SEN Information Report Questions
1. What kinds of special educational needs does the school make provision for?
Chingford Foundation School supports pupils with a wide range of needs including: ASD, Physical and Sensory needs including visual and hearing impairments, Specific Learning Difficulties including dyslexia and dyspraxia, SLCN, Global Learning Difficulties, ADHD and pupils with social, emotional and mental health needs.
2. How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Pupils who may need extra help are identified by gathering information from parents and the pupils, education, health and care services and working closely with our feeder primary schools to build a full picture of the pupil’s needs prior to their entry into the academy.
The SEND Code of Practice 0-25 promotes the use of the ‘assess, plan, do, review cycle’.
This cycle can be used to meet the needs of children/young people and improve practice at many levels ensuring that:
- individual children/young people at SEN support and those with an EHC plan receive the best possible provision and achieve positive outcomes
- SEN provision made by an educational setting evolves to meet the needs of all children/young people with SEN
- the EHC needs assessment, planning and review processes support children/young people, their families and educational setting
During the course of their time in Chingford Foundation School we continue to monitor the progress of all pupils in order to aid the identification of pupils with SEND as they may arise through the school year. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential, and enable the academy to put in appropriate support and review its effectiveness. This is done every half-term through reports and by teachers liaising with the SENCO and SEN team through the school year to raise concerns.
If parents are concerned about their child then they can contact the SENCO on 02085291853 EXT 252
3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans, including:
a) How does the school evaluate the effectiveness of its provision for pupils with special educational needs?
The provision for pupils with SEND is evaluated through tracking progress. Progress is monitored through half-termly reports and this will help us evaluate the effectiveness of the provision. The academy also takes feedback from staff, parents and pupils throughout the year for their views on how effective the provision is.
b) How will both the school and I know how my child/young person is doing and how will the school help me to support their learning?
Teaching staff report every term to parents about the progress their child is making and each child receives an annual report. If a pupil is receiving SEN support then they will also have at least one review a year with a member of the Inclusion Faculty, to discuss how the needs of the pupil are being met within school. But this is flexible to meet needs.
c) What is the school’s approach to teaching pupils with special educational needs?
The Chingford Foundation School approach to teaching pupils with SEND is to follow the graduated response outlined in the new Code of Practice. Details can be found in the academy SEND policy and here:
Wherever possible the child’s need will be met within the classroom with differentiation and high quality teaching. The child’s subject teachers will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression, and enable the teacher to better understand the provision and teaching style that needs to be applied.
How do we support learners with SEN and/or a disability at Chingford?
Every teacher is required to adapt the curriculum to ensure access to learning for every child in their class. The Teacher Standards 2012 detail the expectations of all teachers and this is why we place such emphasis on the professional development of all staff.
The Teacher Standards are available here:
Teachers use various strategies to adapt (differentiate) the curriculum. This might include:
- The use of IT and alternative technology;
- A variation in the degree of support for an individual learner;
- Targeted use of additional adults;
- Writing frames;
- Breaking tasks into smaller activities (“chunking”);
- Peer support and buddy systems;
- Alternative resources;
- Simplified language;
- Extension activities to challenge the more able learner.
- Students being in our Key Stage 3 Nurture Group.
We recommend that parents look at useful websites to help them understand all the issues around their child’s special educational needs and work with us to support their child. A very good example of such a site is Special Needs Jungle, available on:
d) How will the curriculum and learning be matched to my child/young person’s needs?
Chingford Foundation School will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum programmes of study are flexible enough to meet every child’s needs. No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion. The curriculum will be reviewed by Curriculum Leaders and the Senior Leadership Team.
e) How are decisions made about the type and amount of support my child/young person will receive?
If it is decided that a pupil is not making progress through classroom differentiation and adaptation of teaching style then in discussion with the parent, we will look at how the pupil can best be supported within the academy. There will be a discussion around support with the parent, the pupil and a member of the Inclusion Faculty. The pupil’s Head of School will also be included in any discussions regarding additional interventions to support progress.
f) How will my child/young person be included in activities outside the classroom, including school trips?
Staff at Chingford Foundation School value pupils of different abilities and support inclusion. Within the academy, staff and pupils will be constantly involved in the best ways to support all pupils’ needs. The school curriculum is regularly reviewed by the Curriculum Leaders together with the Senior Leadership team, to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom.
g) What support will there be for my child/young person’s overall well-being?
At Chingford Foundation School there is a very strong pastoral structure and each year group has a tutor who is responsible for monitoring the progress of individual pupils. The Inclusion Faculty works closely with the pastoral team to ensure there is support for the pupils’ well-being. A pupil with SEN support will additionally have a TA within the Inclusion Faculty who will be the key contact.
4. Who is the school’s special educational needs co-ordinator (SENCO) and what are their contact details?
The SENCO, Maxine Davies, is the person responsible for overseeing the provision for children with SEN. A pupil with SEN support will additionally have a TA who will be an additional support for pupils.
All the above can be contacted on the school number 02085291853 Ext. 252
Mrs Geraldine Evans is the Director with responsibility for SEN.
