Key school policies.
Key school policies.
Key school policies.
Key school policies are available in this section.
For any policies regarding the use, storage and processing of data (including Biometic, CCTV, Data Protection Policies and Privacy Notices), please consult our GDPR policy webpage.
If you require any further information, contact us.
You can download a copy of this policy below.
This Policy was approved by:
Business Management Committee: 1 July 2024
Date for Review: July 2027
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2025
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
Rationale
Good behaviour is important in any school for effective teaching and learning to take place. At Fred Longworth High School (FLHS) students are treated as individuals and excellent relationships exist between staff and students, based on mutual respect. All members of the school community must understand that poor behaviour of any type will not be tolerated. High standards are achieved through clarity of expectations, an emphasis on praise and rewards and a focus on stimulating and effective teaching and learning. This policy outlines how these high standards will be achieved and covers behaviour in school and when travelling to and from school.
Purposes
- Clarify what is meant by good behaviour.
- Have a clear structure and procedures for dealing with behavioural issues.
- Maximise the impact that the school can have on good behaviour.
- Help to give students, staff and parents a sense of direction and a feeling of common purpose.
- Help students to feel good about themselves and others.
- Minimise the occurrence of misbehaviour and confrontation.
- Ensure that all students have the right to learn and teachers have the right to teach.
- Comply with government expectations with regard to school discipline and behaviour policies.
Guidelines – students should:
- Adhere to the classroom ground rules.
- Not speak while the teacher or another student is speaking.
- Enter and leave lessons in an orderly manner.
- Be punctual.
- Arrive with pen, pencil, ruler, relevant equipment, books and files.
- Be given help individually when necessary.
- Sustain hard work.
- Contribute to the lesson, refine ideas and show good manners.
- Show respect to staff, students and the wider community.
- Wear full and correct school uniform.
- Have an appropriate haircut/style which allows staff to see the student’s eyes; when hair is over a student’s face/eyes it becomes a health and safety issue and can affect the quality of teaching and learning.
The above is an extract from the full policy document which you can read in full below.
This Policy was approved by:
Pastoral Committee: November 2023
Date for Review: November 2024
Appendices
Use of Reasonable Force Policy
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
Searching. Screening & Confiscation Policy
This Policy was approved by:
Pastoral Committee: October 2022
Date for Review: November 2024
This Policy was approved by:
Pastoral Committee: October 2022
Date for Review: November 2024
The files above are provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2025
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Board of Trustees: 12 December 2022
Date for Review: December 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Pastoral Committee: 17 October 2022
Date for Review: November 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
Published: September 2021
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Pastoral Committee: October 2022
Date for Review: November 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Business Management Committee: 13 March 2023
Date for Review: June 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Pastoral Committee: 6th June 2022
Date for Review: June 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Business Management Committee: 11 March 2024
Date for Review: March 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: 22nd January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
Introduction
At Fred Longworth, we encourage all members of our school community to be their best through our focus on “Belonging, Engaging, Succeeding Together”. The focus on working together is particularly important as we seek to forge and maintain excellent relationships with our parents and carers. Only through this partnership approach can we provide the best possible education for all our students.
In addition to the codes of conduct already in place for staff and governors, this code of conduct aims to provide clear guidelines on how parents, carers and visitors to our school are expected to behave. It provides clarity on the types of behaviour that will not be tolerated and sets out the actions that school can take in response to any breaches of the code. Visitors to our social media sites are included within the scope of this code.
As a school, we are committed to resolving difficulties in a constructive manner and would ask that the same approach is taken by all the members of our school community. This will help us to foster the very best possible partnerships as we seek the very best education for all our students. All visitors to school should be aware that staff, including those on Reception, are entitled to be treated with respect and courtesy.
The above is an extract from the full document which you can read in full below.
Code of Conduct for Parents & Carers
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
Date of Revision: July 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
At our school, we promote safe cycling through our Cycling to School Policy. For further information about this policy, click here.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
For advice to candidates, please see the specific documents within our Student section.
The following specific policies govern the conduct of examinations in school.
