Local Offer

SEN Information Report

 The Kinds of Special Educational Needs for which provision is made at Samuel Cody Specialist Sports College

  • The main school is a special school for pupils aged 4-16 all of whom have learning difficulties. These include:

Autistic Spectrum Conditions

Global Learning Difficulties

Hearing Impairment

Visual Impairments

Specific Learning Difficulties

Physical Difficulties

ADHD

Medical conditions which affect learning

Speech & Language Difficulties

  • The CodyHill ASD Centre is designed for high functioning pupils aged 11-16 with autistic Spectrum Conditions. Pupils in this provision will be taught as individuals or groups within the centre, within the main school or at Fernhill School.

 Assessment and Monitoring Special Needs

All pupils attending Samuel Cody Specialist Sports College will have a Education, Health Care Plan. Places at the school are allocated by the SEN department of Hampshire County Council.

  • Continual Assessment

All pupils have baseline assessments carried out within six weeks off entry to the school with regular subjective and objective assessments to track individual progress. These assessments relate to graduated assessment criteria.  This data is used to plan subsequent teaching input, learning activities, reinforcement and amelioration.

  • Communication with Parents – Parents are kept informed of their child’s progress through both formal and informal methods.

Formal

  • Annual Review/EHCP Review.
  • Coffee morning’s with Home School Link Worker.
  • Twice yearly parents evenings.
  • Annual school report.

Informal

  • Texts and emails
  • Year 7 Home/School Link Books.
  • Telephone calls from and to the child’s tutor.
  • Parents with concerns are encouraged to speak to the tutor, Home School Link Worker, Key Stage Co-ordinator or Headteacher. Contact can be made by phone, email or by dropping into school.

Schools Approach to Teaching Pupils with SEN

In secondary department pupils are taught in chronological year groups.  In primary department pupils are grouped by age and social development.  Work is fully differentiated to meet the needs of each INDIVIDUAL pupil. Such differentiation includes:

Differentiation by outcome

Differentiation by adult support

Differentiated by recording methods such as writing dictation, use of Dictaphones, extensive use of IT, use of readers and scribes.

Individual learning objectives are designed to match children’s ability and then to extend knowledge and skills in small manageable steps.

In addition, pupils have targeted support sessions to improve their areas of weakness and extend those of strength.

The individual child and their needs drive planning across the curriculum.

 Adapting the Curriculum and Learning Environment

  • School Building

A large building with wide corridors and light, airy classrooms.

Carpeted environment to reduce background noise.

All specialist curriculum areas are located on the ground floor and are fully accessible to wheelchair users.

Pupils with physical disabilities have a Personal Evacuation Plan.

Disabled toilets are available throughout the school building both for pupils and visitors.

Internal wall markings and land marks are in place for Visually Impaired pupils.

The school does not use bells for the change of lessons to ensure pupils are not upset by the sudden noise.

  • Curriculum

All pupils follow the full National Curriculum.

Life Skills are an integrated part of all curriculum areas as independence for life is a key focus.

Additional support is provided in literacy, numeracy and social skills when appropriate.

 Additional Support for Learning

  • Resources

The school is very well equipped with learning resources in all areas of the curriculum.

Any pupils needing specific learning aids will have them provided in all classrooms.

An extensive range of technological and specialist equipment is available throughout the school.

An extensive range of IT equipment is available to all pupils.

  • Public Examinations

All year 10 pupils are assessed for examination concessions.   Concessions are allocated for any of the following:

  • Extra time
  • Reader
  • Scribe/amanuensis
  • Use of word processor

Parents are consulted regarding these assessments and need to give permission for applications to be made.

Pupils following courses leading to GCSE, Entry Level and other Level 1 or 2 qualifications. Accreditation is available for all subjects.

Support to Improve Emotional and Social Development of Pupils

  • Medical Support

The school has 2 trained nurses on staff. These members of staff along with their deputies are responsible for:

The administration of all medicines.

First aid in school.

Liaison and implementing programmes set by the physiotherapists, occupational therapists etc…

Liaison with school health i.e. dental, immunisation and specialist medical professionals.

Liaison with parents.

Pastoral Support

All pupils are in a tutor group of up to 10 pupils. Each group has an allocated tutor and support adult.

Each Key Stage has a Co-ordinator to ensure that all pupils’ social and emotional needs are met.

The school has a Home/School Link Worker and a Pastoral Support Worker who works with families and pupils in school alongside other agencies.

  • Inclusion Support

The school has a Lead Inclusion Teacher who heads a team of specific learning support assistants as well as supporting all staff.

These adults work with pupils to ensure they are able to engage with all aspects of the curriculum and extra-curricular activities.

  • Safeguarding

The Headteacher is the fully trained Designated Safeguarding Lead with the Deputy Headteacher taking the role in the Head’s absence. An additional 2 members of staff has DSL training and can cover as lead when the Head and Deputy are not in school.  All receive regular training from Hampshire County Council. 

All staff members have regular child protection training.

Keeping pupils safe has a very high priority in the school.

All areas of additional risks within the school are risk assessed and there are lead staff for school trips (EVOLVE), use of chemicals and behaviour support.

Pupils are encouraged to speak to staff regarding their concerns both in and out of school. They are also encouraged to seek help for their friends/peers if they feel they are unhappy.

