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SEN Information Report

Skegness Grammar School SEND Information:

Our SEND Information Report is listed below. 
For further information about the local offer provided by Lincolnshire County Council please click here. 

Skegness Grammar School – SEND Information REPORT – 2016-17

Code of Practice 6.79 - ‘The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the Special Educational Needs Regulations 2014’

Schools should ensure that the information is easily accessible by parents and is set out in clear, straightforward language. This should include information on the school’s SEND policy, named contacts within the school where parents have concerns and details of the school’s contribution to the local offer. In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEND.

Key Contacts
* SENDCo – Mrs D Butler (Currently undertaking the National Award for SEN Coordination)
* SEND Administrator –Mrs L Clarke
* Assistant Headteacher Personal development, behaviour and welfare – Mrs R Shipton-Taylor

1. What kinds of SEN are provided for in your school?

There is a diverse range of SEN found within the school and we endeavour not only to meet the needs of every student but to unlock their potential. 2015 SEND Code of Practice outlines four broad areas of need: * Cognition and Learning
* Communication and Interaction * Social Emotional and Mental Health Needs * Sensory and/or Physical Needs
Specific examples of SEND at SGS are as follows: dyslexia, visual impairments, students on the autistic spectrum, attention deficit hyperactivity disorder (ADHD) and physical conditions, amongst others. We operate an inclusive mainstream model of provision.

2. What policies do you have for identifying children and young people with SEN? How do you assess their needs? What is the SENCo’s name and how do I contact them.

It is a priority that students are identified as early as possible so that appropriate assessment, advice and provision can be implemented without delay. Identification of Special Educational Needs is made through:

  •   liaison with feeder primaries;

  •   monitoring of progress data through assessment points;

  •   liaison with parents;

  •   subject teachers/support staff raise concerns about students

  •   regular liaison with Heads of House; Form Tutors, School Improvement Leaders and feedback from teaching assistants; regular

    liaison with outside agencies and support services.

  •   a range of standardised assessments are used to identify and clarify needs across learning, social and emotional domains either

    by the Special Educational Needs Co-ordinator (SENDCo) or the Specialist Teacher.
    We take into account a wide variety of factors before including any student on the SEND Register, however, if a student is making inadequate progress because of SEND and needs additional support in the classroom, the student is included on the SEND register with full involvement of parents/carers. A student who has a physical disability and or medical condition are recorded on the Medical Register. All teachers and key staff are informed of the needs of individual students via the SEND Register, Monitoring List and Medical Register and are involved in their progress reviews as part of whole school monitoring.

    It is important to note that students may receive additional support and interventions as part of whole school provision. However, this alone would not place them on the SEND Register.
    There are occasions when children/young people notice they learn differently to others, in this instance they should first talk to their form tutor who will refer them to the SENDCo to investigate their possible need further.


When a student turns 16 and following the last day of the summer term the student is then entitled to take decisions in relation to and act on their own behalf rather than having their parents take the decisions for them, (0Children and Families Act 2014 Section 83(2).

3. What arrangements do you have for consulting with parents of children with SEN and involving them in their child’s education?

Parents are involved in planning their child’s education through three SEND reviews of progress (usually every double term, previously known as Individual Education Plans IEP), this is when targets for the student are set and progress is monitored. Students, parents, teachers and professionals will contribute to the student’s passport, this is shared with all staff to enable them to support the student in school. For those with a Statement of Educational Need or an Education Health Care Plan (EHCP), there is also an annual review. Parents are invited to feedback as to how their child is progressing before the SEND review and to contribute to their child’s student passport.

The school recognises that the knowledge and understanding that parents/carers have of their child’s needs is essential in supporting the school in making the best provision. We value and take account of the views of the parent and child’s hopes, personal goals and interests. We value the support and advice from all parents and aim to work in partnership to ensure the best outcomes for the student. In discussions about their child’s progress and impact of interventions on outcomes are essential.

At times some students may have a home/school book to enable staff to keep parent/carers informed of how their child is doing on a daily basis. In addition to scheduled parents evenings and reviews; parents/carers have the opportunity to meet with teachers and staff upon request.

4. What arrangements do you have in place in your school to consult with children/young people with SEN and how do you involve them in their education?

Young people are at the centre of the support process, they are invited to attend meetings as appropriate where their progress is being discussed. Their views are taken into consideration and they are involved in the target setting process and contribute to their student passports. Young people who have a Statement of Educational Need or an Education, Health and Care Plan are formally consulted annually.

Young people’s views are taken into account via student voice consultations, student forums and person-centred reviews as well as through the student council.

5. What arrangements are in place for assessing and reviewing children/young people’s progress in assessing progress towards outcomes? What opportunities are there to enable you to work with parents and young people as part of this assessment review?

