SEND Report

SEND Information Report

The Inclusion Zone is both the heart and pride of our college and it truly reflects the dignity and excellence that is our mission, where talented and impressive young people work together with the most professional and committed staff who support learning and guide them in removing potential barriers to their learning, progress and development

Mr M. McGhee (Headteacher)

What is our mission?

The mission of Inclusion mirrors that of the college – to promote dignity and excellence for all students. Blessed John Henry Newman RC College is an inclusive community which aims to endorse mutual respect and understanding and deliver an effective education for all its pupils. At Newman College, we believe that all children and young people should be equally valued. To this end, we do all we can to promote equality of opportunity and outcomes and to help develop a learning environment where all young people can flourish and feel safe.

All young people are entitled to a broad, balanced and relevant curriculum, with teaching and learning strategies that maximise achievement and prevent underachievement by removing barriers to learning and providing access to a wide range of learning experiences and challenges.

What are our aims?

  • To ensure that the college is meeting the statutory requirements in relation to all relevant legislation with regards to provision made for SEND pupils.
  • To ensure that all SEND pupils enjoy learning.
  • To ensure all SEND pupils achieve the best possible outcomes.
  • To make sure that all provision made for SEND pupils fully addresses their needs so that any potential barriers to learning are removed
  • To ensure that staff in the college have the necessary skills and expertise to address the needs of SEND pupils.
  • To ensure that the college develops and maintains comprehensive information regarding the specific needs of SEND pupils and that this is available to relevant staff who teach them.
  • To work effectively in liaison with all relevant support agencies when relevant to ensure a collaborative approach to addressing the needs of SEND pupils.
  • To provide specialist equipment and assistive technology for SEND pupils where necessary.

Who is in our SEND team?

Mrs Kate Diveney – Deputy Head Teacher (SENCO)

  • Leadership and management of Special Educational Needs provision across the college
  • Supports and advises colleagues on SEND provision and differentiation
  • Responsibility for training and professional development relating to SEND
  • Liaison with all relevant agencies relating to SEND pupils
  • Responsibility for statutory assessment applications

The SENCO can be contacted on 0161 785 8858 or via email k.diveney@newmanrc.oldham.sch.uk

Mr Peter Collinge – Learning Support Manager

  • Leadership of SEND provision across the college
  • Facilitator of staff CPD sessions for colleagues on all aspects of SEND
  • Liaises with external agencies relating to SEND
  • Responsibility for statutory assessment applications
  • Line management of Inclusion staff
  • Oversees the deployment of LSA’s
  • Holds person-centred reviews for EHC pupils
  • Monitors and evaluates the SEND provision and reports to the SENCO

The Learning Support Manager can be contacted on 0161 785 8858 or via email P.Collinge@newmanrc.oldham.sch.uk

Miss Sian Foy – Higher Level Teaching Assistant (SEND)

  • Responsible for maintaining and updating the SEND register
  • Writing and updating individual pupil profiles for SEND pupils
  • Co-Ordination of one to one/small group interventions outside of the classroom
  • Updating of staff timetable changes and coordination of cover for LSA’s
  • Co-Ordination of exam provision
  • Contribution and delivery of staff CPD sessions

Billie Vickers – Higher Level Teaching Assistant (EAL)

  • Responsible for maintaining and updating the EAL register
  • Writing and updating of pupil profiles for EAL pupils
  • Delivery and coordination of intervention for EAL pupils
  • Delivery of ESOL qualifications
  • Contribution and delivery of staff CPD sessions

Moira Harwood – Specialist Assessor

  • Co-ordination of testing for exam access arrangements
  • Maintaining exam access arrangements register and pupil reports
  • In liaison with exams officer, ensures all access arrangements are in place for all pre and public exams
  • Conducts internal cognitive assessments of pupils

Learning Support Assistants

  • Key members of staff for SEND and EAL pupils
  • Monitoring the progress, welfare and social development for assigned pupils
  • Joint planning in liaison with class teachers to ensure appropriate differentiation
  • In class support for SEND and EAL pupils
  • Responsible for delivery of small group interventions

Literacy teaching assistant

  • Co-Ordinates and delivers one to one and small group Literacy intervention for SEND and EAL pupils
  • Provides guidance and advice to colleagues with regard to in-class support and differentiation for pupils with low literacy levels.
  • Conducting relevant Literacy assessments to determine impact of literacy programs

Learning Mentors

  • Co-Ordination and delivery of holistic and therapeutic interventions
  • Delivery of small group and one to one additional support outside the classroom
  • Provide crisis management for pupils and interventions to boost self-esteem and confidence
  • Liaison with school counsellors to enhance provision offered for pupils.

