet the needs of some of our students. They are the Excel Pathway and the Achievement/Foundation Pathway. We also have a Learning Resource Base (LRB).

The Excel Pathway

The Excel Pathway covers years 7, 8 and 9 and is for pupils who work better in a more kinaesthetic environment. We do also have pupils that benefit from the setting who have different learning styles but need a more differentiated curriculum.

All classes are fairly small catering for approximately 16 pupils and are staffed with both an Excel Teacher who delivers a differentiated curriculum consisting of English, Maths, SCOPE, History, Geography and R.E. as well as additional subjects* (see below) and a Classroom Manager.

As well as this there is also an LSA where there are SEN pupils. Pupils will be taught other subjects such as Science, Technology, ICT and Creative and expressive Arts by subject teachers.

The Classroom Manager is the Learning tutor for their groups and also supports them in all of their lessons with other teachers to maintain consistency and expectation across the curriculum. There is a diverse ability within the pathway and pupils are not placed based on ability but by learning style.

High importance is placed on engaging and enthusing our pupils and so the curriculum is structured with that in mind. The pupils within this pathway benefit from having additional lessons such as *Forest School (outdoor learning), for social interaction and Double Club which is a literacy and numeracy intervention catered to the pupils interests e.g. Football or cooking.

Pupils are offered many interventions depending on their needs which are run by Learning Support and Excel staff and some pupils are given mentors to support them in areas that need developing. We offer a lunch club where pupils can go and interact with their peers and also homework club after school run by the Classroom Managers. In addition, Excel teachers run after school intervention sessions to support target groups in literacy and numeracy.

The success of our pathway in largely down to consistency for the pupils which offers security and reassurance and also with the interaction that the staff have with parents so that the pupils have support from both school and home to enable them to be successful. We set high expectations which challenge our students and focus on their learning to enable them to meet their expected target grades.

The Achievement Pathway

The Achievement Pathway covers Years 7, 8 and 9. There are two groups in year 7 and 8 and one in year 9, with approximately 15 students in each group. Most groups are housed in our purpose built Learning Resource Base, which accommodates students with a diverse range of learning needs. Some students with Education Health and Care Plans will join the pathway having been allocated a specific LRB placement when transitioning from KS2. (Please see criteria for LRB placement at the end of this document). The students’ abilities are regularly reviewed and students may move across pathways.

Each class is staffed with a teacher who delivers a differentiated curriculum consisting of English, Maths and Humanities subjects and two Learning Support Assistants who support students according to their needs.  Students are taught other subjects (Science, Technology, ICT, Creative and Expressive Arts and PE) by subject teachers.   In addition, each Year Group will participate in Forest School sessions.  This an outdoor learning lesson which develops social interaction and confidence which in turn supports students to progress across the curriculum. In Year 7, the groups are streamed according to ability.   The students who can work with more independence, year 7 Achievement Plus, are taught by a wider range of teachers, with a view to transitioning students in the Success Pathway throughout Year 7. The Achievement pathway teachers focus on literacy skills with these students, to support their potential move across to the Success Pathway.

The students receive personalised learning which supports them in a way which will help them reach their full potential, regardless of their starting point.  Students’ needs are diverse and these needs are supported through the use of information from KS2 in conjunction with testing, to produce an Individual Support plan for each pupil.  This plan provides information to all staff on needs, including interventions and support required in class. Students are praised and rewarded when they achieve, which raises confidence and self-esteem and in turn the desire to continue to succeed. Staff organise enrichment activities, including days out and competitions, to further enhance the students’ learning experience.  

High importance is placed on the core Literacy skills of reading and spelling. Regular diagnostic testing is used to highlight gaps in students’ knowledge and to address these through a range of interventions. Students will receive additional support during our ‘Period 1 Interventions’ where LSAs work with small groups or 1:1, with students who have needs in handwriting, Literacy, Maths and many other areas, aiming to consolidate the work achieved in class. All successes are celebrated.

All our staff will endeavour to promote a calm, nurturing atmosphere which enables students to feel safe and cared for, leading to progress in their learning.

