Local Support Services for Parents

 

Surrey County Council		http://www.surreycc.gov.uk/schools-and-learning/special-educational-needs-and-disability-send
Partnership with Parents	Noke Drive Redhill Surrey RH1 4AX	Telephone  01737 737300 Fax 01737 737308
Educational Psychology Service	Elmbridge Civic Centre High Street Esher Surrey KT10 9SD	Telephone  01372 833588
ASD Support Group/ Publications	The National Autistic Society     Surrey News InterAktive (formerly GASP)	Telephone 0808 800 4104 www.autism.org.uk www.mugsy.org Telephone 07876 762178 www.interaktive.org.uk
Surrey SEND Information, Advice and Support Service (SSIASS	Third Floor Consort House 5-7 Queensway Redhill Surrey RH1 1BY	Telephone 01737 737300 ssiass@surreycc.gov.uk

In addition, the school has links with other agencies which can be accessed via the school.  These include:

• Learning & Language Support
• Physical & Sensory Support
• Hearing Impaired Service
• Visually Impaired Service

SEN Information Report

We are a mainstream co-educational fully inclusive school which fully complies with the regulations outlined in the Special Educational Needs Code of Practice (2014).

Blenheim High School respects the unique contribution which every individual can make to the community and seeks to place this contribution within a clear structure which both embraces the highest possible academic aspirations and accepts individual differences in ability, aptitude and level of skills.

• Staff are aware of the identification of learners who may have difficulties with:-

• Cognition and Learning.
• Communication and Interaction.
• Social, Emotional and Mental Health.
• Sensory and/or Physical.

We make reasonable adjustments to our practices so as to comply with the Equality Act (2010).

Our Governors play an active role in monitoring the quality of our Special Educational Needs provision as does the Headteacher, Senior Leadership Team and Special Educational Needs Co-ordinator (SENCo).  All interventions (literacy/pastoral support as necessary for identified students) we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress (provision mapping). Where we feel something isn’t working, we are quick to respond and find alternatives through dialogue with the learner and their families. Based upon threshold of need, any additional support programmes are overseen by the SENCo/Pastoral team in addition to all our teachers being teachers of Inclusion and Special Educational Needs.

• The school has a Special Educational Needs policy which can be found here.  In light of the new Code of Practice, the current SEN policy is under review.  The new Policy will be co-produced by a number of stakeholders (including parents and students) reflecting the fact that the school marks the unique contribution each individual can make to the school community within a clear structure.

The SENCO is named on the page above and they can be contacted on senco@blenheim.surrey.sch.uk.

  Identification of children and young people with additional needs follows the process of:

• Assess
• Plan
• Do
• Review

Through colleague collaboration the progress, engagement and conduct of learners is discussed on a regular basis.  Decisions are then made as to the most appropriate steps to take to support the learner, these decisions consistent with the schools’ graduated approach to meeting needs.

We use data and other forms of assessment to identify additional needs and celebrate achievement.  Baseline testing at Blenheim High School includes skills screening (MIDYiS), literacy assessments and analysis of KS2 data. 

• Parents/carers are encouraged to speak to the Form Tutor or appropriate adult about any concerns they have.  In addition, the Enhanced Learning Centre (ELC) has in-house specialist expertise in a number of areas of intervention and this is recorded on our provision map.  Specialist teachers include those staff with qualifications in literacy and language.​
• Parents are invited to come in to speak to the SENCo or Deputy SENCo should they have concerns about the overall progress of their child. 

The school also has a regular reporting cycle where parents are informed of progress.  Following the report, parents are able to come into school in order to discuss how they can support learning and progress.  Parents are encouraged to work in collaboration with school staff to deliver a holistic approach to the support of their child.  We also have parent governors who can take an active role in the overall running of the school, including finance management, curriculum development and whole school improvement.

To help in developing reading, we have volunteers from the Rotary Club in Epsom who come into school on a regular basis to support learners with their literacy and language development.

We host a number of curriculum evenings/learning events to help families understand what outcome is expected and how they can best support their child’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. 

We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies. (Parental workshops of students with SEND; Year 7 parents’ sharing information evening, etc).

We strongly believe in partnering parents in a two-way dialogue to support a young person’s learning, needs and aspirations.  We take every opportunity to strengthen this dialogue.  Parents are invited to contribute through a number of means. 

