SEN Report

Special Educational Needs
All students of The Mark Way School have Special Educational Needs. These are the Kinds of Special Educational Needs for which provision is made at the school:

  • Autism Spectrum Disorder
  • Speech, Language and Communication
  • Specific Learning Difficulties including Dyslexia, Dyspraxia and Dyscalculia
  • Moderate Learning Difficulties
  • Global Developmental Delay
  • Hearing Impairment
  • Visual Impairment
  • Medical Needs including Epilepsy, diabetes and ADHD where student fall within the Moderate Learning Difficulties range.
  • Behavioural Difficulties where this is secondary to the young person’s Moderate Learning Difficulties.
  • Fine and Gross Motor Difficulties
  • Attachment Disorder where the student has Moderate Learning Difficulties.

For further information about the Hampshire Local Offer click here or contact Mrs S Longstaff-Bishop the SEN Lead Teacher via the school admin office. 

How will you help me to support my young person’s learning?
How will both you and I know how my young person is doing and how will you help me to support my young person’s learning?

  • The School reviews Students daily, weekly, monthly and termly through our tracking Database. Students’ Behaviour, Attendance and Achievement in lessons are tracked on a lesson by lesson basis. This means we can scrutinise the progress students are making and their barriers to learning by subject, times of day, days of the week etc. Each ½ term we have 8 Students under each heading; Behaviour, Achievement, Attendance in lessons who are targeted for extra provision. These Students are discussed as a Staff Team where provision and strategies are developed to move them out of the Target 8. This Database is shared with Parents/Carers in the form of a chart, this clearly shows the improvements and declines Students have made within subjects, times of the day etc. The Leadership Team are responsible for each area of the tracking system to monitor student progress and concerns. They report to the Governors regularly during Curriculum Standards Meetings regarding our Target 8 students. The Database is used to judge if additional support offered has had an impact as it tracks the improvements of a Student on a lesson by lesson basis.
  • The school has developed Learning Pathways which monitor their progress through the school curriculum and towards accreditation at the end of Key Stage 4. This is tracked on a termly basis following a baseline on entry to the school. Every term a Progress record is shared with Students and Parents/Carers, this shows what the Students have achieved and where they need to go next. In addition, Annual Reviews and End of Year Academic Reports show end of Key Stage 4 predictions and the targets we expect our Students to reach, these are ambitious targets as we have high expectations of our Young People and where our expectations for rapid progress are not met we target further support.
  • The school monitors numeracy, reading and spelling ages as well as TALC scores for communication. These are tracked termly to ensure the best interventions are in place for each individual.
  • The School operates an ‘open door policy’ and Parents/Carers are welcome and encouraged to come into School for information and support any time. The School website keeps Parents/Carers up to date with events in the School and activities that have taken place.
  • There is regular liaison between the Students’ Tutors and their Parents/Carers by telephone. The School has a Family Support Worker who is available for you to contact during term time should you require their support both in terms of School and within the home.
  • Some of Students and their Parents/Carers choose to have a Home/School Book, we supply these at the beginning of the academic year if the family would like this provision.
  • The school virtues are monitored and progress on them is kept on the school database. These include progress in the following social areas: Independence; communication; responsibility; tolerance; respect; organisation; courage and resilience.

The school adapts the curriculum and learning environment for students
How the school adapts the curriculum and learning environment for students.