Foundation Pathway

When students reach Year 10 they will embark upon a different journey known as the Foundation Learning Tier. Students have a Foundation teacher who they become familiar with as well as LSA support in class. Classes are small, with a maximum of approximately 16 pupils. This teacher delivers a 2 year course comprising of English and Maths Functional skills.   In addition, a range of additional qualifications will be offered, dependent on the cohort, including Entry Level Certificates and BTECs, such as Art, History and Work Skills.   Students will take Entry Level and Level 1 qualifications in Years 10 and 11 and may have the opportunity to access some GCSEs, where appropriate.   Qualifications in DT, PE and Science are delivered to students by subject teachers from those departments.  We aim to personalise learning in order to engage students and to ensure they fulfil their individual potential.

High importance is placed on English and Maths, as progression in these subjects gives students the skills and qualifications needed for the future and gives students more choice when progressing into Post 16 education.   Individual Support Plans are used in Foundation to ensure students’ needs are highlighted to all staff and that appropriate interventions and strategies are in place to support progress.

Throughout their time in the Achievement and Foundation pathways, students will develop a trust and bond with staff that is not always easy to achieve in a large secondary environment. This creates a very positive learning atmosphere and a very happy school life.

The Learning Resource Base

The Local Authority’s Special Educational Needs Panel will consider students, with Education Health and Care plans, for admission to the Learning Resource Base and will take into account the following criteria:

Proegress will be limited and cross most areas of development

They are likely to have a significant learning disability

They may have significant needs with self-help, personal care and independence skills.

They may have medical, sensory or physical needs. 

They may have significant nursing needs associated with their physical disability or medical conditions. They may need require, for example gastrostomy feeds, catheterisation or tracheotomy care, intensive daily heath care input

Students may have deteriorating and life-limiting medical and physical conditions requiring considerable physical and emotional support for themselves and their families.

Students may require assistance in relation to their mobility needs, having a low level of independence of mobility; others may develop independence of mobility e.g. through the use of electric wheelchairs.

Curriculum to meet the provision described in students’ statements/Education Health and Care Plans will include:

The students will be working with peers, with regular targeted teaching in a small group. Students will need access to:

A differentiated curriculum with modified level, pace and approach with access to structured literacy and numeracy programmes as part of delivery of the national curriculum;

Small group or individual teaching on a daily basis to ensure understanding and to assist in expressing views and to take account of additional difficulties:

Programmes and support to develop cognitive skills and reasoning

A high level of pastoral support to avoid undue distress and anxiety

• Support for practical activities and to assist mobility in class;
• Materials to facilitate access to the curriculum

Some students will need emphasis on language, understanding, personal independence and literacy, numeracy and life skills work with:

• A consistent, structured environment with direct teaching
• Core skills will be appropriately differentiated and different methods of delivery will be employed.
• Older students will require greater attention to work skills, personal and social goals and practical applications.
• Specialist resources/equipment needed to meet students’ identified needs:
• Access to ICT and specialist materials as required.
• Access to specialist advice from within school.
• Access to high quality technical and curricular aids to extend skills and motivate students. Direct teaching schemes, specific specialist programmes for learning needs.
• Strong community and parent involvement and real life settings.
• Access to a withdrawal area and/or sensory room.
• Buildings that ensure safe mobility and access for students using a variety of equipment including wheelchairs and frames

How will both you and I know how my child/young person is doing and how will you help me support my child's/young person's learning?

All students have individual target minimum grades and challenging targets to ensure ambition.  Their attainments are tracked using the whole school tracking system. Parents are informed via the reporting system and also at events such as Parents’ Evenings.

Those students failing to make expected levels of progress are identified very quickly. Teachers and the Head of Department may decide on additional action to increase the rate of progress.

If the student’s rate of progress continues to be a concern then advice and support may be sought from the SENCO and the team of LSAs.

The SENCO and team of LSAs may use further assessment and/or observations to identify specific needs and inform provision. Examples include working memory testing, phonic screens and expressive/receptive language tests.

