The Special Educational Needs and Disability (SEND) Local Offer from Fred Longworth High School

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 or Mrs Donna Waring (SENCO) at