Learning Support (SEN/D)
Chichester High School is an inclusive school, we are committed to:
- reducing barriers to learning
- providing strategies that help pupils to cope, progress and succeed
- raising pupils learning outcomes above those achieved at present
Aims and Ethos of the Learning Support Faculty. Working together with parents, pupils all staff and governors we will:
- Provide access to a balanced and broadly based curriculum, including the National Curriculum and set suitable learning challenges for pupils,
- Encourage pupils with disabilities and/or additional educational needs to engage in school activities together with all pupils,
- Help them to overcome any potential barriers to assessment, learning or wider school activities,
- Respond to the diverse learning needs of pupils.
Identification of pupils - what is the process?
Students can be identified has to have Additional Educational Needs in a variety of ways. Additional Educational Needs are defined as something 'additional to or different from the National Curriculum' (Code of Practice 2001).
Identification from Primary School:
Visits to the primary school happen during the summer term before transfer.
These visits are conducted either by Head of Learning, Director of Learning, Head of Learning Support Faculty or the Pastoral Support Manager. This is a vital information gathering exercise where the primary school will inform us on background, family circumstances and any additional educational needs and what support has already been provided. If a student has a statement visits may begin in Year 5 and the SENCo at CHS may be invited to the annual review in Year 6.
Every July during the Year 6 induction evening, parents are invited to inform us of any additional educational needs that their child may have.
Parents can also contact the school at any time if they have a concern.
In September in year 7, every student will sit a CATS test. This test measures ability in the regions of Verbal, Quantitative and Non-Verbal. This information is used to help correctly set the students and to identify any underlying additional educational needs.
Significant differences in scores will suggest that further diagnostic testing may need to take place or that interventions need to take place. The CATS scores are looked at in conjunction with Reading and Spelling Ages before a decision is made about the next phase of intervention. Students who transfer mid-term in any year group will also sit a CATS test.
Reading Ages and Spelling Ages:
In September in year 7, every student will sit a Reading and Spelling test.
These results determine whether a student requires intervention in these areas. Every student sits a reading and spelling test at the end of every academic year up to and including Year 10. In Year 9 and 10, these scores can also be used to determine Exam Access Arrangements.
Range of Interventions
This is a withdrawal programme. There are two forms of intervention. If the student is working with a LSA they will be working on the Ruth Miskin Fresh Start Programme.
If the student is working with one of the Specialist Teachers, they will be working from schemes of work tailored to their or the group’s needs. Students will also complete tasks on inference and thinking skills using the ‘Headworks’ series by Chris Culshaw and the ‘New Reading an Thinking’ series by Learning Materials Ltd.
This is a withdrawal programme. Students will follow a tailored spelling programme using Prim-Ed spelling workbooks or other resources.
This is a withdrawal programme. Students follow a tailored programme using resources from CGP mathematics workbooks or other appropriate resources.
This is a withdrawal programme and the amount of sessions is dependent on need. Groups are no bigger than three. Students can only access this provision with a diagnosis of Dyslexia and the programmes of study will be tailored to their individual needs.
Year 7 - Students will be referred for this programme, often by Heads of Learning or from information picked up from transition. In year 7 the programme looks at settling
into ‘big’ school and looks at organisational skills such as; getting homework in on time, how to record homework and handing in dates. It also looks at how to approach teachers for help and how to find your way around a big site. This group looks at how to make new friends and how to be a good friend. It is hoped that bringing together this group of pupils will help them make new friends who have similar anxieties.
Rest of school – Social Skills groups for the rest of school will be identified by the LSF and will cater for those students who are fragile, anxious or who have Autistic Spectrum Conditions. They will follow a programme of Social and Emotional Aspects of Learning (SEAL) activities devised by Jackie Beere or other appropriate resources.
Pupils will be identified by the LSF or Head of Learning and will support pupils who are emotionally vulnerable, self-esteem issues or have anxiety problems. The students will follow various activities from a range of resources.
