Special Educational Needs and Disabilities Information Report
- y7 in library
Meeting the needs of pupils with Special Educational Needs and Disabilities
Langley Park School for Girls (LPGS) is committed to meeting the needs of all students including those with special educational needs. We share with all Bromley schools the expectation that all students, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and to feel that they are valued members of the wider school community.
Special Educational Needs and Disabilities Information Report
Langley Park School for Girls is an inclusive school committed to empowering all students to realise their potential. LPGS offers a range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.
The range of support deployed will be tailored to individual needs following thorough assessment by internal or external agencies. It is designed to enable students working to becoming independent and resilient learners and should not be seen in isolation.
The Student Support faculty is managed by Mrs T Currie, AHT Inclusion. Mrs Cadman is the current SEN Co-ordinator responsible for the day to day operation of the department and currently there are two other specialist teachers. The department also consists of two key workers, a Student Support receptionist who offers additional administration support, an exam access co-ordinator and 17 Learning Support Assistants with a wide variety of specialisms. Mrs Karen Alveranga is the Governor with responsibility for SEND.
LPGS is currently undertaking a review of the SEND policy to meet the requirements for SEND in line with the new SEND Code of Practice effective from 1st September 2014. To provide an improved compliant policy we are committed to co-producing our policy with families, children and young people and will be requesting contributions in due course.
ASSESSMENT, PLANNING and REVIEW
All students receive formal academic progress reports once a term.
Ongoing monitoring by subject teachers/form tutors identifies students who are not making good progress or whose needs are affecting their ability to engage in learning activities.
After discussion with key staff and parents/carers, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. At this stage, we will take into account the views of the student or young person about their own support.
This additional support is documented in an individual provision map/IEP/Student Support Agreement as appropriate. In consultation with PLS staff and parents/carers, appropriately timed targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Agreed actions take into account each student’s strengths as well as their difficulties.
In a small number of cases, a Learning Support Assistant may be allocated. This support is deployed to ensure students can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal interviews are held annually or more often where appropriate. Parents/carers will have the opportunity to meet with relevant staff at official parent’s consultation evenings and at other times by arrangement.
TESTS and EXAMINATIONS: Access Arrangements
Additional arrangements can be made for some students to enable them to access fully a range of tests. This might include additional time, rest breaks or the use of a reader, scribe or word processor. The Access Arrangements Co-ordinator will inform parents/carers about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JQA (Joint Council for Qualifications) can be accepted for access arrangements for public examinations.
ACCESS TO LEARNING AND THE CURRICULUM
An ongoing programme of training for staff is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of students with SEND.
Teachers are provided with relevant information about students with SEND or additional learning needs.
Our SENCo and Student Support staff keep abreast of current local and national initiatives and policies to support students with SEND and welcome opportunities for sharing good practice with other local schools. The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for students who have the most complex needs.
We have staff with specialised expertise and qualifications in school including:
- accredited training for students with Autism
- specialist dyslexic teaching
- catch up Literacy and Numeracy
- oral language modification for exams access
Provision to facilitate and support access to the curriculum:
LPGS provides a graduated response dependent on the student’s needs. Responses may include:
- access to Learning Support staff
- access to the Personal and Learning support area
- adapted timetable
- study group support in Y8 & Y9
- access to appropriate technology
- homework support
- specific programmes to support speech and language
- 1:1 or small group sessions with support staff
- Literacy catch up programme
- Numeracy catch up programme
- strategies to support and develop independent learning
- study skills and revision workshops
- strategies to support and develop Literacy and Numeracy skills
- all students, new to the school, are assessed using Hodder Group Computerised Reading Tests as well as other appropriate screening tests
- further reading assessments are carried out throughout the year, as appropriate
- peer reading programme
- timetabled library lessons and access to library facilities after school
- small group or 1:1 sessions with Learning Support staff of Key workers to review learning
- students with Pupil Premium may also have access to additional specialist support
- Learning Support staff support in lower sets
- Access to appropriate computer programmes to support Literacy and Numeracy skills
The school has strong pastoral support systems which involves all teaching and non teaching staff and in particular, Form Tutors and Heads of Year who offer daily support. In addition, students have access to the following interventions, where appropriate.
