SEND

New arrangements for supporting children & young people with SEND

Please click the link below to download the letter regarding new arrangements for supporting children & young people with SEND from the Department of Education

Parent Letter from the DfE – August 2014

The Local Offer

The College Offer

Information for Year 9 Parents

Treviglas Community College SEND Information Report

Students who are identified as needing additional support with their learning can be added to the college SEND Record of Need. Their progress is then monitored not only by the Leaders of Learning for each subject area but also by the college Special Educational Needs Team including the SENDCo, Mr David O’Neill.

Students can be placed on the SEND Record of Need at any stage of their college life and have most often already been identified by their primary school.  However, we understand that students’ needs vary with time and so students are referred to the SEND Team whenever necessary.

Students can be placed on the SEND Record of Need for a variety of reasons. They may be struggling with their literacy and are screened for Dyslexia.  Some of our students have a diagnosed condition such as Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). Others may have a physical or medical condition affecting their ability to access learning sometimes. The SEND Team ensures that their learning experience is positive and that they have the same opportunities for success and to make progress as all students.

Most students on the SEND Record of Need simply require a slightly different approach to teaching in the classroom in order to make good progress. Teachers are advised of the strategies required to ensure each student has the best possible chance of reaching their potential.

When a subject teacher, member of the pastoral team or SENCo identifies a child in need of additional support, they may require interventions that are additional to or different from those already provided as part of the college’s usual differentiated curriculum and strategies.

Changes from September 2014

 From statements to education, health and care plans

As of September 2014, the government is replacing statements of special educational needs and Learning Difficulty Assessments with a single education, health and care (EHC) plan for children and young people with complex needs. The EHC plan will place much more emphasis on personal goals and will describe the support your child will receive while they are in education or training.

From School Action and School Action Plus to SEN support

For children with less complex needs but who still require help, the government is introducing a new system called special educational needs (SEN) support which replaces School Action and School Action Plus (and the equivalent in nurseries). It will also be available in colleges. The process will be similar but it will be less about counting the hours or resources given to your child at college and more about what your child has achieved as a result.

At this stage, the SEND Team become involved and identify the area of additional need that your child may require, perhaps after some additional investigation with reading, spelling or comprehension tests. If a specific need is identified your child may be supported on one of the College programmes such as:

LEXIA

Dyslexia recovery scheme, which provides catch-up in gaps of reading and spelling knowledge.

Read Write Inc

A reading recovery programme which focuses on the learning and revision of synthetic phonics.

Counseling

Support systems designed to encourage behaviour modification and improve social skills.

These can be delivered as a set programme in a small group with trained specialists. A Success Passport will be drawn up with the student which sets out the concern, states what is to be done to address the concern and by whom.  Parents will be involved at this stage.

During the year you will be invited to review meetings at which your child’s academic targets will be discussed and his/her Success Passport is reviewed.

Further information regarding services for young people with Special Educational Needs and their families can be found at www.cornwall.gov.uk/ and on the Family Information Services Directory website: cornwall.childrensservicedirectory.org.uk/

If you have any concerns regarding Special Educational Needs, please contact Mr O’Neill on  01637872076 or onl@treviglas.cornwall.sch.uk

SEN information report (as taken from the 2014 CoP)

6.79 The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include information about:

• the kinds of SEN that are provided for

• policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENDCo (mainstream schools)

• arrangements for consulting parents of children with SEN and involving them in their child’s education

• arrangements for consulting young people with SEN and involving them in their education

• arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review

• arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society

• the approach to teaching children and young people with SEN

• how adaptations are made to the curriculum and the learning environment of children and young people with SEN

• the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured

• evaluating the effectiveness of the provision made for children and young people with SEN

• how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN

• support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying

• how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families

• arrangements for handling complaints from parents of children with SEN about the provision made at the school

6.80 The above should include arrangements for supporting children and young people who are looked after by the local authority and have SEN.

6.81 Schools should ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language. It should include information on the school’s SEN policy and named contacts within the school for situations where young people or parents have concerns. It should also give details of the school’s contribution to the Local Offer and must include information on where the local authority’s Local Offer is published.

6.82 In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.

6.83 Schools should also make data on the levels and types of need within the school available to the local authority. This data will be required to inform local strategic planning of SEN support, and to enable the local authority to identify pupils who have or may have SEN. Such data, collected through the School Census, is also required to produce the national SEN information report.