SEN Information Report 2019/2020
This report was compiled during the first half of the Autumn term 2020. It is the result of consultation with staff, parents of students with SEN (Special Educational Needs) & governors.
FULLERTON HOUSE SCHOOL IS AN INDEPENDENT RESIDENTIAL AND DAY SCHOOL
FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
1. HOW DOES THE SCHOOL KNOW IF STUDENTS NEED EXTRA HELP?
At Fullerton House School, all our admissions come with Education, Health and Care Plans. Through our admission and assessment processes full detailed assessment of a student’s needs will be attained through:
• Liaison with previous school or pre-school setting
• Information provided by parents/ carers and associated professionals during the assessment and admissions process.
• Information contained within EHCPs and Annual Review documentation.
• Previous school reports and examples of past work.
In addition to identifying concerns on admission, staff are also trained to look for newly emerging additional needs after a student has been admitted. Signs we look for include:
• Student progressing at a slower rate than peers.
• Concerns raised by a parent, carer or associated professional.
• Concerns raised by a teacher: for example, if behaviour, sensory issues or self-esteem is affecting performance
• Each student is also reviewed by the multi-disciplinary team at least every 3 months.
2. HOW DO I RAISE CONCERNS IF I NEED TO?
• Talk to us – contact your student’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Special Educational Needs Co-ordinator) Teresa Reeves or and Head of Education, Michael Walsh. Appointments can be arranged in person, by phone or by email. Please see the school contact details in our prospectus and on our website.
3. HOW WILL THE SCHOOL SUPPORT MY STUDENT?
3a WHO WILL OVERSEE, PLAN AND WORK WITH MY STUDENT AND HOW OFTEN?
• The class teacher will oversee, plan and work with each student with SEND in their class to ensure that appropriate progress is made in every area.
• Our SENCo oversees the progress of any student identified as having SEND
• There may be a Teaching Assistant (TA) or Clinical Support Worker (CSW) working with your student either individually or as part of a group. The content of this support will be explained to parents and carers when support begins, as part of a student’s Individual Learning Plan (ILP) which is reviewed termly.
3b WHO WILL EXPLAIN THIS TO ME?
• The class teacher will offer to meet with you formally at least twice in a school year (this could be part of the review meeting schedule or separately), in order to discuss your student’s progress and the support that they are receiving
• Class teachers are always happy to discuss your student’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this.
• An appointment can be made with the SENCo to discuss support in more detail if required. The SENCo has weekly release time from class, usually on a Tuesday morning.
• ILPs (Individual Learning Plans) will be shared with you and your student (age appropriate)
4. WHAT SUPPORT WILL THERE BE FOR MY STUDENT’S OVERALL WELL BEING?
4a WHAT IS THE PASTORAL, MEDICAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL?
• We are an inclusive school that holds a student’s physical, emotional and social development as a priority
• The Head of Service and Head of Education have overall responsibility for the pastoral, medical and social care of every student who attends.
• Students receive additional support from the professionals within our site specific Multi-Disciplinary Team. These include: Practice Lead, Clinical Psychologist, Assistant Psychologist, Behaviour Therapist, Occupational Therapist, Speech and Language Therapist, and Therapy Assistant
• All pupils receive 1:1 support from trained support workers throughout the day. These Support Workers are line managed by Care Managers.
4b HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?
• The school has a policy regarding the administration and managing of medicines, which is available by request from the school office. Parents can request a ‘hard copy’ of this policy from the school office
• Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the student’s name and administration information clearly shown.
• On a day-to-day basis, trained members of the care team will oversee the administration of any medication. Another member of staff will always witness any administration
• As a staff, we have regular training and updates on conditions and medication affecting individual students, so that all staff are able to manage medical situations
• The vast majority of staff hold first aid qualifications, which are updated regularly.
4c WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?
• The school has adopted behaviour and exclusion policies available on the school website. The two key personalised documents which support a student’s behavioural support are their HELP (Hesley Enhancing Lives Programme) and IRAMP (Individual Risk Assessment and Management Program). Both are written with the involvement of the family and professionals on admission and are regularly reviewed/ revised as a student’s needs change.
• The school has an attendance policy. Attendance of every student is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Head of Education who may meet with parents or carers should this be a concern. Where attendance is a challenge for a student personalised incentive programs are established to help them meet targets.
4d HOW WILL MY STUDENT BE ABLE TO CONTRIBUTE THEIR VIEWS?
• All students in our school have access to a trained Independent Advocate. The advocate can help pupils with a variety of needs express their opinion on any issue of importance to themselves.
• Where possible students views will be sought prior to writing and/ or reviewing an Individual Learning Plan.
• All students are invited to and encouraged to contribute towards any review meetings, including: LAC reviews, Annual Reviews and EHCP reviews.
• Students are routinely asked to reflect on their learning and share how they feel they are progressing in all lessons on their timetable.
• Our Student Council provides a means for Students to discuss issues important to them and their school life and work alongside leadership to improve the school. Votes and other information collection exercises are frequently undertaken to ensure all students can have their voice heard in Student Council.
5. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
• Our school has an adopted accessibility policy
• All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas. Vehicular access direct to the front door of the education building is available to pupils and disabled parking facilities are available onsite.
• Accessible toilet facilities are available in both education buildings. Students can also access wet rooms for showering and changing as required.
• Visual information is often communicated using PECS signs.
• If you have specific access queries or concerns please speak with us.
6. HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY STUDENT’S NEEDS?
• The long-term curriculum plans are available to parents on the school website.
• All learning activities within class are planned and differentiated at an appropriate level, so that all students are able to access learning according to their specific needs. Typically, this might mean that in a lesson there may be more than one level of work set for the class. However, on occasions this might be individual differentiation.