Types of Special Educational Needs for which provision is made at the college

  • The college provides support for all aspects of SEND as per the requirements of the SEND Code of Practice 2014
  • The school provides for a different complexity of need and the SEND register reflects this as pupils are either designated as ‘SEN Support’ or ‘EHC’
  • The school caters for a wide range of needs inclusive of the 4 main categories of need: Cognition and Learning; Social, Emotional and Mental Health Needs; Communication and Interaction and Sensory/Physical Needs
  • The college currently provides support for pupils with profound and multiple learning difficulties
  • The college provides provision for students who have a visual impairment
  • The college building is fully accessible to our students who have a physical disability
  • The college has a good provision for pupils who have a hearing impairment

Identifying and Assessing students with Special Educational Needs and Disabilities

The progress made by all students is regularly monitored and reviewed. Initially, concerns raised by teachers, parents/carers, students themselves or other agencies are addressed by appropriate differentiation within the classroom and a record is kept by teaching staff as to strategies employed as part of everyday planning for teaching and learning.

The attainment and achievement of all students is monitored by the classroom teachers who, as required by the teacher standards 2012, to provide high-quality teaching and learning opportunities that are differentiated to meet pupils needs. Where a student is making inadequate progress or falls behind their peers as identified through the college assessment and tracking systems, additional support is provided under the guidance and direction of teachers, subject leaders as well as the academic coordinator for the relevant year group.

Where students continue to make inadequate progress despite support and high-quality teaching, teachers will work with the SENCO and Learning Support manager to agree support and determine whether a pupil does have any potential unmet learning needs. The college has a range of tools and methods to assess whether or not it is thought a pupilhas and learning difficulties. Any assessments will be done with collaboration from parents and carers.

As we are not able to diagnose at a school level, it may be sometimes necessary to seek assessment or advice from an external professional such as a specialist advisory teacher or educational psychologist. Additionally, the college may make an external referral for support from the health services where they feel it is relevant. Again, all these referrals will be done in discussion with parents and carers.

These assessments may or may not lead to a pupil being placed on the SEND register depending on the findings.

When considering whether a pupil has a special educational need, any of the following indicators may be taken into account:

  • Makes little or no progress even when teaching approaches are targeted specifically to the pupil’s weakness
  • Shows signs of difficulty in developing literacy or numeracy skills which result in poor attainment in some curriculum areas
  • Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment
  • Has communication and or interaction difficulties and continues to make little or no progress despite the provision of an appropriately differentiated curriculum
  • Has social, emotional or mental health difficulties which substantially and regularly impact on the students own learning or that of the class despite having individualised support
  • Has SEND or physical needs that require additional specialist equipment or support or regular visits by a specialist service or agency

What are the waves of intervention for SEND pupils?

The college will provide for the needs of SEND pupils through Wave 1, Wave 2 and Wave 3 interventions as follows:

Wave 1 – Quality first teaching – The individual needs of all pupils are provided for in the classroom through high quality, differentiated and personalised provision. Pupil profiles for SEND pupils must be consulted and strategies incorporated into differentiation and provision for SEND pupils in the classroom. Any relevant learning support assistant in the classroom should be fully consulted in lesson planning.

Wave 2 – Targeted small group interventions – Wave 2 interventions are short-term programs delivered by a teacher or LSA to address specific needs and enable pupils to make progress

Wave 3 – Interventions – These interventions are for pupils whom quality first teaching and wave 2 interventions are not enough to enable them to make progress. Wave 3 interventions are more intensive programs involving more one to one or specialist provision which may be longer term.

Pupils with SEND may move between the waves as they progress through their education e.g. a pupil may move from wave 1 to wave 2 and then back to wave 1

What interventions do we offer?

Every young person is unique: suitable provision for one pupil will not necessarily be appropriate for another pupil, which is why we treat every child as individuals.