The review of progress for students on the SEND Register is not in isolation but monitored across the curriculum and in line with whole school monitoring and reporting systems. In addition, data such as whole school literacy testing, SEND assessments, reports from outside agencies, reports from teachers and key staff are taken into consideration. This information contributes to the student’s SEND reviews and student passports.

Progress data of all learners is collated by the whole school and monitored by teachers, teaching assistants, senior leaders and governors. Our school data is also monitored by Ofsted.

The school follows the Assess, Plan, Do, Review cycle as advised in the SEND Code of Practice as part of a continuous cycle of monitoring outcomes.

6. What are the arrangements for supporting children and young people in moving

There is clear evidence that students with SEND find transition particularly challenging so additional individual arrangements are overseen to ensure the student’s individual needs are met. Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving into employment. SGS has well-established


between phases of education and in preparing for adulthood?

7. What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do you ensure that as young people prepare for adulthood the desirable outcomes reflect their ambitions, which could include higher education, employment, independent living and participation in society

programmes of support for all students at each of the transition points and is committed to working in partnership with students, families and other providers to ensure positive transitions occur.

Yr6 to 7: Year 5 students are invited to taster days followed by an open evening for yr5 students and their parents to view the school. This will give a general indication as to the classrooms, resources, teaching resources and school facilities. Once it is confirmed the student is to attend, Yr 6 students have the opportunity to attend induction days. This provides the students with a sense of the school day and an opportunity to experience some lessons in most subjects that will be studied when they commence the academic year. This is followed with a welcome evening where yr6 students and parents are introduced to their Heads of Houses and meet their form tutors.

The Assistant Head visits the feeder Primary Schools. There is an opportunity for the Primary School to make the school aware of any SEND students and this information will be forwarded onto the SENDCo. A transition meeting may then be arranged with the SENDCo, they may also attend a review meeting or an EHCP annual review. This is to ensure that the individual needs of a student are discussed and what support has worked well in the school. A discussion about how these can be transferred across and applied in the secondary sector.

Parents have a number of opportunities to discuss the needs of their child and any concerns about the transition with both primary and secondary school staff. Additional visits and a more personalised transition programme are arranged for students with more complex SEND or for those who are more vulnerable.

KS3 to 4: Great care is taken to guide students through the Options process and as part of the review process students and parents of students with SEND are provided with time to discuss their concerns. Parents are able to discuss the appropriateness of aspects of the Key Stage 4 curriculum in relation to their child's specific needs.

Post 16/18: When transferring between Key Stages students will discuss their options during their transition review meeting and an individual plan as appropriate will be put in place to support the students to make a decision that is right for them. Students and parents are encouraged to visit educational establishments and contact details of SEN provision are provided for establishments applied for. In the case of Exams Access Arrangements, students are provided with their Form 8 with their exam results as recommended in the JCQ regulations, this allows students to inform the SENDCo of their provision as soon as they start their course.

Students with SEND provide positive role models to all student and regularly volunteer to support younger students with transition into school life at SGS during all transition phases.

8. What is your School’s approach to teaching children and young people with SEN?

The vast majority of students with SEND are taught in mainstream lessons as part of our inclusive philosophy. There is an emphasis on quality teaching being the first important step to meeting the needs of learners with SEND. To assist teachers with strategies for supporting students with SEND, the SEN Register gives adjustment in order to accommodate their needs beyond the normal differentiation that’s required to be made. Information on specific conditions such as dyslexia, dyspraxia, autism and ADHD are hyperlinked to the names of specific students. This is an electronic working document that all teachers have access to and is updated


regularly, as and when the information changes. This document includes, medical and SEND information. In addition there is a monitoring register of students who are making less than expected progress and being monitored for a period of time. A Medical register contains information for the classroom teacher for students with a medical condition and or disability who may need some other provision within the classroom.

All students who are on the SEND register have a Student Passport, which lists any additional and different interventions/support strategies to support learners. Some examples of additional and different provisions might include extra support through intervention with a TA on literacy, a Time Out arrangement whereby a student has a designated area to go to if needed, or modified resources. We modify the student passports regularly, as our learners and their needs change.

8. What sort of adaptations are made to the curriculum and the learning environment of children and young people with SEN?

Every teacher is required to adapt the curriculum to ensure access to learning for all in their class. The Teacher Standards 2012 detail the expectations on all teachers and at Skegness Grammar School we are proud of our teachers and their development. Our teachers use various strategies to ensure access to the curriculum including:

  •   Differentiated learning objectives and resources

  •   Visual timetables

  •   Writing frames

  •   iPads, laptops or other alternative recording devices

  •   Mentoring buddy systems

  •   Positive behaviour rewards system

  •   Students may receive intervention 1:1 or small group work, the aim of which is to transfer skills into mainstream lessons

  •   Where teaching assistants work in class they will target specific groups who have been identified by the SENDCO and class

    teacher as needing additional support to make progress. The class teacher will share learning objectives and outcomes with the

    teaching assistant and direct them to work in a way which ensures all students become independent learners.

