Information September 2014

1. What kinds of  Special Educational Needs does the school make provision for?  What type of provision does the school make and how do they know it works?

Types   of need and what that could look like	Examples of support available in our school	How we check it is working.
Cognition   and Learning	Access   to a broad and balanced curriculumLessons   are differentiated to suit individual needs Learning outcomes Lesson structure Writing frames Word banks Adaptations   to the learning environment Visual prompts Language prompts Reward charts Seating plan Individualised   progress targets Smaller   group sizes Literacy   and Numeracy Interventions Building   independence Peer assessment Self-assessment Homework projects Homework   club Breakfast   club Mentoring Family   support worker Head of   Year Lay   Chaplain	Reviewing   pupil progressLearning   walksWork   inspectionLesson   observations Teacher   liaison with parents Teacher   assessment Parents   meetings Pupil   target-setting
Communication   and Interaction	Access   to a broad and balanced curriculumLessons   are differentiated to suit individual needs Learning outcomes Lesson structure Teacher talk Adaptations   to the learning environment Visual prompts Language prompts Reward charts Seating plan Building   independence Peer assessment Self-assessment Homework projects Effective   questioning Friends   for Life Programme Structured   lesson debates Family   support worker Head of   Year Lay   Chaplain	Reviewing   pupil progressLearning   walksWork   inspectionLesson   observations Teacher   liaison with parents Teacher   assessment Parents meetings
Social,   emotional and mental health difficulties	Access   to a broad and balanced curriculumLessons   are differentiated to suit individual needs Learning outcomes Lesson structure Adaptations   to the learning environment Reward charts Seating plan Building   independence Peer assessment Self-assessment Homework projects Behaviour   support team Friends   for Life Programme Family   support worker Head of   Year Lay   Chaplain Peer   support	Reviewing   pupil progressLearning   walksLesson   observationsTeacher   liaison with parents Teacher   assessment Parents meetings
Sensory   and/or physical needs	Access   to a broad and balanced curriculumLessons   are differentiated to suit individual needs Learning outcomes Lesson structure Teacher talk? Adaptations   to the learning environment Visual prompts Language prompts Reward charts Seating plan Building   independence Peer assessment Self-assessment Homework projects Effective   questioning Friends   for Life Programme Structured   lesson debates Family   support worker	Reviewing   pupil progressLearning   walksLesson   observationsTeacher   liaison with parents Teacher   assessment Parents meetings

 

2. How does the school identify and assess Special Educational Needs?

All staff at Cardinal Wiseman will have a clear approach to identifying and responding to SEN at the earliest possible stage.

• General teacher assessment
• Access Reading test
• Free writing assessment
• Single Word Spelling Test
• Pupil progress tracking system

3. How do the school know how much progress is being made by pupils with Special Educational Needs?

• Pupil progress tracking system
• Teacher assessment
• Through lesson observations
• Department Heads Tracking
• Regular monitoring and evaluation by the SENCo
• Comparison with local and national data on pupils with SEN
• Parent meetings
• Pupil reviews with SENCo

4. What extra-curricular activities can a pupil with Special Educational Needs      access at school?

At Cardinal Wiseman we make every reasonable adjustment to ensure that all our young people with SEN and disabilities have access to extra-curricular activities. In addition pupils can access all of the enrichment activities we have on offer. We also run targeted extra-curricular activities such as:

• Spelling intervention (support to learn to spell)
• Reading intervention (support to learn to read)
• Support for homework based on need
• Friends for life (support for social skills)
• Mentoring

5. Does the school have a Special Educational Needs co-ordinator?  If so who are they and how can someone get in touch with them?

The Special Educational Needs co-ordinator is Mrs O.Jinks:

telephone number is 0121 360 6383 ext 1142

email address: [email protected]

The first point of contact is always the subject teacher who will have a good knowledge and understanding of your child’s needs and attainment. The SENCo is always available to offer further support.

