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Twitter Wall

12/12/18

So proud of our wonderful families for donations over the advent period - Merstham Food Bank will ensure this goes to many people locally who need a little help this Christmas. ❤️ https://t.co/cild3WfUkW

11/12/18

Retweeted From carole davies

Kilnwood Vale Primary School: Southgate Primary School: Forge Wood Primary School: Our West Sussex schools have one more open event each before the deadline of 15 January 2019. Look out for the attached advert on the back cover of RH Uncovered - January 2019 edition. https://t.co/a9eqx1XATV

11/12/18

Lovely article remembering the sacrifices of so many! Proud of our wonderful children. https://t.co/F8QW8FRgLZ

21/11/18

Retweeted From LKStrachan

Fantastic making links between & We enjoyed receiving our first Thank you!☺️❤️ https://t.co/zbLcWPhy9b

19/11/18

Retweeted From Ofsted

We’ve just published 'The English curriculum – bigger than the sum of its parts' by on our TES blog https://t.co/OmAgFVtFFj https://t.co/CSIITbYEiI

19/11/18

Oracy, is an essential life skill. Speaking and Listening play a massive part in our development.

19/11/18

Liam, you should go to Kevin his MA was on student voice

14/11/18

This is a shoutout to all of those people who have been bullied by cruel people. Bullying is not a good thing, so let's stop it now! https://t.co/aRYjjwMMPO

14/11/18

Just because someone looks different, doesn't mean they are different. https://t.co/qngYNxN1LN

14/11/18

If you're being bullied never hesitate to tell a teacher. There is always someone to help you. https://t.co/sZyftKAoZ3

14/11/18

Tell people you trust. https://t.co/uQgyw2ZK4j

14/11/18

If you are being bullied ask the bully to politely stop. https://t.co/CDO4PPacYh

14/11/18

Class C have today written advice for students as part of our anti-bullying work: tweets to follow.

14/11/18

Retweeted From NCB

This I pledge to always . You can too. https://t.co/etb3FDPAkR

12/11/18

Retweeted From Jake Lewis

Working at a school and considering a change? Thinking of returning to the profession? Starting your NQT year in September? Speak to to find out about our varied opportunities throughout the trust. We're looking forward to speaking with you. https://t.co/GxiWvidLHX

12/11/18

We had an anti-bullying lesson today - remember if you are getting bullied talk to someone! https://t.co/YaTTOaHIIV

12/11/18

If you are being bullied you should always tell a teacher or trusted person. 'tkeepitinside https://t.co/Y5vLMwuYfD

12/11/18

Bullying is the worst, from physical bullying to verbal bullying they are all equally horrible. Don't hold back, tell an adult. https://t.co/VmBNujoMMS

12/11/18

If you're being bullied, don't ignore it. Tell an adult, teacher or trusted adult. Do not be frightened, somebody will help you. Remember you're not alone. https://t.co/CfyRCrWSiZ

12/11/18

Today we have launched our work on choosing respect - Class B have been writing advice on how to deal with potential Bullies. https://t.co/Pj2Hqab17M

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SEN INFORMATION REPORT 2018/2019

SEN INFORMATION REPORT 2018/2019

Our Vision and Values

Merstham Park School is a highly successful school that supports each child to thrive personally, socially and academically. We give our children opportunities to develop enquiring minds, a lifelong love of learning and to become a well-rounded member of the community. At Merstham Park School we strongly believe in celebrating every success and preparing our children for the future.

We trust this information report below, together with our SEN leaflet and policy, provide you with a flavour of our inclusive approach at Merstham Park School.

ASSISTANT HEADTEACHER, PERSONALISATION & SENCO

Where students or parents have concerns, in the first instance they should contact the Learning Mentor. The Learning Mentor will inform the Assistant Headteacher for Personalisation.

Our SEN parent leaflet and SEN Policy outline our SEN support.

Mrs L Strachan

 

 

 

LOOKED AFTER CHILDREN'S COORDINATOR

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 meets with Social Services and the Virtual School (as needed) to ensure the child's wider needs are being met.