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.
a) What training have staff supporting special educational needs had and what is planned?
We aim to keep all school staff up to date with relevant training and developments (CPD) in teaching practice in relation to the needs of pupils with SEND. This is done through a programme of staff development sessions throughout the school year. Members of the Inclusion Faculty meet regularly for staff training.
The SENCO will attend the annual SENCO conference organised by the Local Authority. TAs can access LA training put in place to develop their training needs and that of the school. All TAs have recognised qualifications in SEN and annual CPD
b) What specialist services and expertise are available or accessed by the school?
A fully qualified Speech and Language Therapist is employed by the school as part of the SEN Team.
The School purchases the services of an Educational Psychologist Service (EPS).
We consult with and refer pupils to the LA and the Child and Family Specialist Services (CFS).These requests for referrals are taken back to the teams and decisions are made by the services as to how best to support the school / pupil.
This applies to out of LA pupils.
The following services will be involved as and when is necessary: (This is not exhaustive).
We will consult anyone if needs dictate.
- Social Care
- School Nurse
- Community Paediatrician
- Occupational Therapy
- Whitefields Special School Outreach team
- Local PRUs
- Joseph Clarke Visually impaired outreach team.
- Health Related Education Team
- Down’s syndrome Assocaition
- Child and Adolescent Mental Health Team (CAMHS)
Parents/carers are part of the discussion around referring for additional support from other agencies. They are kept informed about the outcomes of that involvement.
6. How will equipment and facilities to support pupils with special educational needs be secured? How accessible is the school?
At Chingford Foundation School pupils are required to move between buildings throughout the school day. This can involve significant movement and navigation of stairs and steps. Some areas include several 2 storey buildings; some are not easily accessible to wheelchair users.
There are 3 disabled toilets at Chingford Foundation School
We have made sure that there are good lighting and safety arrangements (for example, markings on steps) for all visually impaired pupils, and handrails on steps.
Chingford Foundation School has a designated disabled parking areas at both upper and lower school buildings. This allows safe access to the school to taxis and parents/carers bringing pupils to school.
We work closely with health professionals, including occupational therapists, physiotherapists and others as required.
Children requiring specialist equipment due to impairment will be assessed in order to gain the support and equipment that they require by the appropriate agency or funding.
7. What are the arrangements for consulting parents of pupils with special educational needs? How I will be involved in the education of my child/young person?
Chingford Foundation School believes that a close working relationship with parents is vital to enable early and accurate identification and assessment of SEND leading to the correct intervention and provision.
Parents are kept up to date with their child’s progress through SEN reviews, annual reviews, parents’ evenings, termly reports and an annual full school report.
In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual pupil’s needs.
8. What are the arrangements for consulting young people with SEN and involving them in their education?
Chingford Foundation School believes it is important to involve pupils themselves in planning and in any decision making that affects them. This will be part of the review process, giving the pupils the time to share their views about their progress and the provision in place to meet their needs. We encourage the inclusion of all children in the School Council and other consultation groups.
Tutors review progress with all pupils after each grades week or full report.
9. What do I do if I have a concern or complaint about the SEN provision made by the school?
If a parent or carer wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.
If the issue cannot be resolved within 10 working days, the parent can follow a formal complaint pathway through the Complaints Policy.
10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
Staff in Chingford Foundation School regularly consults health service professionals. Concerns are initially brought to the attention of the school nurse by the SENCO, Designated Safeguarding Officer, Heads of School or tutor and referrals will be made as appropriate.
Targeted Support and Social Care will be accessed by the Designated Safeguarding Officer.
11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
There are many voluntary organisations supporting SEND. The SENCO and staff in the Inclusion Faculty will pass on details of these groups to parents/carers on request or as appropriate.
12. How will the school prepare my child/young person to:
Join the academy:
KS2 – KS3
The SENCO will meet with the primary schools prior to pupils starting school. Concerns about particular needs will be brought to our attention at this meeting. Where necessary we will arrange a further meeting and a transition programme will be put in place, where appropriate, to ensure a smooth transition from KS2 to KS3.
Subject teachers of pupils joining from other schools during the year will receive information from the previous school via form tutors. If there is a SEND issue the SENCO, or a member of the Inclusion Faculty, will contact the school to further discuss the pupil’s needs, and to find out about strategies to work with the pupil. This will then be given to staff.
A register of Needs is passed to all staff personally.
Transfer between phases of education
KS3 – KS4
A member of the Inclusion Faculty will work with parents and pupils on the transition from KS3 to KS4, supporting pupils to understand the option process. Some Year 9 pupils will require a formal transition review and plan to be put in place.
Prepare for adulthood and independent living?
KS4 – Post 16
During Year 10 we will begin the process of discussing with parents and pupils the transition to Post 16. This will involve any agencies that may be involved for their input. The SENCO or a member of the Inclusion Faculty will liaise with the receiving school, college or provision to share information.
13. WHERE can i access further information?
Further detail about the Waltham Forest SEND local offer can be accessed here.
To help you with your understanding, click here to access the School’s glossary of SEN terms
Finally, you can contact me on email@example.com
Date: July 2016