SEND Information Report
Vision and Values
Merstham Park School supports each child to thrive personally, socially and academically. We give our students opportunities to develop enquiring minds, a lifelong love of learning and to become well-rounded members 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, together with our SEND policy, provides you with a flavour of our inclusive approach at Merstham Park School.
Who to contact
Where students or parents have concerns, in the first instance they should contact the Learning Mentor. The Learning Mentor will then inform the Assistant Headteacher / SENCo, Mr. Briggs.
Surrey’s Local Offer is available here: https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page
The kinds of SEN that are provided for:
The SEND Code of Practice specifies four areas of SEND and the school uses the same terminology. They are:
Communication and interaction
Cognition and learning
Social, emotional and mental health difficulties
Sensory and / or physical needs
Often students may have needs that include more than one area of SEN. Our task will be to consider the individual needs of the child and ensure that the best possible outcomes for that student are achieved through the best possible support. The SENCo is also available for contact, by appointment, by parents who are concerned about their child’s progress or who may believe their child may meet the SEND criteria.
Arrangements for consulting parents of children with SEN and involving them in their child’s education
At Merstham Park School, believe in developing strong home-school links and parents are welcome to make an appointment to speak to the SENCo, should they have concerns about the overall progress of their child.
Where SEND needs have been identified, support is recorded within the SEND Support Plan, and parents receive a copy. Parents of students with an Education Health Care Plan (EHCP) are invited to 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. We believe in partnering with parents to support a child’s learning and encourage parental support through:
Student achievement and progress shared at parents’ evenings
Homework, student planners.
SEND Support Plans (SSPs) shared with parents.
Learning Mentors contactable through phone calls and emails (after school)
Arrangements for consulting young people with SEN and involving them in their education
All students on the SEND Register are consulted with and attend a termly meeting with a Learning Support Assistant to discuss and suggest possible changes to their SEND Support Plan.
Arrangements for assessing and reviewing children and young people’s progress towards outcomes.
Students with SEND (new to the school) are initially identified by the SENCo during the Primary Transfer process. These students are monitored and data is collected on them to inform a judgment by the SENCo about their SEND level. This data includes Key Stage 2 SAT data, assessment data from the first of the school’s termly examination periods and feedback from teachers and staff. The SENCo may also call on other professionals, such as Educational Psychologists or Occupational Therapists, to assist them in determining a student’s needs. A similar process will be employed for students in Years 8 – 11, with the data from periodic assessment being used by the SENCo to judge SEND level as the school grows.
Due to the global pandemic of 2020, and therefore the lack of SAT data from primary schools, Merstham Park School will be using a variety of tests during the autumn term to identify students’ abilities and needs.
Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood.
As students move from Key Stage 2 (primary) to Key Stage 3 (secondary), we work with our feeder schools to ensure that we are aware of students’ needs and where possible visit all primary schools and meet with the students who will be coming to us. In the case of students with EHCPs, the SENCo will join the Transition Review meeting and meet with the student. Incoming Year 6 students with EHCPs are invited to visit the school with their parents or a primary school professional to meet the SEND Team and see the school facilities.
As young people prepare for adulthood, we support them to make reasoned choices about their future, whether that be in higher education or employment. Our curriculum embeds Careers information and Guidance, and we engage with local colleges to prepare our students for the next steps in their education.
At the annual review of Year 11 students with an EHCP, a Transition Plan will be agreed.
If the SENCo believes the placement of a student with an EHCP is breaking down, they will refer first to the SEND Team at the relevant Local Authority for advice. An Educational Psychologist’s report may then be sought and the SENCo will submit a report to the Local Authority. This may result in a recommendation for the student to transfer to another school. Transfer arrangements are made on a case-by-case basis.
The approach to teaching children and young people 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 teaching and our staff make reasonable adjustments to help include all students, not just those with SEND. For example, visual signs, symbols and timetables are provided throughout the school and all staff are encouraged to use communication friendly strategies.
How adaptations are made to the curriculum and the learning environment of children and young people with SEN
At Merstham Park School we provide a differentiated curriculum and make reasonable adjustments to accommodate the needs of all learners. 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.
The expertise and training of staff to support children and young people with SEN
Our staff receive regular training and all of our teachers hold Qualified Teaching Status.
The Assistant Headteacher / SENCo has an MA in Education and the National Award for SEND Coordination.
We aim to ensure that all staff working with learners who have SEND possess 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)
Speech and Language Therapy
Physical and Sensory Support
Family Support Worker
Child and Adolescent Mental Health Services (CAMHS)
Evaluating the effectiveness of the provision made for children and young people with SEN
We ensure that resources and interventions to support the students’ learning are available within an allocated budget and are detailed on a student’s SEND 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 students’ needs.
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.
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
Merstham Park School is an inclusive school and we make every endeavour, where possible, to include all students in all activities. Students are encouraged to take part in school trips and activities and all reasonable adjustments and adult support will be provided to ensure that students can participate in school trips along with their peers. Risk assessments are carried out for all trips prior to the visit.
Support for improving emotional and social development
All students are regularly consulted on their education and the school has a robust student voice system including a Student Council to ensure that everyone has a voice. In addition, students study PSHE throughout their education and this includes lessons on emotional welfare and safety. The cross-curricular approach to teaching Relationships and Sex Education (RSE) means that all students are prepared for adult life. Our pastoral support includes a team of staff trained in Emotional Literacy and Thrive.
Arrangements for handling complaints from parents of children with SEN about the provision made at the school
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 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 on the Local Authority’s Local Offer can be found at: https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page
ASSISTANT HEADTEACHER & 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.
Our SEND parent leaflet and SEND Policy outline our SEND support.
Mr K Briggs
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