Quality First Inclusive Provision (Wave 1) is clearly defined in our setting and we expect all staff to deliver this.  Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families.  All interventions are monitored for impact and outcomes are defined at the start of any intervention.  The SENCo oversees all additional support and regularly shares updates with the Governor with oversight of SEND.

• The SENCo liaises with key staff in the school where there are concerns about progress or engagement.  Following the sharing of information decisions are made as to the most appropriate type of support to put in place for the learner.  Learners are then spoken to regarding progress/concerns with a Student Passport being completed; parents are sent a copy of the Passport.  They are produced in consultation with learners so that teaching staff have a clear overview of the whole child.  We feel that it is important to have the views of the learners to enable ownership and involvement.  Any outcomes of interventions are reviewed with the young person and parents. Parents are able to access the Parent Gateway which can give a ‘real time’ update on areas of success/concern (merits/demerits), punctuality to lessons and SEN details including interventions and external meetings.

• During our Assess, Plan, Do and Review cycle we will look at the actions needed to support a learner towards their outcomes and highlight what each stakeholder can do in order to make a contribution.  Students in KS4 are clear about target levels and grades for GCSE’s and given strategies, guidance and support in achieving their potential.  Access arrangements are put in place with JCQ at the start of Year 10 and will continue for the duration of the Key Stage. 

We have a Wellbeing Manager for students and parents whose support includes recommendations on how positive engagement with their child’s learning and all-round development can be enhanced.

• We have a robust Induction programme in place for welcoming new learners to our setting.  Our Provision Management systems records what aspects of our environment help children and young people learn and this information is passed on in transition.  We have very good relationships with any feeder settings as well as future settings/the workplace.

Good practice is shared so that the transition to the next phase is made smoothly.  For new learners to KS3, staff visit feeder schools in gathering information and visits to the new secondary setting are organised.  Parents are invited into school to discuss the next stage of the young person’s development.  Guidance and signposting is available and the Careers Educational Adviser works collaboratively with the learner, parents and school staff in delivery of information to guide decisions.  We adopt a graduated approach to meeting needs through Quality First Teaching. Staff make reasonable adjustments to support and include all children, not just those with special educational needs. We take a holistic school approach to supporting learners, delivered through specialist teachers and the pastoral team.  Staff differentiate approaches and resources so as to support access to the curriculum. We have an Accessibility Plan which shows how adaptations are made, not only to the built environments, but to the curriculum and how information is accessed by learners and their parents.  

• We have a tailored personalised curriculum coupled with regular parents’ evenings to help us to monitor progress and reflect on the next best steps. All our teachers are clear on the expectations of wave 1 provision and this is monitored regularly by the leadership team.

All staff have a class checklist ‘Whole School – Wave 1 Provision Plan’.

• We have a full Accessibility Plan in place and as such we consider our environment to be fully accessible.  We are vigilant about making reasonable adjustments, where possible.   Our policy and practice adheres and embraces The Equality Act 2010.  Where possible, we also ensure any home-school communications are available in the relevant languages and when required translators are asked to attend meetings (including BSI for Hearing Impaired parents/students).  We hold meetings with parents before options at KS4 are chosen so that parents and young people are fully aware of the options and challenges each route will pose for them.

• Our staff receive regular training and our teachers all hold qualified teacher status.  We have a number of established relationships with professionals in health and social care.  All external partners we work with are vetted in terms of safe guarding.  Many of our staff are trained to work in specialist areas of special educational needs.  We encourage staff to continually update their skills and knowledge.

We also have trained staff within the school who have been trained in ELSA (emotional literacy), ELKLAN (speech and language support) and a literacy and language specialist teacher.

We aim to ensure that all staff working with learners who have Special Educational Needs possess a working knowledge of the student difficulty to help support access to a broad and balanced curriculum.  Where it is deemed that external support is necessary, we discuss referrals with parents in the first instance and gain full consent before proceeding.

This year we have worked with advisory teachers for hearing impairment, learning and language support, educational psychology, physiotherapists and occupational therapists.

Our Special Educational Needs Co-ordinator (SENCo) is a qualified teacher.  We regularly invest time and money in training our staff to improve Wave 1 provision delivery and develop enhanced skills and knowledge delivery of Wave 2 and 3 interventions.  At most staff briefings, our staff are updated on matters pertaining to special educational needs and disability.  In addition, all Enhanced Learning Centre staff are encouraged to pursue both internal and external training courses pertaining to their role and school improvement plan.