• The class teacher, alongside the SENCo will discuss a student’s needs and what support will be appropriate
• Students with SEND will have access to the appropriate resources needed in order to help them to make progress.
• The SENCo reports to the Head of Education regularly to inform them about the progress of students with SEND and how resources are being used.
• The SENCo is part of the Senior Leadership Team within school.
The Senior Leadership Team and Governors agree priorities for spending within the SEN budget, including the Pupil Premium Grant, with the overall aim that all students receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
HOW WILL WE KNOW IF THIS HAS HAD AN IMPACT?
• Ensuring that the student is making progress academically against national/ age expected progress rates and that the gap is narrowing between them and their peers.
• By reviewing students’ targets in ILPs and ensuring that they are being met.
• Through the outcomes of Annual Education, Health and care Plans reviews.
• Through verbal feedback from the student, the parent and teacher to build a wider picture
• Through the destinations of leavers from the school – demonstrating the amount of progress made during their time at the school.
7. HOW WILL I KNOW HOW MY STUDENT IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY STUDENT’S LEARNING?
WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY STUDENT’S PROGRESS?
• You are welcome to make an appointment to meet with either the class teacher or SENCo at any time throughout the year and discuss how your student is getting on. We can offer advice and practical ways that you can help to support your student outside of the school environment.
• Frequent family learning activities are held for all parents throughout the year. These include themed events, special assemblies and festive celebrations. Invites will be issued close to each event.
• Each student with an Individual Learning Plan that will have individual/group targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your student’s learning outside of the school environment.
• When the student’s ILP is reviewed, comments are made against each target to show what progress the student has made
• You will be invited to a formal review meeting of the placement every six months. These meetings will include reviews of EHCPs as appropriate.
8. HOW DOES THE SCHOOL KNOW HOW WELL MY STUDENT IS DOING?
• As a school we track and analyse the students’ progress in learning against national progress expectations (which still exist) and age-related expectations on a termly basis.
• The class teacher continually assesses each student and notes areas where they are improving and where further support is needed. As a school, we track students’ progress from admission through to leaving, using a variety of different methods. Please ask the school if you require any further details
• At Fullerton House School, Speech and Language Assessments are carried out on all pupils who’s EHCP identify such a need. Students with language difficulties are re-assessed at key points to enable us to monitor progress
• Where specific needs are apparent, the school has a range of assessments which can be used to explore a student’s strengths and difficulties in more depth.
• The Head of Education and Head of Service report regularly to the Governing Body.
9. HOW WILL MY STUDENT BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM, INCLUDING SCHOOL TRIPS?
• All students are included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
• A variety of school clubs are provided during lunchtimes and after school. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Some students find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of students or spend long periods of time outside. Each student’s needs will be considered on an individual basis.
10. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY STUDENT WHEN JOINING THE SCHOOL OR TRANSFERRING TO A NEW SCHOOL?
• We encourage all new students to visit the school prior to starting
• We can create ‘social stories’ and other visual resources with/for the student if transition is likely to prove challenging.
• Transition and admission packs and other schools prior to students transferring to Fullerton House School. Senior staff will visit settings where it is felt there is a need.
• We liaise closely with the staff when receiving and transferring students to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
• If your student has a EHCP review, this may be used as a transition planning meeting to which we will invite staff from both schools
• Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
• At any point where a student with SEND is preparing to leave our school, we would seek to arrange additional visits for the student in question to support smooth transition.
11. WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?
• Within the school we have a culture of sharing good practice and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting students with SEND
• Students receive additional support from the professionals within our site specific Multi-Disciplinary Team. These include: Practice Lead, Clinical Psychologist, Assistant Psychologist, Behaviour Therapist, Occupational Therapist, Speech and Language Therapist, and Therapy Assistant.
• All students are closely supervised throughout the school day. Specific details of students support staff: student ratios are detailed in the contracts for each student. All Support Workers are line managed by Care Managers.
• The environment is designed to support students with individual needs e.g. visual timetables, individual workstations etc as required
• As a school we work closely with any external agencies based in Local Authorities that we feel are relevant to supporting individual students’ needs within our school including: Primary Behaviour Service, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), clinical psychologist, pediatricians, speech and language therapists, occupational and physiotherapists; Students’ Services including: Early Help locality teams, social workers; educational psychologists and specialist advisory teachers.
12. WHAT TRAINING HAVE THE STAFF SUPPORTING STUDENTS WITH SEND HAD OR ARE CURRENTLY HAVING?
• As part of their three week induction program, all staff working with our pupils receive training in: TCI, first aid, safeguarding and the Hesley Enhancing Lives program. Further CPD is available regarding teaching methods, communication and behaviour support as required. All teachers of SEND pupils have either a PGCE, Bed or QTLS qualification and the Head of School holds NPQH. A full list of staff qualifications is available from the school if required.
• We look to ensure that we have a variety of skills among our staff body, in order to enable us to support students in the best possible way
13. WHO CAN I CONTACT FOR FURTHER INFORMATION?
• Please speak to the class teacher in the first instance
• General information relating to SEND can be found on this school website, including within the SEND policy. This can be found on the policies page
• Further information is available from Teresa Reeves (SENCo), Michael Walsh (Head of Education), Heidi Dugdale-Dawkes (General Manager) or Sue Mclean (Governor/ Chief Operating Officer).
• The school has a complaints policy, which is available on the policies page.
14. WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY STUDENT SHOULD JOIN THE SCHOOL?
Please contact Mark Ritchie (Relationship and Business Development Manager) on freephone 0800 0556789 or firstname.lastname@example.org for further information about the school.