Internal Appeals Procedures (Internal assessment decisions)
Internal Appeals Procedures (Reviews of results and appeals)
Non-Examination Assessment Policy
The files above are provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
The Board of Trustees: 22nd January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
Intimate / Personal Care Policy
This Policy was approved by:
The Pastoral Committee of the Board of Trustees: 4th March 2024
Date for Review: March 2027
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Pastoral Committee of the Governing Body: 6th June 2022
Date for Review: June 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Trustees’ Pastoral Committee: March 2024
Date for Review: March 2027
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Full Governing Body: 25 March 2019
Date for Review: March 2022
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
The Pupil Premium is additional funding which is allocated to schools on the basis of the number of pupils who have been eligible for free school meals (FSM) at any point over the last six years (known as ‘Ever 6 FSM’) and Service Children including those who were eligible for the Service child premium at any point in the last three years (known as ‘Ever 3 Service Child’). Students in care, who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium. The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers.
PURPOSE OF THE PUPIL PREMIUM POLICY
The purpose of this policy is to outline how we will ensure that the Pupil Premium allocated to us has an impact on narrowing the attainment gaps which currently exist between disadvantaged pupils and their peers.
As a school in receipt of Pupil Premium funding, we are accountable to our parents and school community for how we are using this additional resource to narrow the achievement gaps of our pupils.
Rationale
At Fred Longworth High School all members of staff and governors accept responsibility for those pupils recognised as ‘disadvantaged’ and are committed to meeting their pastoral, social and academic needs. Every child who is considered to be ‘disadvantaged’ is valued, respected and entitled to develop to his/her full potential irrespective of disadvantage.
HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL PREMIUM
In making decisions on the use of the Pupil Premium we will:
- ensure that Pupil Premium funding allocated to our school is used solely for its intended purpose.
- use the latest evidence based research on proven strategies which work to narrow the attainment gaps and adapt these as necessary to meet the needs of our pupils.
- be transparent in our reporting of how we have used the Pupil Premium, so that our parents, interested stakeholders and Ofsted are fully aware of how this additional resource has been used to make a difference.
- encourage take up of Pupil Premium by working proactively with our parents and carers in a sensitive and supportive manner and to remove any potential barriers or stigma attached to claiming Pupil Premium. In doing so, we also recognise the vital role that parents and carers play in the lives of their children.
- recognise that not all pupils who receive free school meals will be socially disadvantaged or underachieving. We also recognise that not all pupils who are socially disadvantaged or vulnerable are registered or qualify for free school meals. We therefore reserve the right to allocate Pupil Premium funding to support any groups of pupils the school has legitimately identified as being socially disadvantaged or vulnerable.
- be mindful of the fact that eligibility and take up of Pupil Premium does not equate with pupils being considered to be of ‘low ability’ because of their social circumstances.
- ensure there is robust monitoring and evaluation in place to account for the use of the Pupil Premium, by the school and governing body.
- recognise the fact that Pupil Premium pupils are not a homogeneous group and cover a wide range of needs. As such the strategies we use to raise attainment will take these group and individual needs fully into account
- monitor progress of pupils within each year group to ensure pupils from disadvantaged backgrounds are making progress across the whole curriculum.
- use high quality teaching and learning as the preferred way to narrow the gaps in attainment in the first instance. We will also use high quality interventions with proven evidence of impact to assist our pupils who need additional support in a time limited way.
- use the Pupil Premium for all year groups not just those taking examinations at the end of the year.
Link to The Education Endowment Foundation, Teaching and Learning Toolkit
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/
ROLES AND RESPONSIBILITIES
We expect all members of our school community, particularly staff and governors to be committed to raising standards and narrowing the attainment gaps for our pupils.
The Senior Leadership Team at Fred Longworth High School are responsible for the implementation of this policy, with the overview provided by the Deputy Headteacher responsible for Learning and Standards. As a team, we will ensure that all staff are aware of their responsibilities in narrowing the gaps of our pupils and that disadvantaged pupils remain a high profile cohort within the school. We will also ensure that staff are given appropriate support and relevant professional development opportunities to accelerate pupil’s progress and attainment. The use of Pupil Premium funding will be monitored regularly to check to see that it is providing value for money.
It will be the responsibility of the Head teacher to report to Governors on:
- the progress made towards narrowing the gap, by year group, for disadvantaged pupils,
- an outline of the provision that has been made since the last report
- an evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.