  • We aim for all Students to access accreditation and this begins in year 8 when Students are entered for Entry Levels and Asdan Awards, this continues through years 8, 9 and 10. In Year 11 we judge the abilities of Students and their suitability for entry into GCSE, BTEC, CoPE and other Level 1 awards that we utilise as they are best matched to our young people and the skills they need to develop; we have high expectations and always aim for these entries.
  • All subjects have a scheme of work; these can be found on the school’s website. We provide homework for Students and encourage them to complete this work, we track who has and has not completed this work and a club is available for students to complete their homework in Key Stage 4.
  • We believe that Parents/Carers have an important role in supporting this and will talk parents through homework if required. Homework is particularly important in KS4 when students are working towards Entry Level, Youth Awards, GCSEs and BTECs.
  • The school personalises provision for all the students as there is a wide variety of Learning Needs throughout the school’s population. This includes:
    1. TEACCH – Treatment and Education of Autistic and related Communication Handicapped Children
    2. OT for Sensory Modulation is in place for students who require it, they are assessed by our commissioned OT and staff trained in the delivery of the exercises.
    3. Literacy Interventions for reading and spelling are in place, this includes interventions by a trained HLTA to deliver 1:1 work, small group work and extra reading throughout the school week for identified individuals.
    4. Speech, Language and Communication – this is delivered with the advice of the Speech Therapist attached to the school. Some Students have 1:1 sessions and some have speech programmes delivered throughout their learning. In addition, the school has a trained 2 SALTA who deliver Social Programmes for students; these are tailored to individuals and groups of learners. All the staff are ELKLAN trained and all students Blank Level scores are assessed and shared with staff across the school which means that students’ progress in communication is monitored and interventions are put into place as required and in conjunction with all subjects across the curriculum.
    5. Anxiety and Mental Health – we have a number of interventions in place to support our young people with their mental health including ELSA (2 practitioners); FIEPS; Thrive (2 practitioners but all staff use the approach); Play Therapist (1 commissioned by the school); Occupational Therapist (1 Commissioned by the school, all staff trained in delivery and 1 LSA leading the interventions); Andover Mind Counsellor attached to the school; CAMHS (1/2 termly support meeting and referral by the normal channels); In very extreme circumstances the school may decide to commission Mind, Sense, Ability, this is at the school’s discretion on a needs basis when all other avenues have been exhausted.
    6. Students have access to ear defenders, sensory toys, visual symbols, schedules, social stories, differentiated work that is present to students with their individual needs in mind.
    7. Dyslexia – use of coloured paper and filters, reading and spelling taught using alternative methods, as well as thought given to typeface and presentation of materials.
    8. Hearing Impairment – we work closely with the Hearing Impairment Advisor and we have a member of Staff experienced in looking after hearing aids.
    9. Visual Impairment – we work closely with Visual Impairment Advisor and make reasonable adjustments to the environment to allow full access to the school environment.
    10. All students access Key Skills first thing in the morning, this includes over-learning of key skills in literacy and numeracy as well as guided reading and individual reading.
    11. Where a student is not accessing the curriculum well we adapt it to engage them and reintroduce subjects when they are ready. This is personalised and cannot be given in detail, it is adapted with the Student, Parent/Carer and staff of the school.
    12. More able students are given the opportunity to access learning in local mainstream school for certain subjects, the chosen subject depends on the strengths of the young person. They always take accreditation’s on our site for these courses. Some young people do return to mainstream education with careful transition support.
    13. As students are tracked through the schools database we can pinpoint areas of difficulty for them by subject and times of the day. We use this to tailor the curriculum for individuals and approaches used in the subject. This is done in conjunction with the Leadership Team.

Additional Support for Learning
Additional Support for Learning that is available to pupils with Special Educational Needs

  • All of our students have Additional Needs and all have an Educational, Health and Care Plan (EHCP), therefore they all receive extra support. Access to the school is directed by the Local Authority in consultation with the school. On occasion students are admitted to the school on an assessment basis.
  • We aim for each class to be a maximum of 10 and currently this is the case, some are smaller as the Students in that class require this provision.
  • Classes have 1 teacher and 1 LSA across the school.
  • Some students require 1:1 support at times, this is done on a needs basis and is decided by the School. The School uses the database and observations as a guide for the decision being made. Generally, as the classes are smaller than those in mainstream schools 1:1 support is rare and may only be required for a short time to modify behaviour and maintain safety.
  • Students are identified by age testing for extra input in Literacy and Numeracy. These programmes are devised by the coordinators for Maths and English and delivered by the attached LSAs on a 1:1 and small group basis.
  • Students are supported in modifying behaviours through Thrive programmes and Individual Behaviour Management Programmes that are written with the Deputy Headteacher on a needs basis using the school database to guide need.

What support is available for improving the development of Students?
What support is available for improving the emotional and social development of Students with Special Educational Needs?