Attainments towards identified outcomes will be shared with parents during review meetings, through the school reporting system and Parents’ Evenings. It is planned that parents will be able to access information about progress towards identified outcomes via the ‘My Child at School’ portal.

Parents may also find the Planner (home-school diary) a useful tool to use to communicate with school staff on a more regular basis. 

Parents are encouraged to arrange an appointment to discuss their child’s progress with their Child’s Year Manager at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success.  Parents can also speak to their child’s learning tutor, CPPL or SENCO

How will parents be helped to support their child’s learning?

Parents can look at the following websites:

• Southend’s Information Point and Directory of Services for Adults, Children and Families (SHIP)
• Southend’s Local Offer

 The subject teacher or SENCO may also suggest additional ways of supporting your child’s learning. ‘My Child at School’ has information on your child’s homework.

 If you have ideas what you would like to have access to in order to further support your child’s learning, please contact the Cross Phase Progress Leaders (CPPLs) or the SENCO

What support will there be for my child's/young person's overall wellbeing?

Shoeburyness High School offers a wide variety of pastoral support for students. These include: 

A strong Pastoral Team headed by an Assistant Head Teacher. The team includes Year Managers who are attached to year groups.  They remain attached to their year group from when they join us in year 7 until year 11. There is also a Year Manager for years 12 and 13.

An evaluated Personal, Social, Health and Economic curriculum that aims to provide students with the knowledge, understanding and skills        they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.

Lunchtime and break time clubs are available.

In-house school counsellors.

Student and Parent Voice mechanisms are in place and are monitored for effectiveness by the Governor for responsibility for this area. 

Small group and 1:1 interventions to support student’s well-being are delivered to targeted students and groups. The aim is to support improved interaction skills, emotional resilience and well-being.

Students who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.

The school has gained Healthy School status which evidences the work undertaken within the school to supports students’ well-being and mental health.

 We have a zero-tolerance to bullying.         

We have a ‘Buddy Mentoring Scheme’. Year 12 and 13 students are matched with younger students that may need extra help or support

What specialist services and expertise are available at or accessed by the school/setting/college?

Advice is sought from external agencies regarding strategies to best meet the specific needs of a student. With some exceptions, this will only be undertaken after parent permission has been obtained and an Early Help Family Support Assessment form is completed.  Where required outside agencies train our staff to deliver bespoke programmes, carry out assessments and effective strategies to use. We have worked closely with health professionals to meet the medical needs of our students.  We have referred families to services such as ‘friends and places’  Chil for Young Carers, The Information, Advice, and Support Service (formerly Parent Partnership) and SCOPE to support the EHCP process. 

specialist services or expertise are available at or accessed by the school include the following:

• Specialists/advisory teachers from other schools in the Borough e.g. St Christopher’s (autism), Kingsdown (Physical and Disability Support). Seabrook (behaviour management)
• School Nurse.
• Speech and Language Therapist. 
• The Educational Welfare Officer.
• Advisory teacher Hearing Impairments.
• Advisory teacher for Visual Impairments.
• Advisory teacher for speech and language.
• The Local Education Authority.
• Emotional wellbeing and mental health services (EWMHS) (formerly, Children’s and Adolescent Mental Health Services CAMHS)
• The Health Service e.g. Paediatrician, Occupational Therapist, physiotherapist.
• The Educational Psychologist delivers in-service training, carries out cognitive assessments, observes, gives advice, and assists in monitoring progress. 

Support services for parents of students with SEN include:

Southend’s Information, Advice and Support Service (IASS) - formerly Parent Partnership Service (PPS) is a statutory service offering independent advice and support to parents and carers of all children and young people with SEND.   

The service can be contacted via: parentpartnership@southend.gov.uk

Website: Special Educational Needs and Support Service at Southend-on-Sea City Council

What training are the staff supporting the children and young people with SEND have had or are having?