Mrs L Strachan

LOCAL OFFER

https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page

 

WHOLE SCHOOL PROVISION

Provision map by areas of need

 

REVIEW DATE

September 2019

 

SPECIAL EDUCATION NEEDS AT MERSTHAM PARK SCHOOL

SEN SUPPORT FOR STUDENTS

Merstham Park School is a mainstream academy. An academy is a state-funded, community school serving local residents, providing free education for students of all abilities.

We are an inclusive setting that fully complies with the requirements outlined in the Special Educational Needs Code of Practice (2014). Staff have been trained to be able to cater for learners who may have difficulties with:

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

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

Having identified needs, we seek to match provision to need.  Our Assistant Headteacher for Personalisation & Inclusion monitors the impact of interventions through regular meetings and tracking of student progress and shares this information with governors and the rest of the leadership team.  Should additional support be needed, we use a number of evidenced based interventions across the school, depending on need.

See our Provision Maps for further information.

SEN POLICY AND INFORMATION

The school has an SEN policy which can be found on the school website.

The school telephone number is 01737 919 491.

The Assistant Headteacher for Personalisation & SEN is Mrs L Strachan who can be contacted via the school office.

Our Inclusion Leader and Learning Mentors track student progress on a termly basis. We track the progress of all our learners and as professionals, we regularly discuss any concerns we have as well as celebrate achievement.  We have robust systems in place and use data to support tracking and identifying needs.

Parents who have concerns about their children are encouraged to speak to their Learning Mentor, who will then pass this information on to the SENCO. The SENCO will also meet with parents, via prior appointment. This can be made through the school office.

We identify SEN needs in children in the following ways:

  • Observations and assessments in class setting.
  • Parental and teacher discussion
  • Class teacher concerns discussed with SENCO.
  • Ongoing observations and assessment, checking against age related expectations
  • Support and advice from outside professionals (with parental consent)

As a staff we meet regularly to discuss the progress, engagement and conduct of learners within the school. Decisions are then made as to the most appropriate steps to take in order to support the learner, these decisions tie in with the school's graduated approach to meeting needs.

The school operates a regular four part cycle in order to identify children who may have special educational needs. This is through the process of

  • Assess (the child’s needs)
  • Plan (support )
  • Do (interventions/actions)
  • Review (outcomes)

This SEN support will take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the student in making good progress and securing good outcomes. This is known as the graduated approach. Our approach is detailed within our SEN leaflet which is available in a paper copy or on our website.

 

PARENTAL INVOLVEMENT IN SEN

At Merstham Park School we have an open door policy where parents are invited to come in and speak to the SENCO should they have concerns about the overall progress of their child. We believe in developing strong home-school links.

Where SEN needs have been identified, support is recorded within the SEN Support Arrangements. This document is developed through a cycle of reviews and starts with an Inclusion Support Plan (ISP). Parents contribute to the termly review and where needed, the reviews will be established more frequently. In addition, students with an Education Health Care Plan (EHCP) will attend an Annual Review.

The school also has a regular reporting cycle where parents are informed of progress. All students are set targets or next steps.

At the end of each term, parents will receive a report on their child’s progress and are able to come in to school in order to discuss how they can support learning and progress.

We believe in supporting the development of parenting skills and as such aim to deliver workshops on site and work in collaboration with other agencies.

We believe in partnering with parents to support a child’s learning. We encourage parental support through:

  • Open door policy
  • Half termly assessment
  • Student achievement and progress shared at parents’ evenings
  • Home Learning, home learning diaries and contact books
  • Individual Support Plans (ISPs) shared with parents
  • Learning Mentors contactable through phone calls and emails (after school)
  • Termly reports
  • Parents’ evenings

 

STUDENT INVOLVEMENT IN SEN

Every child is unique, many children and young people will have SEN of some kind at some time during their education. Some children and young people will need extra help for some or all of their time in education and training.

Our SENCO and Learning Mentors, through regular progress reviews, seek to identify students making less than expected progress given their age and individual circumstances, or who are not engaging in their learning. Parents are invited to share any concerns with staff. We aim to identify reasons why a student may be struggling with their learning.

With teacher and parental discussion (and student discussion if it is felt appropriate for their age) additional intervention will be provided if it is felt that a child may have special educational needs. These needs may be identified using a range of in house assessments and observations, or outside professionals may also be involved. This is always with parental consent.

Students and their families are fully involved and encouraged in establishing this support on a termly basis. This is within our SEN leaflet.