- peer support programmes
- 1:1 mentoring
- extra curricular clubs
- workshops to address self esteem, anger management, assertiveness with key staff
- supervision at social times
- access to PLS area as a safe haven
- liaising with parents/carers
INCREASING ACCESSIBILITY – getting about
- access to strategies/programmes to support occupational/physiotherapy needs as required including modified PE lessons or exercise programmes
- access to modified equipment and ICT on advice from external agencies
- access to medical interventions
- staff training in administering some medications e.g. Epipen, insulin
- photographs of students with severe medical conditions provided to staff
- key staff trained in First Aid
- weekly visits from the school nurse and School Health team
- close liaison with other medical agencies e.g. physiotherapy, occupational health, CAMHS
PARTNERSHIPS WITH EXTERNAL AGENCIES
LPGS works with a number of external agencies to seek advice and support to ensure that the needs of all students are fully understood and met. These include:
- Educational Psychology Service – free access to the EPS is limited to three half days per year. Referrals made in excess of the statutory service provided will be agreed in accordance with level of need
- Social Communication Team – the advisory teacher liaises with the school and offers support and advice as necessary
- Sensory Support Service – the Vision and Hearing Support services work closely with the school. Advice and support is offered throughout the school year. Both services visit students in school to assess their needs and liaise closely with school staff to ensure strategies and interventions are in place. Any appropriate access arrangements are considered carefully
- Speech and Language Therapy – school will implement recommendations following specialist assessment. School will work with Speech and Language Therapy Clinics and endeavour to follow that advice given by that service in school as appropriate
- the School Nurse runs a weekly drop in service
- school has full access to occupational health/physiotherapy services as and when required
- CAMHS – service engaged via GP and parents/carers
- Children Looked After – this service oversees and monitors provision for children who are in the care of a Local Authority (LA). The LA where the child was registered remains responsible for that child in loco parentis regardless of where the child currently resides or is educated. At LPGS Mrs Currie has responsibility for children who are looked after and is the designated person responsible for safeguarding issues
- Paediatric services are engaged via GP and parents/carers
Children and young people with SEND can become particularly anxious about ‘moving on’ so we seek to support successful transition by:
When moving on to another school we will:
- liaise with the new school to share information about special arrangements and support that has been made to help the student achieve their learning goals
- ensure that all records are passed on as soon as possible
When moving classes/tutor groups in school we will:
- liaise with teachers and Head of Year involved. All subject teachers and Learning Support staff affected will be informed of the move
- arrange opportunities to visit the new class/teacher if necessary
In year 6 – 7 transition of students with high needs/statement of SEND:
- the SENCo and/or members of the Student Support team will attend the Primary/Secondary Transition review meeting to discuss specific needs of the student and the nature and level of support which has had the most impact
- in some cases additional multi-agency meetings may be required to create a more detailed ‘transition’ plan for students. This may include additional visits to LPGS or participating in our ‘Moving On’ project
In addition, the SENCo and/or members of the PLS team will attend the Bromley Schools Y6-Y7 Transition meeting to discuss Bromley students with SEND and collect relevant paperwork from the feeder schools
Transition to Sixth Form
- additional support is provided to help students who may be anxious about this transitional step. Student Support staff work closely with the 6th Form Leadership team to ensure students feel supported at this crucial time
CATCH UP PREMIUM
The catch-up premium was formally launched in March 2013 as part of the government’s commitment to providing additional funding to support Year 7 students who did not achieve a NC level 4 in English and/or Maths during Key Stage 2.
The initiative involves secondary schools receiving additional funding of £500 for each catch-up student. This money is to be used by schools to deliver interventions for literacy and/or numeracy support with the aim of bringing these students up to speed and thus increasing their chances of succeeding at secondary school.
LPGS will use this funding to run numerous interventions programmes detailed below:
- Numeracy one to one catch up, 10 week intervention programme with trained LSA
- Smaller maths classes for bottom sets in Year 7 and Year 8 ensuring more direct teacher time
- Literacy one to one catch up, 10 week intervention programme with trained LSA
- Toe by Toe intervention programme
- Reading one on one support with their English teacher for 25mins during class Library lesson, to begin after Autumn half term
- Study Support lessons offered in Year 8 to students to target literacy skills and pre-learning
For more specific details on the catch up premium for 2015 - 2016 please click here.
For full details of our admissions criteria please click here
Bromley Parent Partnership and Choice Service Local Offer provide impartial, confidential information, advice and support for parents/carers of children with SEND.
Burgess Autistic Trust offers specialist support in ASC (Autistic Spectrum Condition). BAT provides practical and emotional support to both people with the condition and their carers and families.
Telephone: 020 8464 2897
Bromley Y is a local agency offering free, confidential counselling to young people between the ages of 11 and 23 years
Telephone: 020 8464 9033
BROMLEY LOCAL OFFER
Further information about support and services for students and their families can be found in the Bromley Local Offer Web link