TEACHING AND SUPPORT STAFF
Through classroom teaching, effective pastoral care, additional support strategies; teaching and support staff will:
- maintain the highest expectations of all pupils and not equate disadvantage of circumstance with ‘low ability’,
- promote an inclusive and collaborative ethos in their classrooms which enable pupils from disadvantaged backgrounds to thrive.
- plan and deliver curricula and lessons to a high standard and support the acceleration of progress in learning, so that gaps can be narrowed and improvements maintained.
- support disadvantaged groups of pupils in their class through differentiated planning and teaching, especially for those who find aspects of learning difficult and are in danger of falling behind.
- keep up-to-date with teaching strategies and research, which have proven track record in narrowing the gaps in attainment and achievement.
- provide opportunities for staff to engage in a range of professional development opportunities suited to their particular needs and role. This will support them in implementing successful strategies to accelerate progress of pupils and narrow the gaps.
- support disadvantaged groups of pupils in accessing the curriculum through the identification of barriers to learning and finding strategies to make progress.
GOVERNING BODY
Our governing body has an important role in ensuring our school complies with legislation and that this policy, along with its specific stated actions for narrowing the gaps is implemented.
In monitoring and evaluating the work of the school in relation to the Pupil Premium, the governing body will take into account a range of information, including quantitative (data on progress and attainment) and qualitative (case studies, views, surveys etc.) data as evidence of impact.
MONITORING AND REVIEWING THE POLICY
Our work in relation to the Pupil Premium will be regularly reviewed to ensure it is having the intended impact. This will allow us to make adjustments if particular strategies are not working well. In reviewing out strategies we recognise the importance of context, we will evaluate new strategies as robustly as possible to ensure that the approaches we are using have the desired effect.
Date for Review: November 2023
The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals or who have been looked after continuously for more than six months.
You can download a copy of this document below.
Pupil Premium Strategy 2022/23
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
Relationships and Sex Education Policy
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
This Policy was approved by:
Standards Committee: 20th November 2023
Date for Review: November 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
You can download a copy of this policy below.
Special Educational Needs Policy (SEND)
This Policy was approved by:
The Board of Trustees: January 2024
Date for Review: January 2026
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
Guiding Principles
The provision and delivery of a curriculum experience matched to the special educational needs of students at Fred Longworth High School is underpinned by the following guiding principle:
We aim to provide a quality learning experience which is valued by the student. There is an emphasis on high expectations, personal challenge and achievement in a caring and supportive atmosphere.
To support this:
· the student is placed at the centre of the process
· positive relationships with students based upon trust and mutual respect are a priority
· a graduated approach is employed
· home and school form a mutually supportive partnership to serve the interests of the student
Does my child have SEND?
A young person has Special Educational Needs or Disability if they have a learning difficulty or disability which calls for special educational provision to be made for them. If the impairment has a substantial and long term effect on a person’s ability to carry out normal day to day activities it may amount to a disability.
If your child is identified as having a SEND we will inform you and place them on the SEND register.
Arrangements at Transition
Students with SEND are identified throughout the transition process. Meetings take place between the Year 6 teacher and SENCO and our Inclusion Manager and HLTA Inclusion. We offer a range of support during transition to help students make the move from what is often a smaller primary school setting to a larger high school. Information on students with an identified SEND is gathered from all relevant primary schools. The Inclusion manager/HLTA Inclusion will arrange an enhanced transition package where necessary for any students who it is felt will benefit from this.
Within the enhanced transition package arrangements will be made for some students to make extra visits to Fred Longworth. During these visits we will address any worries or concerns that the student might have. A pre ‘Moving Up’ day is held for students on the SEND register who have been identified as needing extra transition support. This day is designed to give students the opportunity to meet with their peers prior to ‘Moving up’ day. Support for parents is provided during the transition stage. Key staff are available during Open Evening and Year 6 Parents’ Evening.
How will my child’s needs be identified?
All children are entitled to receive help according to their needs. It is recognised that, as levels of severity increase, so does the input from the school. There is no time restriction for a child to be regarded as having Special Educational Needs so movement up and down the SEND Register is monitored regularly by the SENCO and Inclusion Manager.
