SEND Information Report

The SEND department is overseen by the Deputy Head Lindsay Brindley, and Head of Inclusion Ellie Lioudaki.

Contents
  1. What kinds of special educational needs does the school provide for?
  1. How does the school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
  1. How will both you and I know how my child/young person is doing?
  1. How will the curriculum be matched to my child/young person’s needs?
  1. How will school staff support my child/young person?
  1. How is the decision made about what type and how much support my child/young person will receive?
  1. How will my child/young person be included in activities outside the classroom including physical activities and school trips?
  1. What support will there be for my child/young person’s overall wellbeing?
  1. What specialist services and expertise are available at or accessed by the school?
  1. What training have the staff supporting children/young people with SEND had?
  1. How accessible is the school environment?
  1. How are parents and young people themselves involved in the school?
  1. Who can I contact for further information?
  1. How will the school prepare and support my child/young person to join the school, transfer to a new school or the next stage of education and life?
  1. What other support is available?
1.    What kinds of special educational needs does the school provide for?

Stretford High School (SHS) caters for all young people with all types of special educational needs and/ or disabilities. The school is non selective and welcomes every child as an individual into its community. It is a multi-cultural, multi ethnic and multi faith environment. We ensure wherever possible that equipment used is accessible to all children regardless of their needs. After-school provision and extra-curricular activities are accessible to all children, including those with SEN.

SHS is fully compliant with the Equality Act requirements.

Special Educational Needs and/or Disabilities may include:·

  • Cognition and learning difficulties;·
  • Communication and interaction difficulties;
  • Social, emotional and mental health difficulties;
  • Physical disabilities;
  • Sensory impairments.
2.    How does the school know if children/ young people need extra help and what should I do if I think my child/young person may have special educational needs?

At SHS we closely monitor the progression of a pupil through their educational development and social and emotional wellbeing. If a student has been identified as having special educational needs and/or disability during their Primary school years, the child will be placed onto our SEND register on entry. In September of each academic year all students are tested for Reading and Spelling Age, comprehension and accuracy within the first term. The scores enable us to plan provision for your child according to the stage of learning they are up to. The student is then re-tested after a series of targeted interventions before the end of the school year. We work as a team of teachers, Teaching Assistants (TAs) and SEND Coordinator to accurately assess progress academically each term. Where students are not making progress as expected then we will look to support through a differentiated approach to teaching and learning within mainstream classrooms. This means the teacher will try to adjust the students’ learning diet, teaching approach or have subject specific interventions. The student may also be withdrawn from a class for a short period of time for an intervention, which will focus on their specific need. Should the intervention not achieve the impact required we will look to action a more specific assessment of student’s need. This may involve external professional agencies working alongside the school to complete a detailed assessment of your child in order to best support them. We will always involve parents throughout this process and also take into account the view of each student.

If you feel that your child has a special educational need that is not being met then please do not hesitate to contact the SEND Co. We take your concerns seriously and will endeavour to assess your child and address any concerns you may have.

 

3.    How will both you and I know how my child/young person is doing?

Throughout their school years at Stretford High we would expect all children to be working on or above their target each academic year. We will inform you after each progress review by report about your child’s progress in each subject area. There are 4 each academic year in addition to an annual parents evening, the dates of which are on our website.

Additional to this, the school will endeavour to contact you as parents regarding any achievements or concerns if your child is not making progress. We will invite you into meetings with the SEND Co and teachers to discuss your child’s educational development. We welcome and encourage parental contribution to the education of your child and we value your opinion. We have an open door policy to parental meetings with the SEND Co and will ensure that, within a reasonable time frame, the school will respond to all requests for parental involvement.

 

4.    How will the curriculum be matched to my child/young person’s needs?

The curriculum is offered to all students regardless of ability but it is the role of all staff to ensure that learning takes place at a pace and level suited to your child’s current progress and needs. This means that we will endeavour to ensure all pupils’ needs are recognised at an early stage. By information sharing across the school, staff will plan lessons to ensure the pace of learning and level of information is comprehensive. All children are expected to make progress through the curriculum but it may be that your child is offered a differentiated approach to learning through expert teaching and more individual interventions. Some of them could be:

  • Planning and teaching is adapted, on a daily basis if needed, to meet your child’s learning needs
  • Specific resources and strategies are used to support your child individually and in groups
  • Access to our Integrated Curriculum classes taught by SEN specialists
  • Access to intervention sessions before and after school hours
  • Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary

 

5.    How will school staff support my child/young person?

Quality first teaching in the classroom means that all teachers will differentiate their lessons in order to ensure progression of your child. The SEND Co works alongside the teachers in an advisory capacity where concerns are raised regarding your child and recommend appropriate strategies to support your child and co-ordinate interventions to ensure that your child receives the additional assistance. The SEND Co will also liaise with teaching assistants to work with children through a differentiated approach if it is appropriate. Your child’s keyworker will invite you in school three times per year to review his/her targets and the impact of the provision. The SEND Co is also available during Keyworker review evenings.

