- What kinds of Special Educational Needs and Disabilities does Cardinal Wiseman Catholic School provide for?
The following areas of need are identified:
- Cognition and Learning involves learning at a slower pace than others, difficulty with memory and/or processing, and includes Specific Learning Difficulties such as dyslexia and dyspraxia, or issues with literacy or numeracy.
- Social Emotional and Mental Health Needs
- Speech Language and Communication Needs, which are often an issue for our pupils with Autistic Spectrum Disorders
- Physical Difficulties, which include sensory impairments.
- How does Cardinal Wiseman Catholic School identify and assess Special Educational Needs?
The 2014 Code of Practice says that: ‘A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her, and has a significantly greater difficulty in learning than the majority of others the same age.
Therefore, our focus is not on labelling children, but rather on finding the right provision for them, and if that provision needs to be special or additional then they will be included in our Special Educational Needs Register.
Furthermore, Special Educational Needs and Disabilities are identified at Cardinal Wiseman using the following:
- Information from primary schools, including prior attainment
- Baseline tests in Year 7 (in English and Maths)
- Specialist agencies to test for indicators of SEND
- Concerns raised by school staff, pupils, and parents
- Medical diagnoses
- Persistent lack of progress in tracking assessments
- How does teaching of the curriculum support pupils with Special Educational Needs and Disabilities?
- Special Educational Needs and Difficulties are provided for in the first instance by teachers in the classroom.
- Teachers deliver a high quality of lessons, which aim to differentiate to meet the needs of all students, giving access to a broad and balanced curriculum on which they can make progress in their learning.
- Teachers consider the learning environment and seating arrangements as part of their Quality First Teaching; and adapt tasks, outcomes or resources as necessary to suit the learning needs of pupils with SEND.
- What additional support is available to pupils with Special Educational Needs and Disabilities?
- For a selection of students with Cognition and Learning difficulties, booster sessions are provided in the Learning Support Centre to help with literacy and numeracy.
- A Communication Support session is provided in the Learning Support Centre for a selection of pupils with Speech Language and Communication Needs.
- Resilience and Social Skills sessions are provided for a selection of pupils with Social Emotional and Mental Health Needs.
- One-to-one mentoring is provided for a selection of pupils with Autistic Spectrum Disorders, and Social Emotional and Mental Health Needs.
- Handwriting sessions are provided for pupils for whom this is an identified issue.
- The majority of sessions are delivered by our Learning Support Coach.
- All booster sessions run for set time-frames and are monitored and evaluated to ensure their impact on student outcomes.
- Students are identified and selected for additional support using the indicators listed under Question 2.
- What training have school staff had in relation to Special Educational Needs and Disabilitites?
School staff receive regular training as part of their Continuous Professional Development. With regard to Special Educational Needs and Disabilities, this has included the following.
- Quality First Teaching Strategies
- How to plan precisely for pupils with Special Educational Needs and Disabilities
- Ways to support pupils with Autistic Spectrum Disorders
- How to use teaching strategies recommended by Speech and Language Therapists and Specialist assessors, (planned)
- How does the school use specialist support for pupils with Special Educational Needs and Disabilities?
The school’s provision for Special Educational Needs and Disabilities uses the following specialist agencies to identify and advise on how to support students’ needs:
- Pupil Support Services focus mainly on difficulties with Cognition and Learning, and also advise on general SEND policy and practice;
- The Educational Psychologist focuses mainly on Social Emotional and Mental Health Needs, and supports in applications for Education and Health Care Plans if and when these become necessary;
- The Communication and Autism Team focus mainly on individual pupils with Autistic Spectrum Disorders, and also advise on overall training and strategy for supporting pupils with Autistic Spectrum Disorders;
- The Physical Difficulties Support Service, focusing on individual students with Physical Difficulties and also advise on the school’s accessibility in general;
- Specialist Teachers of students with sensory impairments advise on how to support individual students with sensory impairments, (visual, auditory, or multi-sensory), and advise on the school’s anticipatory capacity to support students with sensory impairments.
- When necessary and possible, a Speech and Language Therapist helps to assess and support students with Speech Language and Communication Needs.
- Forward Thinking Birmingham support child and adolescent mental health issues.
- How does the school check that its provision for Special Educational Needs and Disabilities is effective?
The effectiveness of the school’s provision for Special Educational Needs and Disabilities is continually monitored, to make sure the pupils make progress. This helps us to review and adapt our support for pupils accordingly. The progress of pupils with Special Educational Needs and Difficulties is measured using the following information:
- Data from tracking assessments, on progress and attainment, (termly);
- Behaviour logs;
- Lesson observations;
- Scrutiny of students’ books and work.
- How can pupils and their parents become involved in decisions about their education?
- Pupils with Special Educational Needs are involved in creating their own individual Learning Support Plan, which informs teachers’ planning. This gives students the opportunity to have their voice heard about their own learning preferences and ambitions.
- We conduct SEND reviews termly, where parents and pupils are invited to meet with the SEND team to discuss their Learning Support Plan and progress across the curriculum.
- How does the school ensure children with disabilities are not treated less favourably than other pupils?
- Cardinal Wiseman Catholic School complies with its duties under the Equality Act 2010.
- Pupils with Special Educational Needs are admitted to the school in line with the school’s admissions policy.
- Access arrangements for exams take account of pupils’ physical needs where necessary.
- Every effort is made to ensure pupils with disabilities are able to participate in all types of school activity, including school trips and PE lessons.
- How does the school support pupils with Special Educational Needs in transferring to the next phase of education?
- The school’s careers policy aims to prepare pupils with Special Educational Needs for adulthood in the same way that it does for other pupils, helping them work towards independent living and participation in society.
- We try to ensure that their outcomes reflect their ambitions, which could include higher education or employment.
- To support pupils in post-16 transition, the school provides support in application, and a personalised programme for helping pupils make the right choices for their development and progressions.
- The school create links with employers, Further Education institutions, and external service providers to be able to provide pupils with current information to assist their decision-making.
- Who is the Special Educational Needs Coordinator? (role)
- The Special Educational Needs Coordinator (SENCO) is Mr J Allen, telephone number 0121 360 6383 ext 1142, email address: email@example.com
- The SENCO is responsible for coordinating the provision for Special Educational Needs and Disabilitites at Cardinal Wiseman Catholic school, to ensure that pupils with SEND are able to make progress on the curriculum and can participate fully in the school community.
- Provision for SEND is monitored by the Education Life committee and the SEN Governor: Dr. P. Manford. The governing body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs.
Cardinal Wiseman Catholic School SEND Policy
The 2015 Code of Practice outline schools’ statutory responsibilities for provision for Special Educational Needs and Disabilities
Birmingham Local Authority’s Local Offer sets out the support they expect to be available for people with special educational needs (SEN) or disabilities
Further advice and information for parents and pupils in Birmingham (This information is designed to explain special educational needs procedures and to help you understand the law in this regard)
Policy for supporting pupils with medical conditions