The areas of need are:
· cognition and learning
· emotional, behavioural and social
· sensory/physical and/or medical
· communication and interaction
On Entry:
During their first term, all students are given a standardised reading test and the full range of Cognitive Abilities Tests. Students with low reading, spelling or numeracy scores will be immediately identified for personalised learning support strategies. Parents will be informed via discussion and letter about the precise interventions to be delivered throughout the academic year.
Your child’s progress can be discussed with the SENCO and Inclusion Manager at any point. Your child’s needs may warrant inclusion on the school’s SEND Register which is regularly reviewed to ensure that all students’ needs are being met.
How will Fred Longworth High School support my child?
For the majority of students, quality first classroom teaching will fulfil their learning needs. Some students, however, may require the curriculum to be slightly adapted or work to be additionally differentiated in order for the individual to make progress.
Some students may require 1 to 1 or small group intervention from a member of the SEND team to bridge a learning gap or to develop strategies to cope with a particular need.
Support and Interventions
Following identification of learning needs, the SEND team will initiate personalised intervention. Intervention may include:
· 1:1 or small group reading intervention (Sounds Write) which is an individualised programme based on phonic awareness
· Toe by Toe, a highly structured multi-sensory reading programme
· Lexia, a personalised technology based reading programme
· Specialised teaching from the Targeted Education Support Service
· Six week Literacy Booster session
· In class support from a teaching assistant
· Numeracy intervention
· Nurture Group
· Extended Nurture work: self- esteem, transition, self-awareness, friendship groups, emotional well-being group and anger management
· Speech and Language
· Break and lunchtime clubs
· 1:1 mentoring
· Homework club
· Provision of alternative learning materials/ special equipment
· Personal Care team
What other professional agencies might be involved in my child’s development?
When it is considered necessary, colleagues from the following Local Authority support services will be involved with SEND students:
· Targeted Education Support Service
· Educational Psychology Service
· Health specialists
· Speech and Language therapists
· Physiotherapists
· Outreach service: a coordinated team of specialist staff from Hope, Landgate, New Greenhall, Oakfield and Willow Grove Schools
· Sensory support service (hearing and visual)
· Gateway
· Child and Adolescent Mental Health service (CAMHS)
· Careers Advisory Service
· Social Care
· Child Advocacy
· Occupational therapists
How will my child’s SEND be shared with staff?
Children with moderate to severe SEND will be placed on the school’s SEND Register which is regularly reviewed and used to track student progression and monitor effective provision. Students with a Statement or EHC Plan also have an Individual Educational Plan (IEPs) outlining key targets, brief student background, core data and teaching and learning strategies. Both the SEND Register and IEPs are shared with teaching staff to ensure information has been communicated. Progress of students on the SEND register is regularly monitored.
Student data and personal information is only shared and discussed when it is professionally pertinent to do so.
How will Fred Longworth High School support my child’s overall well-being?
At Fred Longworth High School, we recognise that for some children school is not always an easy experience. Children occasionally face social and emotional challenges which can impede their learning; for these more vulnerable children our involvement might need to be intensified, and to this purpose we run five nurture groups.
Nurture groups at Fred Longworth High School are modelled on the key principles of nurture as identified by the Nurture Group Network. We recognise that:
· Children’s learning is understood developmentally
· The classroom offers a safe base
· Nurture is important for the development of self-esteem
· Language is understood as a vital means of communication
· All behaviour is communication
These five principles provide a framework from which we operate to offer a more intensive level of support for our more vulnerable or anxious students. We work closely with Heads of Year, form tutors and external agencies. We offer a comprehensive package of support allowing students the opportunity to share their worries or concerns with a specially trained member of staff. Some students may need to remain under the care and guidance of our nurture groups throughout their time at Fred Longworth whereas for others, their time might be more short term. Every child is very much an individual and their needs are assessed as such. We welcome any student in need, and always maintain a secure and supportive working relationship with parents and carers.
The school offers a range of activities during unstructured times and after school including access to the Learning Resource Centre, sporting activities and two nurturing environments.
How can I be involved?
At Fred Longworth High School we aim to work in cooperation with parents and students to create the best outcomes for individual students. We will invite parents into school regularly throughout the academic year to discuss their child’s progress. This will usually take place through Statement or Education and Health Care Plan (EHC Plan) review meetings, parents’ evenings, progress review days and the reporting process.