Teachers are trained in effective use of LSAs, the four areas of Special Educational Needs, dyslexia and writing weaknesses, mental health in schools, supporting students with SEN in the classroom, homophobic bullying, dyscalculia, teaching students with learning difficulties, behaviour management, differentiation, teaching students with visual impairment and, what is quality first teaching.  Each year the SENCo delivers training on SEN to new staff.

We have a well-developed programme for continuing professional development which is reviewed and updated every year. 

How will my child/young person be included in activities outside this classroom including school trips?

Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.

The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.

How accessible is the setting/school/college environment?

Disabled parking spots marked and located in carpark near to the school reception.

We have toilets adapted for students and visitors with disabilities including a closomat toilet.

Some stairs, steps and ramps have edgings of a contrasting colour.  Edging steps in a contrasting colour indicates where there is a change in level.

We have lifts installed in the school.

All windows have restrictors therefore, any windows which open out onto walkways do not present a hazard.

Our Accessibility Plan (statutory requirement) has been updated and describes the actions the school has taken to increase access to the environment, the curriculum and to printed information and is available via the school website. Our students have helped to devise the accessibility plan.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition from Key Stage 2 to Shoeburyness High School

We have events organised by various subject areas to make transition to our school easier for all our students. This includes High 5 for year 5 students.

Throughout the year our SENCO communicates with the Primary SENCOs and information about students with SEN/D is shared.   

The Year Manager and SENCO are part of the Transition Team.  They visit all our students who will join us in September including those that are coming to us from London. They speak to Primary staff about ALL the children on the admissions list. 

 Identified students may have extra visits before they join us.  They can visit as often as they like and are encouraged to make photobooks.  Staff in the Primary Schools will exchange specialised information with the staff in Shoeburyness High School. If required, our LSAs will visit and shadow the LSAs in primary school to gain information about how best to support particular students. In some cases preparation begins in year 5 or earlier

High 5 has been designed to develop students’ skills in English, Modern Foreign Languages and Science, Technology, Engineering and

Maths (STEM). These subjects are delivered through an interactive engineering context by our own specialist teachers, including Heads of Faculty, Outreach Co-ordinators and Advanced Skills Teachers from English, Maths, Science, Technology and Modern Foreign Languages as well as it being delivered in our own high quality, specialist facilities. Whilst the children enjoy hands on activities the teachers are ensuring that they focus on adding value to the excellent learning that the children already receive in these areas at Key Stage 2.

Post 16:

Our students are supported by our careers advisor from Connexions.

The school adheres to the guidance in Careers guidance and inspiration in schools: Statutory guidance for governing bodies, school leaders and school staff April 2014. This places a duty on schools to secure independent careers guidance for all Y8-13 students. This guidance includes information on the range of education or training options, including apprenticeships and other vocational pathways.

Parents may like to use the website of the National Careers Service that offers information and professional advice about education, training and work to people of all ages. https://nationalcareersservice.direct.gov.uk or examine options identified in the local offer published by the local authority which sets out details of SEN provision - including the full range of post-16 options – and support available to children and young people with SEN and disabilities to help them prepare for adulthood, including getting a job.   

• Where a student has an EHC Plan, all reviews of that Plan from Year 9, and onwards, will include a focus on preparing for adulthood, including employment, independent living and participation in society. Our Careers advisor from Connexions attends the EHC Plan review meetings of Year 9 and 11 students.
• Where required teachers or staff will accompany students to interviews and visits to post 16 placements.
• For those students planning to attend college, appropriate information will be passed to the college. It would be useful if parents and/or Young Person informed the college of any SEN/D and gave permission for information to be shared. 

How is the decision made about what type and how much support my child/young person will receive?

For students with SEN but without a statement of educational need/EHC plan, the decision is based on the type and amount of intervention required by the student to meet his or her needs. 

For students with a statement of educational need/EHC Plan, this decision has been made by the Local authority.

Some students will require support in their exams. A diagnosis of Dyslexia does not necessarily guarantee support in exams.  Examples of such support, which needs to be normal classroom practise includes reader, scribe, extra time or separate room.  The SENCO is qualified to carry out the necessary assessments to determine if a child is entitled to these access arrangements