From December 2016 the following actions have been taken
- Sen register compiled which includes LAC, pupil premium, SEN status and access arrangements
- Links made with SENCOs in host schools
- Pupil premium literacy strategy drafted
In order for SEN to be dealt with effectively and in accordance with the updated code of practice (2014) the following vision needs to be implemented. This will ensure that we have a clear chain of evidence to support any applications that may need to be made. More importantly, this will ensure that we cater effectively for the pupils in our charge.
Upon entry to the service any pupil with previously identified SEN must be referred to the SENCO in the first instance. This must happen as soon as possible following the admission meeting.
Using the available information, the SENCO will complete a pupil passport highlighting the SEN needs and provisions required alongside teaching recommendations. This will then be shared with all staff involved with the pupil. A copy will be put into the pupils file. A provision map will also be produced and shared in the same way.
This will be reviewed on a half termly basis with the pupil, parent/carer and relevant teaching staff and amended as necessary.
If a pupil has no identified SEN but is presenting as having SEN, it is the responsibility of teaching and other relevant staff to record their concerns on the correct documentation (“notification of concern” form) and forward a copy to the SENCO who will decide on the course of action to be undertaken. This may involve testing the pupil for SpLD or referring the pupil to an external agency (CAMHS/Education Psychologist). Following this, a pupil passport will be drafted and reviewed on a half termly basis. Amendments will be made as necessary.
It is of critical importance that the pupil and parent are as involved as possible in the decision making process and the drafting of the pupil passport. This will ensure that:
- The voice of the pupil is taken into account and listened to
- Staff receive an accurate picture of the pupils needs and how to respond to them
- We are building up a picture of need for access arrangements and potential EHCP applications
All new pupils will be assessed upon entry to obtain their standardised scores for reading, spelling and mathematical ability.
Assessment of individual pupils will be administered by the SENCO in the first instance. The SENCO will test for Literacy, numeracy, working memory and processing speed issues. A report will be provided and the information added to the pupil passport. This will be shared with all relevant staff and a copy put into the pupils file alongside the amended pupil passport.
In some cases it will be necessary to refer the pupil to an external agency such as CAMHS or the education psychologist. The findings from these agencies will be collated and incorporated into the pupil passport. This will be shared with the relevant teaching staff.
The SENCO will co-ordinate the provision required for a given pupil including the use of external providers.
Intervention for numeracy & literacy
Some pupils may not have SEN but have gaps in their basic skills in literacy and numeracy. This will be addressed by a variety of strategies.
- Teaching in the first instance will provide opportunities to promote and improve literacy and numeracy. This will follow CPD provided by the heads of the respective departments.
- Pupil premium funds will be utilised to engage pupils with the Rapid English literacy intervention system. This will be open to all pupils who have reading ages/standardised scores which are significantly below the average. Please see appendix 1 for further details.
- Numeracy will be addressed on a departmental level and will consist of the identification of pupils consistently attaining reds on the PLCs. This will be a graduated, bespoke intervention tailored to the particular needs of the pupil.
- In the primary phase, staff will be trained in the use of Read,Write Inc. for the purpose of improving the phonic knowledge. This is scheduled to take place in June 2017.
Given that we have a large number of dual registered students it is of critical importance that communication between Archway and any professional involved with the pupil is prompt and effective. To this end, the results of any screenings will be shared with all relevant professionals.
Access arrangements will be actioned by the exams officer and the SENCO.
The SENCO will identify pupils who will need access arrangements from the following sources:
- Information from host school
- Notification of concerns from staff
- EHCP documentation (if applicable)
- Screening tests and associated reports (see section on assessment)
Pupils must have evidence to support their request for access arrangements alongside a completed form 8 and data protection notice.
Appendix 1: Literacy strategy
All pupils will be screened on entry to obtain standardised scores. If the pupils score is below 90, this will trigger their inclusion onto the Fluence programme. A flightpath will be produced for each pupil which incorporates their starting score and their scores on termly retests. This will provide evidence of their progress over time.
Appendix 2: Mathematics intervention strategy
At EOTAS we believe that detailed tracking is a vital component in the struggle to ensure that our learners are making expected progress in their numeracy. In order to facilitate this, we use personal learning checklists (PLCs) on a weekly basis.
At the end of each week, each pupil will be assessed via the year group PLC. If a pupil has a red for the weeks topic then the class teacher should use strategies to ensure that the pupil has improved.
If a pupil has consistent reds, this will trigger 1:1 intervention sessions to supplement the work in class and bring the pupil back up to speed with their work. This will continue for at least half a term and will be reviewed on that frequency.
The 1:1 intervention would take place twice a week for 20 minutes. The session would need to focus on a specific topic and show evidence of progress within the session. The best way to do this is to use a short, graduated worksheet. After each session, the PLC is updated in consultation with the class teacher. It is expected that the class TA would take this session.
It is important to keep a pupils target in mind when making the decision to offer intervention. For example, a pupil may have a target of grade 2 and have gotten reds for trigonometry. In this case intervention may be inappropriate to offer for trigonometry as it would be beyond the capabilities of such a student.
It is important to note that we also offer Functional Mathematics lessons which target much of the same content as the lower grades in GCSE Mathematics. Given that these examinations can take place in year 10 and 11 at several points across the year, it is possible that pupils could have passed the qualification early. In this instance, it would be prudent to use the sessions to fill in any gaps from the GCSE PLCs