6. What training does the staff in school have in relation to pupils with Special Educational Needs? 

All teaching staff hold qualified teacher status and have regular, on-going continuing professional development which includes training in areas related to special educational needs, for example:

• Epi-pen training for medical needs
• Social and emotional awareness training
• Level 1 Autism training
• Learning and teaching
• Differentiation (personalised learning matched to      individual need)
• Speaking and Listening: listening and talking to      others
• Literacy – extended writing and writing for meaning

7. How does the school get more specialist help for pupils if they need it? 

In our school if we feel a pupil needs more specialist help we can work with the following people to get this.

Agency   or Service	Who   they work with and how they work	How   school accesses this support
Educational Psychology	Children who are experiencing   problems in school, for example, learning and emotional difficulties. They do   this by observing and advising teaching staff on the best approaches to   support your child and follow up with 1-1 session with your child if   necessary.	A referral is made by the SENCo   after consultation with and permission from parents.
Pupil and School Support	Children who have learning and   cognition difficulties. They do this by observing and advising teaching staff   on the best approaches to support your child and follow up with 1-1   assessment with your child where necessary.	A referral is made by the SENCo   after consultation with and permission from parents.
Communication and Autism Team	Children with a diagnosis of autism.   They do this by observing and advising teaching staff on the best approaches   to support your child and follow up with 1-1 session with your child where   necessary. They also work in the home.	A referral is made by the SENCo   after consultation with and permission from parents.
Sensory Support (Hearing and Visual   Impairments)	Children with visual and/or hearing   impairments.	Access to Education sensory team   visits the school when they are aware of a referral.

 

8. How are parents of children and young people with Special Educational Needs involved in the education of their child?

We are committed to the involvement of parents at each stage in their child’s education and this is particularly important for children with special educational needs. At each significant point in the school’s efforts to identify, respond to, monitor and review the special educational needs of its pupils, parents are consulted and involved in decision-making. Some of the ways in which we engage with parents are:

 

• Telephone conversations, letters or emails
• Parent drop-in sessions
• Review meetings
• Annual reviews
• Parents’ evening

 

9. How are pupils with  Special Educational Needs involved in their own education?

We are committed to the involvement of pupils in their own education. Some of the ways in which we engage pupils are:

• Pupil target-setting
• Informal weekly catch up
• Pupil questionnaires
• Gathering pupil views when reviewing their provision
• Representation on student council
• Involving them in the School Development Plan

10. If a parent of a  child with Special Educational Needs has a complaint about the school, how  does the governing body deal with the complaint?

Complaints are dealt with through the school’s complaints procedures which is available on the website.

11. How does the governing body involve other people in meeting the needs of pupils with Special  Educational Needs including support for their families?

Support is co-ordinated by the SENCO, this is outlined in section 7. This is monitored by the Education Life committee and the SEN Governor: Dr. P. Manford.

12. Who are the support services that can help parents with pupils who have Special Educational Needs?

The SEN Parent Partnership Service exists to provide advice and information to parents and pupils in Birmingham. This information is designed to explain special educational needs procedures, to help you understand the law and procedures that affect you and your child, and to provide information on other issues that may be useful.

Their website address is: www.birmingham.gov.uk/senparents

 

13. How does the school support pupils with Special Educational Needs through transition?

As a school we support the transition of pupils with special educational needs by planning and preparing for the transition between the different phases of education. Some of the ways in which we do this are:

• Induction evening for parents and pupils
• Induction day for a tour of the school and the chance to attend lessons
• Extra opportunities for parents of pupils with SEN to meet with the SENCo to discuss all needs and any concerns
• Extra transition days arranged for pupils based on needs
• SENCo liaises closely with previous school
• Producing materials to support pupils with transition
• Working with Connexions
• Providing support with College applications

14. How can parents find the Birmingham Local Authority’s local offer?

Birmingham Local Authority’s Local Offer sets out the support they expect to be available for local children and young people with special educational needs (SEN) or disabilities.

The website address is: www.mycareinbirmingham.org.uk