The intervention programs we offer are vast and flexible. Interventions are delivered outside of the classroom in blocks of 6-12 weeks and are reviewed regularly. Information is communicated to teaching staff to ensure pupils are given the opportunity to use the skills learned in the intervention back in the classroom situation. Below is a list of interventions we offer:

  • Literacy Boost – The aim of the sessions is to improve the reading ability of pupils as well as enhance their reading comprehension and reading confidence. The sessions are delivered in small groups using well-established methods. There is also a focus on spelling and an opportunity to develop touch typing skills.
  • Short Fuse – This is a cognitive behavioural based programme for young people experiencing difficulties with controlling their emotions, the group explores causes and harmful effects of anger and how thoughts can influence actions.
  • Numeracy Boost – Using various Numeracy toolkits, pupils will learn and practice the basic maths skills they will need in order to access mainstream lessons. The content can be adapted to focus on specific areas of difficulty.
  • Social Stories – These are a method used to teach or reinforce daily skills for pupils who may struggle in this area. They help to improve social interaction, communication, thoughts and behaviour. The social stories are personalised to the pupil and topic being discussed. The intervention helps to focus on creating independent learning by equipping pupils with the skills they need to succeed in different situations.
  • Let’s talk – This intervention is aimed at pupils who experience difficulties with speech, language and communication skills. The sessions focus on developing skills in listening, expressing emotions and questioning techniques. Sessions aim to build on pupil’s confidence in these areas.
  • LEGO Therapy – This intervention focusses on the key principles of developing effective communication and helps to develop co-operation skills and problem-solving skills. The intervention helps to develop social interaction in a range of situations.
  • Motor Skills – These sessions focus on developing the fine and gross motor skills of pupils who may struggle in these areas. The sessions are fun and interactive and highly practical and help with all aspects of learning.
  • Lunch Club – Inclusion is open at breaks and lunchtimes providing a social space for pupils to enjoy their lunch and interact with others as well as structured revision sessions for Year 11 and board game club for pupils.
  • Creative reading programme –This is focussed at pupils who are working below NC level 3. It is a very specific programme that is designed to help pupils develop their reading skills.
  • Nurture Group – This short-term intervention provides pupils with a caring and supportive group of peers in order to allow them to develop social skills, team building and confidence exercises.
  • Drama Therapy – Using drama as a therapeutic measure, pupils develop social and team building skills and increase self and peer awareness, helping them to gain confidence through collaborative activities.
  • Counselling – Our 2 qualified counsellors provide support for pupils who may be experiencing significant difficulties with a range of emotions.
  • Curriculum Support sessions – Pupils have the opportunity to work on classwork set by the teacher in a smaller environment while being supervised and supported.
  • EAL Support – With over 40 different languages spoken by Newman College pupils we provide a high-quality level of support for these young people. A robust induction and assessment programme is supplemented by excellent interventions looking at language building skills enhance the package we offer to EAL learners. ESOL qualifications are delivered in Key Stage 4 which give the pupils something tangible to take onto college alongside their GCSE’s. Support with differentiation in class, staff CPD, lunchtime clubs, home visits and family and community support ensure that our EAL provision is one of the best in the local area.

Agencies we work with

We work very closely with all our outside agencies and pride ourselves on our positive relationships with these professionals which help us to enhance our provision.

The agencies we work with include:

  • The additional and complex needs service –this includes educational psychology, Hearing Impairment team, Visual Impairment team and QEST (Quality and effectiveness support team). These people provide assessments and advice for the young people we work with.
  • Oldham Speech and Language Service
  • Occupational Therapy
  • Community Paediatrics
  • School Health Advisor
  • Oldham children’s services
  • Healthy Young Minds (formerly CAMHS/reflections)
  • Social Care
  • Early Help
  • Attendance team
  • Positive Steps
  • Point and SENDIASS

Training and staff expertise

The SENCO attained the Post Graduate National Award for Special Educational Needs Co-ordination (NASENCO) in 2015.

The college ensures that all staff regularly undertake training in relation to specific areas of SEND and how these needs can be met within and beyond the classroom. Additionally, the learning support manager ensures that teaching staff are regularly updated with best practice models of SEND provision.

The college ensures that all LSA’s have a broad base knowledge and skills in all areas of SEND as well as developing specific areas of expertise. Staff within the college have undertaken training in the following areas:

  • Sensory Processing Disorders
  • Social Skills training
  • Inference Training
  • Self-Harm awareness
  • De-escalation techniques
  • Tourette’s syndrome
  • ADHD
  • Behaviour management
  • First Aid
  • Autistic Spectrum disorder (AET Level 2)
  • Speech and Language therapy techniques
  • Dyslexia awareness
  • LEGO Therapy
  • FGM
  • Prevent
  • Assessment for learning
  • Epilepsy
  • Asthma and allergy

How equipment and facilities to support pupils with SEND are secured

The Inclusion Zone is accommodated in a purpose designed suite of rooms including a hub area, teaching spaces, and a fully equipped medical room/toilet/changing facility. This area of the school is staffed by inclusion staff from 8am-4pm and is open to pupils from 8.30am daily. Pupils access this zone during their scheduled sessions but are able to access at any other points they need to.

