Aims

  • Provide every pupil with access to a broad and balanced education. This is in line with the SEN Code of Practice.
  • Promote independence, equality and consideration and respect for others.
  • Ensure that we celebrate a wide range of success.
  • Support all pupils by offering multiple pathways for progression.
  • Create an ‘open-door’ ethos for parents/carers.
  • To ensure that all pupils have an opportunity to succeed into further education.

Objectives

  • To ensure that referral information is detailed and that the needs of pupils are identified as early as possible.
  • Regular monitoring of the progress of all pupils to ensure full potential.
  • Make appropriate provision within school to overcome barriers to learning. This will be co-ordinated by SEND team but monitored and delivered by all staff to ensure targets are met and progress made.
  • Include parents and carers to gain the best understanding of the student, involve them in all aspects of their education and feedback regularly on progress made.
  • Work with, and in support of, outside agencies when extra help is needed such as Educational Psychology, ELCAS or Speech and Language services.
  • Encourage students by offering the opportunity to voice their own opinions and encourage positive relationships with peers and staff.

The Heights, Burnley currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

Identifying pupils with SEND and assessing their needs

We liaise closely with our referring schools to find out as much background information as we can about each pupil before they begin, getting information from annual review paperwork, schools and parental and pupil input. We aim to be aware of their individual needs and any issues, academic or personal, that they may have already experienced or are likely to experience.

During induction/ baseline assessments, an area in the pupil’s knowledge is identified highlighting potential strengths and discrepancies in the pupil’s learning. The tests highlight any areas of need and feed into classroom planning and the access arrangements policy.

We know when a pupils need help if:

  • Concerns are raised through the induction baseline assessments
  • Concerns are raised by subject staff, parent or pupil
  • Limited progress is being made
  • Behaviour patterns suggest that the pupil is struggling to access the curriculum.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents/ carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Consulting and involving pupils and parents/carers

At The Heights, Burnley, we are fully committed to working in partnership with parents and carers to ensure that we meet the needs of all our learners. Through these partnerships we will ensure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’/ carers’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Information sought from these discussions will feed into Learning Plans for all SEND learners. Learning Plans are available to parents on request.

Assessing and reviewing a pupil’s progress towards outcomes

The Heights, Burnley follows the graduated approach and the four-part cycle of assess, plan, do, review

Assess

The class or subject teacher will work with the SENCo to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

Plan

If we decide that a pupil needs SEND support, parents/carers will be notified. Learning Plans will be put in place for the learner outlining their areas of strength and difficulty and a range of strategies to support their learning. All Learning Plans are shared with staff and are available to parents/ carers on request. Additional interventions will be identified, recorded and implemented where it is deemed appropriate.

High quality teaching will take place in classroom taking account of the needs of all learners. Further interventions will take place and/or referrals will be made to external agencies where necessary.

Review

We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress. This will be recorded though Provision Map.

 

Supporting pupils moving between phases and preparing for adulthood

Pupils along with their parents/ carers are invited for an informal tour of the school prior to the child joining the school. This provides an opportunity to meet staff and pupils, discuss courses, timetables and any issues arising, such as any support the young person has received or may need at school.

When pupils move on, a holistic and multi-agency approach is employed to ensure that the best decisions are made for the young person and their plans for the future, incorporating parental input.

We have excellent partnerships with colleagues and sixth form providers within the local area and our careers advisor works closely with all pupils to ensure they are fully supported through the application and transition process.

Pupils in KS1, 2 or KS3 on a short-stay placement will undergo their own transition with a key worker from their mainstream school.

 

Our approach to teaching pupils with SEND

Teachers are responsible and accountable for the progress and development of all the pupils in their class. All teaching staff at The Heights, Burnley have the highest possible expectations for all pupils in their class.

High quality teaching is our first step in responding to pupils who have SEND. Adaptive strategies will be implemented for individual pupils. All pupils on the SEND register have a Student Passport to inform all subject teachers of their specific learning challenges so that they can differentiate their work accordingly.

 

We will also provide the following interventions

  • Teachers use a variety of teaching methods.
  • Teaching Assistants offer targeted support in the classroom
  • Strategies which may be suggested by the SENCO or other professionals working with your child are in place to support your child to learn.

Targeted support

Pupils are identified through data and teacher referrals for additional support. This could be for reading, reading comprehension, spelling, numeracy or social, emotional or behavioural support.

Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Class sizes are small with a teaching assistant to support each class
  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, content of the lesson, etc.
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Securing equipment and facilities

The headteacher decides on the budget allocation for SEND in consultation with the governors, on account of the needs within The Heights, Burnley. The Headteacher, Business Manager and SENCO discuss relevant information relating to SEND provision including the number of pupils identified for extra support and the number of being currently being monitored.

All resources, training and support are regularly reviewed and adapted where necessary.

Pupils are removed from the SEND register if and when targets and outcomes are achieved.

 

Evaluating the effectiveness of SEND provision

The Heights, Burnley evaluates the effectiveness of provision for pupils with SEND by:

  • Reviewing a pupil’s individual progress towards their goals each term
  • Reviewing the impact of interventions half-termly or termly, depending on the intervention put in place
  • Using pupil questionnaires
  • Using parental questionnaires
  • Monitoring by the SENCO Using provision maps to measure progress
  • Holding annual reviews for pupils with EHC plans

 

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

All pupils at KS1, 2 and 3 have the opportunity to partake in Outdoor Education once a week and to take as an option at KS4 at The Heights, Burnley, which involves activities such as orienteering, kayaking and climbing. Pupils are also able to take part in a number of school visits both within and outside the local area to support and enhance the curriculum. A risk assessment will always be carried out and procedures are put in place to ensure that no child will be unable to participate. Physical activities are included as part of the curriculum and cover a wide range of sports and exercise.

 

Support for improving emotional and social development

At The Heights, Burnley, we pride ourselves on the pastoral support we offer pupils to improve their emotional and social development. We have a non-teaching pastoral team who provide support to pupils both in and outside the classroom.

During social times some of our pupils are able to play games, read books and talk to members of staff. There are activities taking place in the canteen, LRC and sports hall for pupils to get involved in.

We have a number of interventions to support SEMH within school including anger management, anxiety management, raising self-esteem, Lego therapy, Draw and Talk therapy, play sessions and mentoring. We can also refer pupils directly to our school nurse.

 

Working with other agencies

We liaise with a number of external agencies in order to support our pupils including:

  • Educational Psychologist
  • Police
  • ELCAS
  • Spirals animal assisted therapy
  • Freeflow counselling
  • Burnley Football Club
  • LA specialist SEND teachers
  • Speech and Language Therapists

We also have our own careers advisor and specialist teacher for access arrangements.

 

Complaints about SEND provision

Complaints about SEND provision at The Heights, Burnley can be directed initially to the SENCO (Michelle Hill). Should the complaint be directed towards the SENCO, then complaints are to be made to the Headteacher and then the Governing body.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

“We are passionate about making a difference, removing challenges to learning, having a positive impact, delivering high quality teaching and learning, and achievement for all.”

Susannah Berry, Headteacher