 

ARRANGEMENTS FOR ASSESSING AND REVIEWING STUDENT’S PROGRESS TOWARDS OUTCOMES

Individual Support Plans (ISP) are shared with parents, detailing the support provided for the term. Student’s attainment and progress is shared with parents each term and a comparison against national expectations is given.

As detailed within the SEN leaflet, in addition to the ISP, students with SEN needs will be developing their one page profile through the academic year, which will outline their unique strengths alongside the areas of support needed.

Throughout our ‘assess, plan, do and review’ cycle we will look at the actions needed to support each child in achieving their full potential.

Throughout this process we will begin or add to the child’s pathway plan and, as appropriate, seek the support of external agencies including; CAMHS, Educational Psychologists, GLF behaviour support, Speech and Language, Occupational Therapists and Learning and Language Support. This support is only sought after agreement with parents.

 

TRANSFER AND ACCESS ARRANGEMENTS BETWEEN PHASES OF EDUCATION FOR STUDENTS WITH SEND

Induction is important to us and we invest time in welcoming our learners in a way that encourages them to feel a part of our setting. Each year we have an induction programme for all children new to Year 7 in September.

When students transition between schools:

  • If a student enters our school at the start or midway through the academic year from another secondary school, a transfer meeting will take place over the phone or in person. Files will be transferred between schools to ensure information is shared.
  • A meeting will be arranged with the parents/carers, Inclusion Leader and Learning Mentor to discuss the needs of the child and the provision required. 
  • If needed the student may have a period of transition to ensure they settle well.
  • The Inclusion Leader will then make contact with the external agencies involved (if applicable) to ensure support continues in our setting.

 

TEACHING STUDENTS WITH SEN

At Merstham Park School we recognise that the quality of teaching within the classroom is the greatest influence over student’s progress and we therefore invest in training to ensure our classrooms are an inclusive place to be.

We adopt a graduated approach to meeting the needs of all students through quality first teaching and our staff make reasonable adjustment to help include all students, not just those with SEN. For example, visual signs, symbols and timetables are provided throughout the school and all staff are encouraged to use communication friendly strategies.

 

HOW WE ADAPT THE CURRICULUM, LEARNING ENVIRONMENT AND PROVIDE ADDITIONAL SUPPORT FOR STUDENTS WITH SEN

At Merstham Park School we provide a differentiated curriculum to meet the needs of all learners. Reasonable adjustments are made to accommodate all learning styles in order to include the visual, aural and kinaesthetic learner. Staff differentiate the student’s work and resources so as to support access to the curriculum. In addition, we liaise with external agencies such as speech therapists to deliver individual programmes of support in school, as recommended by the multi-professionals with whom we work.

Lesson observations by senior staff ensure the school continues to develop its inclusive ethos and training needs are identified from these observations. Our whole school provision map identifies the support available within the school at a whole class and individual level.

We have an Accessibility Plan which shows how adaptations are made not only to the built environment but to the curriculum and how information is accessed by learners and their parents.

 

STAFF TRAINING IN SEN AND SPECIALIST OUTSIDE SUPPORT

Our staff receive regular training and all of our teachers hold Qualified Teaching Status.

The Assistant Headteacher for Personalisation & SEN has gained the National SENCO Award (NA SENCO).

We aim to ensure that all staff working with learners who have SEN possesses a working knowledge of the difficulty to help them in supporting access to the curriculum.

Where it is deemed that external support is necessary, we discuss any referrals with parents in the first instance and gain full consent before proceeding with a referral. We have a good working relationship with many specialists from outside agencies and encourage their involvement with our more needy students. Currently we have regular contact with teams from:

  • Educational Psychology and Specialist Teacher Support (Learning and Language Support)
  • Behaviour Support
  • Speech and Language Therapy
  • Occupational Therapy
  • Hearing Support
  • Vision Support
  • School Nurse
  • Physical and Sensory Support
  • Family Support Worker
  • Child and Adolescent Mental Health Services (CAMHS)

 

SECURING EQUIPMENT AND FACILITIES TO SUPPORT CHILDREN AND YOUNG PEOPLE WITH SEN

We access specialist support from Surrey County Council. This support is usually based on where a student lives or is registered with the GP. We work hard to establish effective working relationships with a range of professionals in order to secure the equipment and resources children need.