The college works carefully with the VI and HI services with regard to the building design but also with regard to the specialist equipment that is necessary to ensure that both the building and also the curriculum are fully accessible for VI and HI pupils.

The college has students in wheelchairs and they have all their needs accommodated for. The college has 3 lifts and students who need to access these due to their physical or medical needs do this by being issued with a lift pass.

The college prides itself on ensuring that pupils have their needs met and should this mean that specialist equipment needs to be purchased then we will strive to ensure that this is provided. We currently have a wide range of specialist equipment such as; Fiddle toys, pencil grips, hoist, adapted rulers etc.

The college invests part of its SEND budget on purchasing a range of software packages to support all areas of SEND and to aid Wave 2 and 3 interventions.

How do we involve parents?

The college recognises that parents have a vital and unique knowledge of their child’s needs. Developing a relationship with parents based on clear communication, mutual trust and respect is imperative. Below is a summary of how we ensure that provision we make for addressing a child’s individual needs is planned, monitored and evaluated jointly between college, parents, student and any other relevant agencies.

  • When assessing any child to determine whether there are any special educational needs we will consult with parents to discuss and historic difficulties or any issues evident outside the college.
  • Informing parents when their child is placed onto the or removed from the SEND register
  • Person-centred planning review meetings
  • Consultation with parents prior to any referral being made to any external support agency
  • Annual review meetings for students with an EHC plan
  • Parent and student to play a central role in writing pupil profiles
  • Opportunities to meet with the SENCO and learning support manager at parents evenings

In addition to this, we welcome parents to contact us whenever they would like to raise any concerns or when they would simply like to visit the Inclusion Zone for an update on their child’s learning, progress or welfare.

We have a very positive working relationship with POINT and liaise regularly with them through meetings to ensure the provision we offer is transparent and accessible for the young people we work with and their families.

The arrangements for consulting with young people about their SEND

As part of the annual review process, we will conduct an informal interview with pupils so that their opinions and attitudes on education are put across. We will ensure any young person is involved in their annual review meeting and ask them who they would like there with them to make them feel more comfortable.

Before any intervention, we get the pupils to do a self-assessment as to where they feel their difficulties are and following the interventions we will seek feedback from the participants as to how they feel they have benefitted.

Pupils with an EHC plan or high need SEND support will be issued with a key member of staff who meets with them regularly in order to discuss issues and find out their opinions.

Any pupil who is being put forward for statutory assessment follows a person-centred process which ensures that they can make a significant contribution to a process which is done with them rather than to them.

All our pupil profiles are done in collaboration with the pupil to ensure that they are pupils specific rather than need specific and that the strategies on there are appropriate.

We also carry out regular student voice activities such as pupil questionnaires, the results of which are used to help us to improve our provision.

Support at key transition points

A change of school, class or staff can be an exciting but challenging or anxious time for any student but more so for those with special educational needs. We endeavour to make sure that this period of change are carefully planned and managed to provide continuity of high-quality provision and support, transfer of information and reassurance to students and families. The learning support manager and HLTA’s spend a large amount of time over the summer term visiting Year 6 teachers and we have developed a robust extended transition programme for identified Year 6 pupils in which we put on numerous morning sessions from May half term through to the summer to give pupils a taste of life at Newman College and to allow them time to work with our staff and they can get to know us and we can get to know them. Our inclusion staff provide support on the main cohort transition days and we offer VIP days over the summer holidays for selected pupils to come in and take part in transition activities.

The transfer from Newman to Post 16 provision starts in Year 9 for identified SEND pupils where they will meet our careers advisor and look at potential college courses. The careers advisor works closely with the pupil and the inclusion team throughout Year 9, 10 and 11 and, for those with an EHC plan, colleges are invited to the Year 11 annual review. Extra transition visits are arranged for pupils and prompt transfer of information is done.

The Governing Body and Complaints procedure

The Governing Body has a SEND governor who regularly meets with the SENCO and provides high levels of challenge with regard to the quality of provision for SEND pupils across the college. The SENCO and Learning Support Manager report termly to the governing body to ensure that provision is strong.

The college strives to ensure that there is an effective and positive relationship built between us and parents with regard to their child’s SEND provision. However, should you wish to raise any concern the college would urge you to do so as soon as you are able to rather than allow a small concern to escalate in any formal complaint having to be made. Concerns and complaints should be directed to the SENCO in the first instance.