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Belvidere School

SEND Information Report

At Belvidere School we believe that every student has the right to belong, believe and succeed. We are an inclusive mainstream secondary school that provides a stable and caring environment where all students are known and valued. All our students come from a localised and small catchment area and as such we are committed to working together with all members of our school and local community in order to ensure that the needs of our SEND learners are met. At Belvidere all students will be supported to succeed and meet their potential through high quality teaching and, where necessary, specialist support.

The SEND Code of Practice (2015) defines special educational provision for a child or young person as being additional to or different from the high quality, differentiated and personalised teaching that meets the individual needs of the majority of children.

A child would be classified with SEND if they:

  • have a significantly greater difficulty in learning than the majority of other students of the same age
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

The school endeavours to assess, identify and monitor the SEN of the students we support, ensuring that they make progress. We work closely with all parents/carers and listen to their views when planning bespoke intervention and support programmes. They are kept informed of the provision in place to address learning needs and are regularly updated regarding the progress made

How we consult with parents and carers with Special Educational Needs

At Belvidere School we believe that parent/carer communication and engagement is fundamental to supporting the progress of our SEND learners. Some of the ways that we communicate with parents and carers are listed below:

  • Parents’ evenings
  • Parents of students with an Education Health Care Plan (EHCP) at their review meetings
  • The "School SEND Policy" and "School Information Report" (local offer) which are published on the school website
  • Annual student progress reports and progress updates
  • SENDCo available at ‘Year 6 induction evening’, 'parent consultation evenings' and 'parent information evenings’
  • Parental questionnaires seek the views of all parents of all students
  • Regular contact via telephone, e-mail or letter
  • Meetings arranged with parents of students in Year 5 and 6 prior to school placement as necessary
  • Attending Year 6 annual reviews for students with EHCPs
  • Arranging bespoke transition support for students with SEND as necessary
  • Learning Support Department open during the annual "Open Evening" and ‘Open Mornings’ for Year 6 students, parents and carers

How we consult with our students with Special Educational Needs

In order for our SEND students to thrive we believe that it is essential that our provision in school is student centred and that student voice helps to shape our curriculum offer. As an inclusive school very often this student feedback is informal and forms part of our day-to-day practice. However, there are instances where we would collect our pupil voice more formally. Examples of this would include:

  • Student feedback at Annual Reviews
  • Feedback following termly meetings for all students who have EHCPs and GSPs
  • Review and feedback following intervention support sessions
  • Conversations between a student and support staff
  • Learning Plans – one-page profiles completed and updated by all students including those with SEND

How we support our students at times of transition

For many of our students with SEND transition can be a particularly challenging time. Within years 7 to 11 there are three key transition points for students.

In order to support transitions from Key Stage 2-3 we will:

  • Organise regular bespoke transition opportunities for SEND students as required.
  • Careful matching of students to tutor and tutor group.
  • The SENCo attends Year 6 Annual Reviews to ensure that we have up to date information and to ensure that targets can be transferred between key stages.
  • Induction evening for parents and carers of all Year 6 students.
  • Baseline testing conducted with all students on entry in Year 7.
  • All students who are identified as SEND in Y6 will remain on the SEND register for the first term to support transition.

In order to support transitions from Key Stage 3-4 we will:

  • Parents and carers invited to attend a Year 9 Options Evening
  • Key Stage 4 options booklet provided to all students
  • Completion of the Preparing for Adulthood document as part of the EHCP process
  • The schools careers adviser is invited to all Year 9 Annual EHCP/GSP reviews
  • Transition plans produced as part of the Annual EHCP review process

In order to support transitions from Key Stage 4-5 we will:

  • Representatives from appropriate Post 16 establishments are invited to Year 11 Annual EHCP reviews
  • Careers adviser works with focus groups and individuals on transition activities offering impartial IAG
  • Careers adviser is invited to all Year 10 & 11 Annual EHCP reviews
  • Students have regular contact with external FE provider through the Personal Development curriculum

How do we support our students with Special Educational Needs?

All students at Belvidere School have access to a broad and balanced curriculum. Students with SEND follow the National Curriculum with minor adjustments being made, where appropriate, to accommodate individual learning needs. Lessons are planned to address the learning needs of all students and tasks are differentiated to remove barriers to learning for specific students or groups of students. To support the learning needs of students with SEND some of the following strategies may be used:

  • Students may be set according to ability in some subjects.
  • Teaching assistants will be deployed according to the learning needs of individual students or groups of students.
  • The Key Stage 4 curriculum is personalised to meet the needs of all students and for a minority could include studying a reduced number of options with alternative provision or an alternative curriculum as appropriate.
  • Teaching staff are aware of students needs and through high quality teaching ensure that strategies are in place to support progress of SEND learners.
  • Intervention programmes for literacy, numeracy and other specific needs will be co-ordinated and monitored throughout the year by the SENDCo.
  • A reduced number of MFL lessons in Years 7, 8 & 9 allow for additional literacy and numeracy work for identified students.
  • Modified timetables at Key Stage 4, for identified students, facilitate a greater focus upon literacy and numeracy skills and preparation for adulthood.
  • Students are assessed for examination access arrangements and applications are made for those students who meet the specified criteria.

How do we assess and review pupil’s progress towards outcomes?

At Belvidere we follow the graduated approach and the four-part cycle of assess, plan, do, review. 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 or behaviour
  • The student’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

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs through their Pupil Passport. All staff will work towards the same outcomes using a variety of teaching strategies or specialist approaches. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress.

How do we make the school accessible for all students?

Belvidere School endeavours to make reasonable adjustments, both to the learning and physical environment, to ensure access to our facilities for all students. We have an Accessibility Policy, which is reviewed and updated, providing a strategic overview of the development of the school environment to facilitate access for all students.

What training have our staff had to enable them to support students with SEND?

Our SEND CPD is a rolling programme throughout the year which takes into consideration our school context and any particularly pressing SEND needs. In addition to this, within school, we have colleagues specifically trained in the following areas:

  • Hearing Impairment
  • Visual Impairment
  • Autism Spectrum Condition
  • ADHD
  • Attachment Theory
  • Specific Learning Difficulties – Dyslexia and Dyspraxia
  • Speech & Language
  • SEMH interventions: Lego, No Worries, Anger Management
  • Specific health related training
  • Scaffolding and quality first teaching for students with SEND

 

Complaints or compliments about SEN provision Complaints or compliments about SEN provision in our school should be made to the SENDCO in the first instance. harvey.r@belvidere.shropshire.sch.uk

Further information - The Shropshire SEND Local Offer - http://shropshire.gov.uk/the-send-local-offer/ 

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