 

EVALUATING THE EFFECTIVENESS OF PROVISIONS MADE FOR SEN STUDENTS

We ensure that resources and interventions to support the students’ learning are available within an allocated budget and are detailed on a student’s Individual Support Plan. We review the needs of the learners within the school and endeavour to put in place provisions in order to be able to cater for these needs. The SENCO carries out learning walks which include reviewing how provision is delivered. Our budget is allocated according to our provision management and is therefore carefully aligned to individual needs and our School Development Plan.

Some of the funding the school receives may go towards funding training so that in-house provision is more targeted at needs.

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 are proving to be effective both in terms of the time spent on them and the finance used in providing the intervention.

Each year we review the needs of the whole cohort to see if there are any changes. Decisions are then made as to whether any additional interventions need to be put in place.

 

INCLUSION OF SEN STUDENTS WITHIN SCHOOL LIFE

We have a whole school approach to inclusion which supports all learners engaging in activities together. Any barriers to learning or engagement are reviewed with discussions on what can be done to overcome these. We make reasonable adjustments so that learners can join in with activities regardless of their needs. Different steps are taken to prevent students with SEN being treated less favourably than other students and some examples of these are:

  • Regular PSHE lessons celebrating and recognising differences
  • Promotion of SEN awareness weeks e.g. National ASD awareness week
  • Celebration and recognition of all achievements in class and assemblies
  • Effective differentiation in the classroom
  • Practical and hands on learning opportunities
  • Enrichment opportunities

As needed, additional staff accompany school trips so that learners with SEN can attend. Risk assessments are completed to ensure all reasonable adjustments are provided which will enable individual needs to be catered for on a trip. Registers are taken for all school activities and we actively monitor the engagement of learners across the school.

 

SUPPORT FOR IMPROVING EMOTIONAL AND SOCIAL DEVELOPMENT

Every learner has a named professional they can talk to, should the need arise. For the majority of our students, this will be the Learning Mentor. Classes have regular lessons and discussions encouraging personal, social and emotional development.

At Merstham Park School, every student is placed in Learning Group, which is overseen by a Learning Mentor, this mentor will liaise with parents and students in the first instance, to discuss any serious concerns which we feel need further specialist help.

Anti-bullying and E-Safety lessons are taught each term, as relevant to the student’s age.

We have a zero tolerance approach to bullying in the school which addresses the causes of bullying as well as dealing with negative behaviours. If parents have concerns, in the first instance they can talk with the Learning Mentor.

 

INVOLVEMENT FROM OTHER PROFESSIONALS IN SUPPORTING SEN STUDENTS AND THEIR FAMILIES

When a student has specific needs, further to their educational needs, we may ask for the support and advice of outside professionals. In these cases, parents and young people will be consulted and consent sought so that agencies are able to work in supporting the overall development of the young person. Parents are invited to attend meetings with the professionals, where relevant.

We have established relationships with and work collaboratively with external partners to improve the outcomes for all students. These include:

  • Educational Psychology and Specialist Teacher Support (Learning and Language Support & Behaviour Support)
  • Speech and Language Therapy
  • Occupational Therapy
  • Hearing Support
  • Vision Support
  • School Nurse
  • Physical and Sensory Support
  • Family Support Worker
  • Child and Adolescent Mental Health Services (CAMHS)

 

ARRANGEMENTS FOR HANDLING COMPLAINTS FROM PARENTS OF STUDENTS WITH SEN CONCERNING SEN PROVISION

The Assistant Headteacher for Personalisation & SENCO at the school is Mrs L Strachan and her email address is: L.Strachan@mersthamparkschool.org

In the first instance if a parent has a concern they are encouraged to speak to the Learning Mentor. If the matter cannot be resolved at this stage then the SENCO may become involved and a meeting convened so as to discuss the nature of the complaint and look for a resolution to the issue.

A copy of the school's complaints procedure can be found on the school’s website. The complaints procedure will outline the formal steps the school will take in handling each complaint.

Where a resolution between the parent and school cannot be reached then parents will be advised to the GLF Complaints Policy procedure.

Further information about SEN can be found on the School website.

Further information on the Local Authority’s Local Offer can be found at: https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page