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In keeping with the college’s mission statement …life in all its fullness… the SEN department endeavours to support the inclusion of all the boys of the college regardless of need, showing regard for the SEN “Code of Practice”.
The Liverpool Educational Psychology Service plays a full part in assessment of individual pupil needs and specific advice to staff. Childwall Abbey Outreach team, SENNISS and the Sensory Service work with individual pupils and offer advice to staff. The college also has links with Palmerston and Abbots Lea special schools.
SEN pupils are fully integrated into the school. As far as possible they attend all of their lessons; access to TA support takes place within these lessons. They are taught in classes, which do not consist solely of SEN pupils. To enable inclusion of our students with dyslexia or dyslexic tendencies, all staff are trained and encouraged to be aware of their needs and how to support them. The school operates dyslexia friendly practices.
The College is a genuine comprehensive school and aims to help pupils of all abilities to reach their full potential. The number of boys with formal statements of special needs has risen rapidly in recent years. In addition many other pupils with special (often temporary) needs are given help to overcome specific difficulties. The College’s arrangements for Special Educational Needs are as follows:-
- The SENCO is involved in liaison with feeder primary schools and also with parents of year 6 boys who have Statements of Special Educational Needs. Where possible the SENCO attends year 5 & year 6 Annual Review Meetings for EHCP (Educational Health and Care Plan) /Statemented pupils. The SENCO is also involved in Transition Planning for children who are at the SEN or SEN Support stages of the SEN Code of Practice.
- Some pupils with special educational needs are taught in small classes (about 15 / 16) for all subjects.
- Statemented pupils or pupils with an EHCP receive support as detailed in their statement from outside agencies. The SENCO co-ordinates this support. It may be direct individual or small group (2 / 3) teaching, loan and maintenance of equipment, e.g. lap-tops, or advice to staff about teaching strategies. Statements and EHCPs are formally reviewed annually. Teaching Assistant support detailed on statements and EHCPs is managed by the SENCO.
- A suite of rooms around the school have been given to the SEN department. The rooms are used for teaching, as a resource base and as a base for boys with particular special educational needs.
- The SENCO liaises with all departments within the school, holding regular meetings to update staff about boys on the Special Educational Needs register, to discuss individual difficulties and give out information about the different kinds of difficulties children may experience. Inset is also arranged throughout the year at Twilight Session. This inset includes: Dyslexia awareness, Autistic Spectrum Disorders, Dyspraxia and teaching Hearing-impaired children.
- Parents are able to meet the SENCO to discuss their child’s progress.
- The aim of the Special Educational Needs team working in the college is to settle new children who have special needs into the college as quickly and easily as possible and to give them every opportunity to reach their full potential, developing their self-confidence and self-esteem as well as their academic abilities.
- The SENCO has an assistant who oversees boys on the register with social, emotional and mental health needs. She also supports with the delivery of literacy intervention to year 7 students.
- Appropriate access arrangements for internal and external examinations are made, in accordance with statements/EHCs and/or Educational Psychologist Reports.
- Connexions become more involved with statemented pupils during year 9 in preparation for Transitional Reviews.
SEN Report 2016-17
Our Approach as a School:
High quality first teaching and additional interventions are defined through our person-centred planning approach across the school contributing to our provision management arrangements. These processes help us to regularly review and record what we offer all children or young people in our care and what we offer additionally. These discussions also serve to embed our high expectations amongst staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners. This is a whole-school approach and this report will promote how we underpin this practice across our classrooms, pastoral care and support arrangements.
All teachers are responsible for every child in their care, including those with special educational needs. At St Francis Xavier’s, ‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.’ (Code of Practice, 2014)
Assess: In assessing a young person, school will carry out an analysis of the pupil’s needs, drawing on teacher assessments; reading and spelling scores; the experiences of the pupil; previous progress and levels of attainment. The individual’s progress is compared to that of peers and national data is also used in this initial assessment period. Pupil and parental views are sought, as are those of outside agencies who are involved in the assessment process. Any parental concerns are actively listened to and recorded. Assessments are reviewed every term in school.
