SEND INFORMATION REPORT 2019/2020
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 SEND leaflet and policy, provide you with a flavour of our inclusive approach at Merstham Park School.
ASSISTANT HEADTEACHER & SENDCO
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.
Mr. K Briggs
WHOLE SCHOOL PROVISION
Provision map by areas of need
SPECIAL EDUCATION NEEDS AT MERSTHAM PARK SCHOOL
SEND 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 (2015). 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 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.
SEND POLICY AND INFORMATION
The school has a SEND policy which can be found on the school website.
The school telephone number is 01737 919 491.
The Assistant Headteacher / SENDCO is Mr. K Briggs who can be contacted via the school office.
Our SENDCO 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 SENDCO. The SENDCO will also meet with parents, via prior appointment. This can be made through the school office.
We identify SEND needs in children in the following ways:
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
This SEND 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 SEND leaflet which is available in a paper copy or on our website.
PARENTAL INVOLVEMENT IN SEND
At Merstham Park School we have an open door policy where parents are invited to come in and speak to the SENDCO should they have concerns about the overall progress of their child. We believe in developing strong home-school links.
Where SEND needs have been identified, support is recorded within the SEND Support Arrangements. This document is developed through a cycle of reviews and starts with an Individual Support Plan (ISP). Parents contribute to the reviews. 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.
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
- Student achievement and progress shared at parents’ evenings
- Home Learning, student planners.
- Individual Support Plans (ISPs) shared with parents.
- Learning Mentors contactable through phone calls and emails (after school)
- Termly reports
STUDENT INVOLVEMENT IN SEND
Every child is unique and many children and young people will have SEND 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 SENDCO 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 SEND leaflet.
ARRANGEMENTS FOR ASSESSING AND REVIEWING STUDENT’S PROGRESS TOWARDS OUTCOMES
Individual Support Plans (ISP) are shared with parents, detailing the support provided.
As detailed within the SEND leaflet, in addition to the ISP, students with SEND needs will contribute to their one page profile, 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, SENDCO 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 SENDCO will then make contact with the external agencies involved (if applicable) to ensure support continues in our setting.
TEACHING STUDENTS WITH SEND
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 WE ADAPT THE CURRICULUM, LEARNING ENVIRONMENT AND PROVIDE ADDITIONAL SUPPORT FOR STUDENTS WITH SEND
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. 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 SEND AND SPECIALIST OUTSIDE SUPPORT
Our staff receive regular training and all of our teachers hold Qualified Teaching Status.
The Assistant Headteacher / SENDCO has an MA in Education and is also studying for the National Award for SEND Coordinators.
We aim to ensure that all staff working with learners who have SEND 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 SEND
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 SEND 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 SENDCO 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.
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 SEND 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 SEND being treated less favourably than other students and some examples of these are:
- PSHE celebrates and recognises differences through events and lessons
- Promotion of SEND 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 SEND 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, 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.
ARRANGEMENTS FOR HANDLING COMPLAINTS FROM PARENTS OF STUDENTS WITH SEND CONCERNING SEND PROVISION
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 SENDCO 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 about SEND 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