Pupils are taught personal and internet safety. However, there is NO access to social networking sites in school.

  • Pupils contributions to school life

The School Council is run by a senior teacher with a School Governor and this successful group helps to plan change and voice concerns in the school.

Pupils are surveyed regularly about their life in school but some individual pupils may express different points of view but these are always followed up by staff. The vast majority of pupils thoroughly enjoy their school life.

3 Team Captains and 3 Vice Captains are appointed each year. These are as a result of the pupil applying to their Team Staff members and undergoing a formal interview process.

The school prides itself on its fundraising having Naomi House and Jack’s Place as the main school charity. Pupils also take part in National and local fundraising activities such as Comic Relief and Children in Need.

Specialist Input for Special Needs

  • Staffing Levels

All teachers are highly qualified professionals with high level subject specific experience.

All teachers are part of Special Needs training programmes which lead to official qualifications in Autism, Specific Learning Difficulties, Visual Impairment, Hearing Impairment and Behaviour Management. In addition, all staff have regular high quality Continued Professional Development in all aspects of learning needs related to our pupils.

Staff work collaboratively with other schools within Rushmoor and Hart in many aspects of special need provision.

Samuel Cody staff provide training for other staff within Rushmoor and Hart and are an integral part of Initial Teacher training in this area via Reading University.

The majority of learning support staff have full Continued Professional Development Programmes. Much training is alongside teaching staff.

Learning support staff also have the opportunity to track specific areas of responsibility which include Autism, Speech and Language, Physiotherapy, Occupational Therapy, Visual and Hearing Impairment as well as Literacy and Numeracy support.

  • Professionals in school

We welcome medical and educational professional into school who work with individual pupils as well as alongside staff in classrooms and training roles. These include:

Educational Psychiatrists

Speech & Language Therapist (in addition to our own) SEND SALT

Hampshire Inspectors.

Independent Careers Advisors.

Child & Mental Health Nurses

Physiotherapists.

Occupational Therapists.

Mobility Therapists.

Visual Impairment Advisors.

Hearing Impairment Advisors.

Art & Music Therapist

Equipment & Facilities

  • Building

Both inside and outside of the school are fully wheelchair accessible.

Inside the building there are visual supports for visually impaired pupils.

There are disabled changing and toilet facilities throughout the school buildings.

A fully carpeted building with acoustically friendly classrooms which cut down on background noise.

Disabled parking is available at the front of the school and outside the community building.

  • Individual Pupil resources

All specialist resources will be provided for individual pupils. These will be provided via Hampshire County Council’s Equipment Loan or Purchase schemes or purchased via the school budget. Examples would be Braille Writer Machine and sloped writing boards.

Parental Involvement in School

Parents are highly valued in their child’s education and are always welcomed into the school as outlined in our communication with parents’ section.

Parents views are sought annually in order to work together to improve provision for all pupils.

Pupils’ Views

Pupils views regarding their school are very important to us. We gather these in two ways:

Formal

  • Annual Review Pupil Contributions.
  • Regular Pupil Surveys.
  • School Council.
  • The school will provide appropriate support to pupils when being assessed or interviewed by outside agencies such as the Educational Psychologist, Social Services or Police.

Informal

  • Tutor group discussions.
  • Discussions with staff.
  • PSHE discussions.

Parental Complaints

Should parents have cause for concern regarding their child in school we would urge you to contact the school as soon as possible so that we can discuss issues and make any relevant changes necessary. Generally, we would suggest Parents contact school personnel in the following order:

Pupils tutor

Home/School Link Worker

Key Stage Co-ordinator

Headteacher

Chair of Governors

However, should parents feel the need to contact a senior member of staff directly please do so.

The Formal Complaints Policy is on the schools’ website.

Pupil Transition

  • Early Years to Key Stage 1
  • Key stage 1 & 2 pupils
  • Key Stage 2-3

Parents initially visit the school to meet with the Headteacher and have a tour of the school.

The pupil then visits and has a tour of the school with parents and relevant Key Stage co-ordinator.

Key Stage co-ordinators the pupil’s current provision for discussions with teachers and support assistants regarding the pupils needs. Also to meet the child to discuss any concerns and see them in their current school environment.

Primary age pupils attend short sessions with their parent and then alone before starting full time

Key Stage 3 Co-ordinator or Headteacher will attend the Year 6 Annual Review.

Induction Day for all Year 6 pupils at Samuel Cody.

Parents Evening for new Year 6 pupils and their parents.

Additional visits for pupils with their parents or primary school staff as requested.

  • Key Stage 3-4

Options Evening for parents and pupils to choose Key Stage 4 curriculum.

  • Key Stage 4 – Post 16

Independent Careers Advisors in school both as groups and individual interviews.

Group tutor visits to local colleges.

Group visits to Careers Fayres.

Enterprise activity.

Individual college interviews.

Input into Child, Health & Social Care Plan from Hampshire SEN, School and Parents.

 

The information given in this offer illustrates only part of the high quality provision that is available for pupils with Special Educational Needs. Please contact the school for the opportunity to meet the Headteacher and to discuss your child and their needs. You will also have a tour of the school to see it in action. After the tour we look forward to answering any of your questions and providing all the information you need to help you make the all-important decision for your child’s secondary education. December 2018

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