Plan: We recognise that we must formally notify parents if their child is being provided with SEN support, despite prior involvement or communication. The teacher and SENCO agree, in consultation with parents and pupils, the adjustments, interventions and support to be put in place, as well as expected impact on progress (outcomes). A clear date is set for review.
Do: The school’s SENCO supports the class or subject teacher in problem-solving and advising on the effective implementation of support and in further assessments. The teacher remains responsible for working with the child and, where the interventions involve group or one to one teaching away from the teacher, they remain responsible for overseeing this and working closely with Teaching Assistants or specialist staff to plan and assess the impact of support and how they can be linked to classroom teaching.
Review: Reviews are carried out on an agreed date. Some children have an EHCP (Education, Health and Care Plan) which has replaced the Statement of Educational Need. These must be reviewed by the local authority in partnership with the school, at least annually. These reviews are arranged at school and are part of the SENCO’s role. When we review, we evaluate the impact and quality of the support and take into account the views of the parents and pupils. This feeds back into the analysis of the pupil’s needs. The teacher working with the SENCO will revise the support in light of the pupil’s progress and development and any changes to support and outcomes will be made in consultation with the parent and pupil. We strive to provide clear information to parents about the impact of support and interventions provided, thus enabling them to be involved in planning next steps.
In transition to another setting, information to be passed on will be shared with parents and pupils and this may involve others being present at review meetings and the SENCO attending meetings offsite to support the transition process.
Having consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach and these are discussed with the professionals that offer the support to your child/young person and hold both our internal/external providers and ourselves to account.
Children and young people’s SEN are generally thought of in the following four broad areas of need and support:
Communication and interaction
How this is supported at St Francis Xavier’s:
- Lunch time Games Club to encourage and develop communication skills
- Outreach Support (e.g, via Abbot’s Lea Outreach Team)
- Staff and Teaching Assistants have received high-level training
- A library of resources in SEN area, giving strategies to support students with difficulties in this area
- Involvement of other outside agencies( e.g, The Educational Psychology Service; Speech and Language Service)
- Access to Teaching Assistants
Cognition and learning
How this is supported at St Francis Xavier’s:
- Literacy Intervention Programmes
- Numeracy Intervention Programmes
- Access to Teaching Assistants
- Small class sizes
- Referral to external agency( e.g, The Educational Psychology Service)
- Literacy support via Childwall Abbey School Outreach Team
- Differentiated equipment according to need (e.g., coloured overlays).
Social, emotional and mental health
How we support at St Francis Xavier’s:
- Work with outside agencies(e.g, CAMHS-Child and Adolescent Mental Health Service; Educational Psychology Service; ADHD Foundation)
- School Counsellor( Nugent Care Society)
- Buddy mentoring
- Teaching Assistant support
- Break and lunch-time passes (LRC; Games Club)
- Outreach Support (e.g, Hope Outreach Team)
Sensory and/or physical needs
How we support at St Francis Xavier’s:
- Staff and Teaching Assistant training
- Enlarged copies of texts
- Sensory Outreach Services
- Use of ICT
As of September 2016, we have 180 young people receiving some form of SEN Support.
Co-producing with children, young people and their parents
Involving parents and learners in the dialogue is central to our approach and we do this through:
|Telephone calls||SENCO/Assistant SENCO/parents||As required|
|Meetings||SENCO/Assistant SENCO/parents/outside agencies/ young person||As required|
|Feedback sheets||SENCO/Assistant SENCO/parents/ young person||2/3 times per year|
Staff development and Qualifications
We are committed to developing the ongoing expertise of our staff. We have current expertise in our school:
|Name of Person||Area of Expertise||Level of Qualification|
|S. McDonald||English/SEN||B.A. (Hons) English; PGCE; National SENCO Award|
|L. Grace||SEN||B.A. (Hons) Learning, Development and Support; Post-Graduate Certificated in Special Educational Needs (award pending)|
This year, we have put in additional training into supporting students with Autism Spectrum Condition (Abbot’s Lea School) ; Manual Handling to support our students with physical disabilities(St John Ambulance); training on how to support students with dyslexic-type literacy difficulties. Our SENCO also attends the School Improvement SEN Briefings in March and November.
Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, this includes for them to gain independence and are prepared for adulthood from the earliest possible age.
Our support staff (Teaching Assistants) are deployed, in the first instance, to support students with an Education, Health and Care Plan (Statement of Educational Needs). Teaching Assistants are also assigned to set 4 classes throughout school. Each year group has a set 4 class, which is a small, nurture group of a substantially reduced size. The average size of these classes is 12 students. Teaching Assistants work closely with subject teachers in these classes to ensure the students are given sufficient 1:1 support and attention in order to increase the rate of progress.
Our Teaching Assistants have also been trained to deliver Literacy intervention Programmes.
Our notional SEN Budget this year is £525,296 and the expenditure breakdown of that income is as follows:
- Support staff = £173,428
- Commissioned external services = £4850 (CAMHS)
- Additional teaching resources = £2,750
- Training = £3000
- School Counsellor = £9828
- SEN advisory teacher = £8000
- Staff salaries for small class teaching(set 4) = £172,230
- Senco and Asst Senco = £73,160
- Intervention for literacy and numeracy = £17,000
- Curriculum support = £20,000
- Contribution towards revision material = £20,000
- Subject specific support = £10,000
- Provision of ICT equipment = £6000
- GEMS initiative = £5050
A full list of our external partners who we work with can be found in our contribution to the Local Offer. Extending our school approach, we commission using an outcomes-based approach. This enables us to hold our partners and ourselves to account.
School External Partnerships and Transition Plans
Our academic assessment for children and young people with special educational needs is moderated through our cluster of schools and neighbouring partners.
This year, we worked with our feeder partners to welcome 51 children and young people with special educational needs or disabilities and we supported 18 children and young people transition to the next phase in education or employment.
Our approach involved: A Teaching Assistant spending time in our feeder primaries in the summer term; meetings with parents; additional transition visits for young people transferring; Careers interviews for students moving on to education, employment or training; liaison with colleges and sixth forms and mentoring for Year 11 students.
We closely monitor children and young people’s destination data.
Our complaints procedure is available via the school website.
This year we have 0 SEN complaints that were dealt with following our schools policies and procedures.
What has worked well over the last year:
- Introduction of experienced volunteers to deliver additional literacy and Maths in order to narrow the gap between pupils identified as SEN Support and their peers
- Capturing pupil voice to demonstrate that children and young people feel supported and happy in their setting
- The proportion of students at SEN Support and with Statements/ EHC Plan making and exceeding expected progress
- The proportion of young people identified as SEN Support who have continued into education and employment placements after leaving their present educational setting
- The proportion of pupils identified as SEN Support participating in extra- curricular activities
- The proportion of pupils identified as SEN Support represented in specific groups (e.g. School Council)
Our plans for developing and enhancing SEN provision in our school next year include:
- Continued planned lesson observations
- Continued support of subject teachers
- Further learning walks
- Further evaluation of data
- Further development of pupil and parent feedback and how this impacts on development.
- Continued professional development for Teaching Assistants, SENCO and Assistant SENCO
Relevant school policies underpinning this SEN Information Report include:
The SEN Policy; Teaching and Learning Policy; Marking Policy; Equal Opportunities Policy
Legislative Acts taken into account when compiling this report include:
- Children & Families Act 2014
- Equality Act 2010
- Mental Capacity Act 2005
SEN SFX Documentation can also be found here.