All students in year 10 and 11 will be offered a study skills session once a fortnight. These sessions can be used for practising or learning new exam techniques, supported revision/coursework or catching up on outstanding coursework.
This provision targets extremely vulnerable pupils who either; are at risk of becoming or already are school refusers, have intensive support from CAMHS, have a diagnosed medical or mental health condition, suffer from extreme anxiety conditions or anxieties exacerbated by conditions such as Autism or Asperger’s syndrome.
The Flexible Learning environment is calm and a nurturing atmosphere where students are supported in completing their studies and barriers to learning are being addressed. Students follow a personalised timetable that maybe one or more of the following; home study, e-learning package, time in the flexible learning room, mainstream classes. Each student has a flexible learning plan and this is reviewed regularly. Access to this provision is only in agreement with the Head of LSF.
Support for pupils with extreme behaviour issues can be offered by the Behaviour Mentor. This support can be in the form of direct one to one sessions, brief monitoring conversations, support in attending lessons successfully and developing strategies to either attend lessons successfully, manage anger or anxiety issues. Referrals for this intervention can only come from Heads of Learning, Restorative Room or LSF.
Speech and Language Intervention
Students will follow a tailored individual programme developed by their speech and language therapist. This will be through withdrawal sessions.
An interactive reading programme for all Key Stage 3 pupils. This programme grades the current library books into levels. The programme also tests the pupils reading age by a computer programme and then tests the pupil’s knowledge on the books that they have read through the quizzes. The computer programme will then demonstrate what progress they have made and what level book to read next.
LSAs are deployed to support pupils and teachers in lessons. Priority is given to students with statements and then priorities within the provision map.
Exam Access Arrangements (EAA)
A student may be entitled to extra exam provision. This may consist of a reader and/or extra time, rest breaks or other exam provision allowed by the exam regulations. Exam Access Arrangements can only be granted by the staff holding the qualifications in the Learning Support Faculty. Testing for EAA generally happens at end of year 9.
All students will sit a CATS test upon entry to Chichester High School and the results will help us determine the correct sets or identify any Additional Educational Needs.
A CATS test will only be performed once. It will only ever be repeated if there is a query with the results.
All students sit a reading age (Access) and spelling age (Basic’s) test every academic year from year 7-9 and these scores are used to measure progress over the period of one year.
Students receiving literacy intervention will have a baseline assessment using either the Hodder Test or the Salford Sentence Scale. These tests are repeated at the end of every term to measure progress.
Students receiving spelling intervention will sit regular baseline assessments on the spelling rule that they are learning about and then an end of unit assessment to compare progress.
Students receiving numeracy intervention will have a baseline assessment using the ‘Gillham and Hess’ numeracy test and this test will be repeated at end of every term to measure progress.
Students receiving self-esteem intervention will complete a baseline self-esteem questionnaire and the questionnaire will be at the end of every term to measure perceived progress.
Students receiving social skills intervention will complete a baseline social skills questionnaire and the questionnaire will be repeated at the end of every term to measure perceived progress.
Students working with the behaviour mentor progress will be monitored for progress through the reduction of behaviour incidents logged on PARS.
Students on a Flexible Learning Package progress will be monitored through attendance and predicted grade data.
Reporting progress to parents.
In the Autumn Term, parents of students, who have additional educational needs, will receive a copy of their child’s Individual Provision Plan which highlights the support that their child will receive during the academic year. A review of this provision is also sent out Late Spring term or Early Summer Term.
Parents of students who have a statement will be informed of progress through the Annual Reviews and copies of their child’s Individual Education Plan.
Parents of students who have severe Additional Needs or Special Educational Needs, but not a statement, will be informed of progress through an Individual Education Plan.
Parents are also encouraged to make an appointment to see Mrs Childs during Parents Evening. Also, parents can contact the school and make an appointment to see Mrs Childs or the specialist teacher.