Other situations may arise where it is necessary to contact home to:
· arrange an annual Statement or EHC Plan review or discuss issues from a current Statement or EHC Plan.
· request parental permission for specialist assessment of a student. This is followed by a formal letter/referral.
· discuss new/arising issues regarding a student’s behavioural or academic need not presently identified.
· discuss reports following external intervention from a service such as Speech and Language Service.
· informally speak with parents regarding their child’s needs and progress.
My child has a Statement/Education and Health Care Plan. How will this be reviewed?
· The Annual Review ensures that, once a year, the parents, student, Local Authority, school, and all the professionals involved consider both the progress the student has made over the previous 12 months and whether any amendments need to be made to the Statement or EHC Plan.
· This is a period of transition where students with a Statement are being transferred over to an EHC Plan. We will inform you if this is the case with your child.
What will happen during an annual Statement/Education and Health Care Plan review?
The Annual Review should aim to:
· assess the student’s progress towards meeting the objectives specified in the Statement/EHC Plan and to collate and record information that the school and other professionals can use in planning their support;
· in the case of the first Annual Review, assess the student’s progress towards meeting targets agreed and recorded in the IEP, or its equivalent, following the issuing of the Statement/EHC Plan; and in the case of all other reviews to assess progress towards the targets in the IEP, or its equivalent, set at the previous review;
· review the special provision made, including appropriateness of special equipment provided, in the context of the National Curriculum and assessment and reporting arrangements. Where appropriate, school will provide a profile of current levels of attainment in basic literacy, numeracy and a summary of progress achieved in other curriculum areas;
· indicate, where the Statement/EHC Plan involves a modification or disapplication of the National Curriculum, what special arrangements the school have made for the student;
· consider the continuing appropriateness of the Statement/EHC Plan in the light of the student’s performance during the previous year, and any additional special educational needs which may have become apparent in that time.
· consider whether to cease to maintain the Statement/EHC Plan or whether to make any amendments, including any further modifications or disapplication of the National Curriculum;
· set new targets for the coming year, if the Statement is to be maintained. Progress towards those targets can be considered at the next review meeting.
Transition to post 16 provision
· All students attend presentations given by local post-16 providers during the PSHE Days and assemblies held in Year 10 and 11.
· All students with a Statement/EHC Plan receive an enhanced transition package and receive at least two 1:1 career sessions in Year 10 and 11 with the nominated Careers Advisor.
· Opportunities are given for trips to local colleges and universities.
· Post-16 provision is organised through an annual Statement or EHC Plan.
Staff expertise
Teaching and support staff are experienced in working with children with a range of SEND including ASD, ADHD and specific learning difficulties. Teaching Assistants are all appropriately qualified for their roles. The SENCO is a member of the Senior Leadership Team, holds the National Award for SENCO qualification and the Certificate for Competence in Educational Testing.
Arrangements made for reasonable adjustments
The school works within the examination board guidelines to put into place access arrangements that are appropriate and meet the needs of the individual student.
How accessible is the school environment?
There are two disabled access toilet areas in school, one hygiene suite and a number of ramps for wheelchair access. Disabled parking is also available in the visitor and staff car parking areas.
Who can I talk to if I have any concerns?
If you have any concerns with regard to the SEND provision offered at Fred Longworth High School please contact Mrs Jacqui Gannon (Inclusion Manager) on 01942 883796 or email her at gannonj@flhs.wigan.sch.uk or Mrs Donna Waring (SENCO) at waringd@flhs.wigan.sch.uk
You can download a copy of this policy below.
Supporting Students with Medical Conditions Policy
This Policy was approved by:
Pastoral Committee: 6th June 2022
Date for Review: June 2024
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
For information and guidance on our School Uniform, click here.
For information and guidance about our PE uniforms, click here.
For details on where to buy our uniforms from our approved uniform suppliers, click here.
For details on the required equipment needed by students for school lessons, click here.
You can download a copy of this policy below.
This Policy was approved by:
Standards Committee of The Governing Body: 2 March 2020
Date for Review: Live
The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.
To view this policy, click here.