• We review the needs of the learners within the school and endeavour to put in place provision in order to be able to cater for these needs.  Some of the finance the school receives may go towards funding training so that in-house provision is more targeted at needs.  Senior Enhanced Learning Centre staff conduct regular monitoring walks which include reviewing how provision is delivered and helps in maintaining standards through rigorous quality assurance.  Our provision management tool also looks at the impact each intervention has had on the progress of each learner.  Decisions are made as to whether specific interventions prove effective in terms of time and finance.

Each year we review the needs of the whole cohort to see if there is a change in the overall make-up of the school.  Decisions about adjustments to interventions can then be made.

• Our school ethos promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom.  Where there are concerns of safety and access, further thought and consideration is put in place (risk assessment undertaken) to ensure needs are met; where applicable parents/carers are consulted and involved in planning. All students with Special Educational Needs or Disabilities are warmly invited to attend after school activities throughout the school.

• ​All our staff are regularly trained to provide a high standard of pastoral support.  Relevant staff are trained to support medical needs (including intimate care) and in some cases all staff receive training.  We have a medical policy in place which is reviewed regularly.  Our Behaviour Policy (use of Assertive Discipline); which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.  We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learner voice is central to our ethos and this is encouraged in a variety of ways and regularly exhibited through a plethora of types of meeting e.g. (Pastoral Support Programmes).  The school also employs a Wellbeing Manager for students and families, providing support to students and their families who may be experiencing social or emotional difficulties that are impacting on their learning, wellbeing or safety.

We have a zero tolerance approach to bullying in the school which addresses the causes of bullying as well as dealing with negative behaviours.  Our PSCHE programme also looks to develop emotional and social development.  Staff and student mentors are also used when appropriate to enable focus upon developing social and emotional development.

• We hold meetings where professionals from outside the school are invited to attend.  During these meetings we may discuss individual cases where it is felt support above and beyond what the school is able to offer is necessary.  Parents and young people will be consulted and consent sought in supporting the overall development of the young person.  During this academic year we worked with Educational Psychology, Social Services, CAMHS specialists and Physical and Sensory Support.

We have a particular duty in ensuring that Looked After Children are given the appropriate support and care to help support their progress and engagement within the learning environment.  Our Designated Teacher (Mrs D Mills) meets with Social Services and the Virtual School to ensure that the child’s wider needs are met.  A Personal Education Plan (PEP) is produced termly to help the child develop holistically.

• For further information regarding a concern which may arise, in the first instance parents are encouraged to speak to their child’s form tutor.  If the matter cannot be resolved at this stage, then the SENCO may become involved and a meeting convened to discuss the concern/complaint in looking for a resolution.  A copy of the school’s complaints procedure can be found on the school website Blenheim School - Parental Complaints.  The complaints procedure will outline the formal steps the school will take in handling each complaint.  When a resolution between the parent and the school cannot be reached, the parents will be advised to seek external support through the Parent Working Partnership.

Blenheim High School - Frequently Asked Questions with response:

	Questions	School Response
1	How does the school know if young people need extra help and what should I do if I think my child may have special educational needs?	We have rigorous monitoring in place that tracks the progress our learners make in all areas of the curriculum.  Our staff are vigilant at supporting and raising any concerns.  We use data and other forms of assessment to identify additional needs and celebrate achievement.  Baseline testing at Blenheim High School includes skills screening (MIDYiS), literacy assessments and analysis of KS2 data.  We also track students’ progress through the reporting system to parents, for students in all years at least 3 times a year. Parents/carers are encouraged to speak to the form tutor about any concerns they have. We have in-house specialist expertise in a number of areas of special educational needs and this is recorded on our provision map.
2	How will the school staff support my child?	Our Governors play an active role in monitoring the quality of our special educational needs provision as does the Headteacher, senior Leadership Team and Special Educational Needs Co-ordinator (SENCo).  All interventions (literacy/pastoral support as necessary for identified students) we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress (provision mapping). Where we feel something isn’t working, we are quick to respond and find alternatives through dialogue with the learner and their families.  All our additional support programmes are overseen by the SENCo/Pastoral and all our teachers are teachers of inclusion and special educational needs.
3	How will the curriculum be matched to my child’s needs?	Whole school: We expect all our teachers to differentiate to meet the needs of all learners. We have a tailored personalised curriculum (setting in Maths – i.e. not English subjects) coupled with regular parents’ evenings to help us to monitor this and reflect on the next best steps. All our teachers are clear on the expectations of wave 1 provision and this is monitored regularly by the leadership team. All staff have class checklist ‘Whole School – Wave 1 Provision Plan’.
4	How will both you and I know how my child is doing and how will you help me to support my child’s learning?	We regularly share progress feedback with all our learners and their families.  In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. At such meetings (and through other means) we clearly share what can be done by families at home to support the learning at school.  This is also reinforced by generic updates on the curriculum which we share though our newsletter and/or website. We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child’s need (through planner and other means). Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.  We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies. (Parental workshops of students with SEND; Year 7 parents sharing information evening, etc.)
5	What support will there be for my child’s overall well-being?	All our staff are regularly trained to provide a high standard of pastoral support.  Relevant staff are trained to support medical needs (including intimate care) and in some cases all staff receive training.  We have a medical policy in place which is reviewed regularly.  Our Behaviour Policy (use of Assertive Discipline); which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.  We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learner voice is central to our ethos and this is encouraged in a variety of ways and regularly exhibited through a plethora of types of meeting e.g. (Pastoral Support Programmes).  The school also employs a Wellbeing Manager for students and families, providing support to students and their families who may be experiencing social or emotional difficulties that are impacting on their learning, wellbeing or safety.
6	What specialist services and expertise are available at or accessed by the school?	Our staff receives regular training and our teachers all hold qualified teacher status.  We have a number of established relationships with professionals in health and social care.  All external partners we work with are vetted in terms of safe guarding.  Many of our staff are trained to work in specialist areas of special educational needs.  We encourage staff to continually update their skills and knowledge.
7	What training are the staff supporting children and young people with SEND had or are having?	Our Special Educational Needs Co-ordinator (SENCo) is a qualified teacher.  We regularly invest time and money in training our staff to improve wave 1 provision delivery and develop enhanced skills and knowledge delivery of wave 2 and 3 interventions.  At most staff briefings, our staff are updated on matters pertaining to special educational needs and disability.  In addition, all Enhanced Learning Centre staff are encouraged to pursue both internal and external training courses pertaining to their role and school improvement plan.
8	How will my child be included in activities outside the classroom including school trips?	Our school ethos promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom.  Where there are concerns of safety and access, further thought and consideration is put in place (risk assessment undertaken) to ensure needs are met; where applicable parents/carers are consulted and involved in planning. All students with Special Educational Needs or Disabilities are warmly invited to attend after school activities throughout the school.
9	How accessible is the school environment?	We have a full Accessibility Plan in place and as such we consider our environment to be fully accessible.  We are vigilant about making reasonable adjustments; where possible.   Our policy and practice adheres and embraces The Equality Act 2010.  Where possible, we also ensure any home-setting communications are available in the relevant languages and when required translators are asked to attend meetings (including BSI for Hearing Impaired parents/students).
10	How will the school prepare and support my child in their transition to the next stage of education and life?	We have a robust Induction programme in place for welcoming new learners to our setting.  Our Provision Management systems records what aspects of our environment help children and young people learn and this information is passed on in transition.  We have very good relationships with any feeder settings as well as future settings/the workplace.
11	How are the school’s  resources allocated and matched to children and young people’s special educational needs?	Our finances are monitored regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs.  We seek to ensure value for money service, so all interventions are evaluated. Our budget is allocated according to our level of need.
12	How is the decision made about what type and how much support my child will receive?	Quality First Inclusive Provision (wave 1) is clearly defined in our setting and we expect all staff to deliver this.  Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families.  All interventions are monitored for impact and outcomes are defined at the start of any intervention.  The SENCo oversees all additional support and regularly shares updates with the governor with oversight of SEND.
13	How are parents involved in the school? How can I be involved?	We strongly believe in partnering parents in a two-way dialogue to support a young person’s learning, needs and aspirations.  We take every opportunity to strengthen this dialogue.  Parents are invited to contribute through a number of means.  Our Governing Body includes Parent Governors/representatives.
14	Who can I contact for further information?	In the first instance, parents/carers are encouraged to talk to their child’s class teacher/tutor.  Further information and support can be obtained from the school’s SENCo/Deputy SENCo or Pastoral Team.

 

The Quality First Provision - Curriculum Provision

This is based upon level of need.  

Wave 1 is provisional for all students;

Wave 2 is for those with additional need and

Wave 3 is cumulative support of each of the wave provision. (see below)

 

 

The Wave Chart