Teaching assistants work within each Academic School to assist pupils in their learning. They are there to support your child by offering a more individual approach to a child who has a SEND. This may mean altering the pace of work, the expected outcomes and occasionally withdrawal for targeted support.

Teachers, TAs and the SEND Co will monitor the progress of your child and the support offered in order to evaluate the impact of the differentiated curriculum. This record of progression will be maintained by the SEND Co and will be reported to the Head Teacher and Governors of the school.

The Deputy Head reports to the Governors every term to inform them about the progress of children with special educational needs or disabilities; this report does not refer to individual children and confidentiality is maintained at all times. Our Chair of Governors, Mr A. Leach is responsible for special educational needs and meets regularly with the Head of Learning Support. He also reports to the Governors to keep them informed. The Governors agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.

 

6.    How is the decision made about what type and how much support my child/young person will receive?

Parent/carers are encouraged to participate in all aspects of their child’s education and your input is valued by the school. Decisions are made, subject to negotiation with parents/carers, by SEND Co and Senior leaders as to what additional resources, facilities and interventions are required to ensure your child progresses as expected. SEND Co and Senior leaders meet on a weekly basis to discuss progress and concerns. The SEND Co will seek advice from external professionals where appropriate to ensure accommodation of need. In rare cases, the level of provision required for one student is not applicable for the majority of our other students into the future and providing it for one child would divert resources away from the majority and what they need. This means, that a child’s place could be incompatible with the provision of efficient education for others and/ or the efficient use of resources.

Stretford high school is an inclusive school and makes various arrangements, especially in Y7 to aid the integration of students into the life of the school and promote their rapid progress towards accessing and achieving academic success in the mainstream. These arrangements change from year to year, and within years, depending on the nature of the intake, individual student needs, resources, staffing and curriculum factors. It is important to note that Stretford High School is a mainstream high school and does not have a resourced or specialist provision. Stretford High School receives no funding from the local authority to provide specialist provision or Unit provision for students with any kind of SEN.

A complaints procedure exists within school if you are unhappy with the provision. In the first instance, all concerns should be addressed to the SEND Co.

 

7.    How will my child/young person be included in activities outside the classroom including physical activities and school trips?

At SHS we encourage all children regardless of ability to participate in all activities. We aim for all children to be included on school day trips and residential stays. We will provide the necessary adaptations, having consulted with you, to ensure that this is successful. Where children have a specific need, a designated TA will assist in enabling participation and reasonable arrangements are made to accommodate this. Where children require a higher ratio of adult to child supervision, the school will endeavour to make staff available. No child will be denied an opportunity to participate on the basis of a special educational need.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities, which will cover the same curriculum areas will be provided within school.

 

8.    What support will there be for my child/young person’s overall wellbeing?

At SHS our pastoral team is dedicated to delivering support and provision so that your child feels safe and valued within our community. Each year group has a Head of Year and an Assistant Head of Year responsible for ensuring your child’s wellbeing. It is their primary role to support your child in their social and emotional development. If concerns are raised with the Head of Year regarding your child then he/she will contact you immediately. If it is deemed appropriate and with your support, we may ask that your child participates in mentoring sessions with our Lead Learner pathway, CAMHS trained practitioner. She can offer support and guidance for your child through interventions and provide coping strategies. Occasionally, we may request that your child be supported through the school nurse or other outside agencies if he/ she needs extra support. We will need your permission and support for your child to participate in any work done with these professionals.

We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being. The school entrance is staffed with adults who greet and welcome pupils and their families each morning. This ensures a smooth transition between home and school each day. Every child is offered a free breakfast in school to help children socialise, develop life skills and independence. It also helps children start the day in a positive way. As a nurturing school, all our vulnerable pupils are known to staff.

Behaviour in school is a priority in safeguarding your child’s wellbeing. All pupils are expected to follow the school’s behaviour policy, which is modelled and reinforced by all staff. Any behavioural concerns are taken seriously and sanctions are imposed effectively to modify and regulate behaviour.