  •   Some students with SEND require special exam arrangements for internal and external examinations.

  •   Every effort is made to accommodate students with physical disabilities so that they can have as normal experience of school as

    possible. Students are supported on an individual basis to meet their needs.

9. What sort of expertise for supporting children and young people with SEN do you currently have in school? * How do you ensure that the expertise and training of staff to support children and young people with SEN is current?

In line with the schools SEND Policy, classroom teachers are provided with appropriate information and guidance about the special educational needs of students. Appropriate staff training will be offered to meet the needs of students within school.

Specialist support is sought if a pupil has a particular need beyond the expertise of the school. The school has a close working relationship with a number of local authority services. The Specialist Teaching Team (STT) team are used primarily for the identification of some learning needs including but not limited to Dyslexia. Assessments are also used to carry out exams access arrangement testing to ensure that students have the appropriately allocated additional time, reader or scribing to meet their needs.

The School is able to access other specialist services including health, therapy and social care through its involvement in Early Help Assessment (EHA), Child in Need (CIN), Child Protection (CP) and Multi-Agency meetings. – Educational Psychologist, The Working

* How do you access and secure further specialist expertise?

Together Team, access to Child and Adolescent Mental Health Services (CAMHS) via the School nurse and pastoral support workers and make referrals to the Community Paediatric Team.

10. How do you evaluate the effectiveness of the provision made for children and young people with SEN?

Monitoring progress is an integral part of teaching and leadership within Skegness Grammar School. The progress of all students, including those with SEND, is evaluated in line with the assessment and reporting calendar, through rigorous data monitoring.
The effectiveness of SEND Support is evaluated by staff, students and parents using the ‘assess, plan, do, review’ cycle to ensure a graduated approach. Before any additional provision is selected to support a student, the SENCO, teacher, parent/carer and young person, agree what they expect to be different following this intervention/support. If a learner has a Statement or Education Health and Care Plan (EHCP) the same termly reviews take place, but the EHCP will also be formally reviewed annually.

11. How are children and young people with SEN enabled to engage in activities available with children and young people in the school who do not have SEN?

The school provides a wide range of extracurricular activities during lunchtimes and after school, all students have access to these and are actively encouraged to attend one or more.

Each form has a Form Captain (KS4) and a Form Representative (KS3), all students are encouraged to put themselves forward to represent their form and then apply for the school council including students with SEND.

Educational trips out of school are subject to risk assessments and appropriate steps will try to be made to meet the requirements of students with SEND. Parents are invited to comment and contribute to the risk assessment.

12. How do you support children and young people with SEND to improve their emotional and social development?

* Please explain the extra pastoral support arrangements for listening to the views of children and young people with SEND and measures to prevent bullying.

A pastoral team is available to provide communication for students and parents. Staff can also raise concerns via the Pastoral team. Students with SEND are monitored closely by the pastoral teams as well as the SENDCO.

Behavioural issues are dealt with individually through a support card. The attendance officer is also available to consider attendance issues. Support systems are in place for addressing behaviour, avoiding exclusions and increasing attendance which is supported by a Report Card system. Parental involvement is the key to success. All pastoral issues are then overseen by the Heads of Houses.

SGS Bullying Policy states that bullying of any kind is unacceptable at our school. If bullying does occur, all pupils are encouraged to report them and all incidents will be dealt with promptly and effectively.

Specific members of staff are first-aid trained and help to manage the administration of medicines. There is a room for physiotherapy as well as a disabled toilet and shower facility at both ends of the school.

The views of students are taken into account via student voice and input in the Student Council which has representatives from each of the form.

13. Arrangements for handling complaints from parents of children with SEN about the provision made at the school.

The first point of contact for parents to discuss something about their child is Mrs Clarke the SEND Administrative Assistant who is best place to deal with the initial enquiry and inform the SENDCo. If parents are unhappy they can contact the Assistant Headteacher – Miss Black who will be able to assistant you with your complaint. Alternative please contact the Headteahers PA – Mrs Dales to discuss further the complaints procedures. Alternatively the schools website had our complaints policy



Lincolnshire County Council local Offer

A link to LCC 'Local Offer” can be found here: Special educational needs and disabilities (SEND) - local offer - Lincolnshire County Council Parents/Carers of students with SEND might find the following whole school policies useful which are available on the school web-site
* SEN Policy * Behaviour Policy * Anti-Bullying Policy * Equality Policy

Further support and guidance is available from:-

• Liaise (SEND Information, Advice and Support Service in Lincolnshire) need to add hyperlink to website

• Government Advice - The Department for Education: 'SEND: guide for parents and carers' - Publications - GOV.UK