If your child has a medical need then the school has a designated medical person. This person manages and administers medication to your child.

Your child’s views and opinions are valued in our school and we work hard to ensure that our pupils feel that their voice is heard. We believe that every child should feel in control and have someone to listen to them.

 

9.    What specialist services and expertise are available at or accessed by the school?

At Stretford High we offer a range of specialist services. In house we benefit from specialist teachers to assess learning needs, SEN staff with years of experience working with children with additional needs and TAs trained in Specific Learning Difficulties, Autistic Spectrum Difficulties and Speech, Language and Communication difficulties. The teaching staff are qualified to work expertly alongside the SEND Co in offering a curriculum suited to your child. TAs and support staff will offer academic and pastoral guidance to ensure your child is progressing as expected.

We also work closely with any external agencies that we feel are relevant to individual children’s needs within our school. These may include: Local Authorities, GP, School Nurse, Educational Psychologist, Paediatrician, Occupational Therapist, the Child and Adolescent Mental Health Service (CAMHS) and Social Services, including Social Workers. We will always seek parental consent where appropriate when liaising with external bodies.

 

10. What training have the staff supporting children/young people with SEND had?

SHS ensures that all staff are trained and qualified to effectively perform their role. This means that the SEND Co has been trained to assess, recognise and respond to an educational need within a child. Our Head of Inclusion holds a Masters in Inclusive Education and Special Educational Needs.

Our staff have been trained to a range of SEND (e.g. ASD, ADHD, Dyslexia, Dyspraxia, Dyscalculia, General learning difficulties, Communication and interaction difficulties, disability) and during INSET we update our staff regarding recent research around SEN and we refresh the knowledge around existing strategies. Teaching Assistants attend regular trainings and courses covering a range of SEND.

 

11. How accessible is the school environment?

SHS is fully compliant with the Equality Act requirements. There are two disabled toilets in the main block and two more in the Sports Hall alongside with shower area and changing facilities.

The school is a wheel chair friendly environment and can offer accessibility via ramps and lifts to all classrooms. Children in wheelchairs are allowed a 5 minute time extension to all classes in order to ensure movement through the school. The school will provide all necessary equipment and facilities to accommodate your child’s special educational need; this may include access to computers, headphones, enlarged or coloured worksheets, changing rooms, toilets or time out facilities.

Where your child has English as an additional language, provision is offered via a dedicated teacher to support progression through the curriculum. If the parents do not speak English then an interpreter may be employed.

 

12. How are parents and young people themselves involved in the school?

Children with a special educational need and/ or disability are supported in all aspects of their school life and encouraged to set their own targets and aspirations. Children are encouraged to share information with a member of staff they trust, SEND Co, teacher, form tutor, TA or pastoral staff. Staff at Stretford High are vigilant as to the needs of children and share information accordingly with other key team members.

We have an open door policy to parental meetings with the SEND Co and will ensure that, within a reasonable time frame, the school will respond to all requests for parental involvement.

 

13. Who can I contact for further information?

Head of Inclusion/ SEND Co      –        Mrs Ellie Lioudaki       elioudaki@stretfordhigh.com

Deputy SEND Co                    –            Mrs Karen Chantler     kchantler@stretfordhigh.com

Telephone: 0161 876 1850

 

14. How will the school prepare and support my child/young person to join the school, transfer to a new school or the next stage of education and life?

The school has a designated team that works in school liaison with primaries in the area. All children who apply to SHS are visited by this team, who work with primary teachers to gain insight into the children’s requirements. Identified students are asked to participate in a 6 week intensive transition programme when they are introduced to teachers and each other in a transition programme. All children receive advice on careers through our SHS career advisor and are encouraged and supported to visit colleges to explore post-16 courses. If additional support is needed this will be put in place.

If your child joins SHS via a midterm admission then the SEND Co will contact parent/carer to arrange a meeting to discuss your child’s needs.

Children are continually assessed and monitored at Stretford High to ensure the appropriate level of support is in place to ensure progression and wellbeing. Records are kept for all pupils and are shared with staff to ensure smooth transition throughout the school.

All records regarding your child are passed to the next provider on exit from Stretford High school.

 

15. What other support is available?

Find out more about the local offer of support which is available for disabled children and young people and those who have SEN on the Trafford Service Directory www.trafford.gov.uk/servicedirectory or by contacting the Family Information Service:

 

Telephone:     0161 912 1053 Monday to Friday, 8.30am until 5pm

Email:             fis@trafford.gov.uk

Twitter:           @traffordfis

Facebook:      www.facebook.com/traffordfis