  • The school virtues are monitored and progress on them is kept on the school database. These include progress in the following social areas: Independence; communication; responsibility; tolerance; respect; organisation; courage and resilience. Students can gain these points throughout the day and when they are achieved the desired behaviour observed is labelled and a post card given to celebrate the achievement. Each week an individual virtue is the focus and certificates are given to the student in the school that demonstrated the best improvements in this area.
  • After lunch every day students have a Tutor Time that is called Personal Social Development (PSD), this is a time when students can reflect on their successes and difficulties during the day.
  • Emotional needs are measured using Thrive Approach, Students scoring the lowest will be given Thrive interventions.
  • Students requiring ELSA or FIEPS support are identified using the school’s database and in discussion with the therapies group of staff to ensure the intervention is appropriate to the young people and timely. This group meet weekly to discuss identified young people.
  • Students can access support via our staff member who is FIEPS trained.
  • Occupational Therapy is bought in by the school from a private practitioner to support students who are experiencing Sensory Modulation and Regulation Difficulties and requiring support to addressing this need; this is directed and funded by the School on a needs basis.
  • Play Therapy is bought in by the school from a private practitioner to support Students who are experiencing Emotional Difficulties usually connected to an Attachment Disorder. This is directed and funded by the school on a needs basis and after ELSA, Thrive and FIEPS have not had the desired impact.
  • The school is working towards the Mental Health Mark to ensure and to celebrate all that the school puts in place to support student well-being. This has ensured the profile of this area continues to be highlighted across the school for all members of the community. Tutor groups have redesigned ‘worry boxes’ to raise the profile of this availability for students who seek support in managing their anxieties and emotions by using this system.
  • The school is working towards the Anti-bullying Mark and this has raised the profile on addressing this kind of behaviour. There are 5 Anti-bullying ambassadors across the school.
  • Students access the CoPE Award in Key Stage 4, this enables them to experience activities with adapt students’ behaviours and approaches socially. The tasks within this Level 1 award include working with our feeder school, charities and other people within the community.
  • Across the curriculum students are given opportunities to go out into the community to access learning opportunities that promote social development including understanding of careers and putting into practice skills learnt in the classroom.
  • The School has facilities for administering medicines, there are 3 Staff with the training required to administer medicines.
  • There are 4 DSLs in the School, Safeguarding is taken very seriously, the Hampshire Guidance and procedures are followed.
  • Full vetting procedures are followed when appointing Staff using the HCC policy as guidance. All Staff and Volunteers are DRB checked and the Single Central Record is intact.
  • This School is secure with FOB keys used to gain access in and out of the premises and school gates.
  • Behaviour is monitored continuously using the School’s database and provision is modified for a Student struggling with their behaviour. Parents/Carers are involved in this process; close liaison is paramount to enable cohesive working.
  • The Attendance Leader monitors attendance on a daily, weekly and termly basis. Our school target is set at 94% attendance, if a Student drops below this contact with Parents/Carers is made to address the issue. Daily contact during a period of absence is expected and the school will ring if contact is not made.
  • There is a Student Council, they hold regular meetings and are responsible for bringing the thoughts of the school community to the attention of the Headteacher. They play a big role in the improvements to the School.
  • The School holds After School Clubs; this does rely on Parents picking their Young Person up from the club.
  • The schools Family Support Worker works with Students/Parents/Carers to ensure they are signposted to their local facilities to enable inclusion in the community.
  • The School website is kept up to date with various workshops, activities and community projects that are on offer in School and the wider community.
  • Young Carers offer support to Students who have a caring role at home with a drop in Lunch Club.
  • Students are encouraged to join in break time activities which allows them to interact appropriately with their peers and staff are able to facilitate these clubs.
  • Students are encouraged to meet with other schools in competitions for sports events, this is arranged by the School. Students have also had access to a number of sporting events including England matches in Basketball and Football.
  • Students have worked with mainstream schools to access music and contributed to a Hampshire show at The Royal Albert Hall and the Anvil Centre. They have carried out Arts Projects with other local schools and artists.
  • Students aspire to achieve their ‘daily points’ through their learning enabling them to achieve rewards of their choice through the extensive monitoring systems, they can claim these points at the end of every term.

What training is provided for staff?
What training is provided for staff supporting children and young people with SEND?

  • All Students attending the school are SEND and therefore all staff are very experienced in working with young people with Special Educational Needs.
  • Staff are trained specifically in Autism Spectrum Disorders, Speech Language and Communication, Dyslexia, Dyscalculia, Hearing Impairment, Visual Impairment, Fine and Gross Motor Difficulties, Attachment Disorder.
  • Specifically, staff are PAATHS trained, ELKLAN trained (Level 2 course) to support young people with Speech Language and Communications difficulties and Autism Spectrum Condition.
  • The Headteacher has a Master’s Degree in Professional Enquiry with a SEND focus (Autism) and the Deputy Head has embarked on a Master’s degree in linguistics. Other staff across the school have a range of qualifications to support their work with young people with a SEND.
  • Where further training is needed for a specific Young Person, who is new to the school or a new need is identified this is sort and training delivered to individuals, this is then cascaded throughout the staff through our School Improvement Meetings and Whole Staff Meetings.
  • A Speech Therapist comes to the school for 1 day a week.
  • A School Nurse is attached to the school and administers vaccinations.
  • The school works closely with Social care and has positive working relationships with this team. Referrals are made to support families in need via the MASH Team and Early Help Hub depending on threshold where a multi-agency approach is adopted to support a Young Person and their family.
  • The School employs a Play Therapist and Occupational Therapist specialising in Sensory Modulation for ½ a day a week.
  • The School refers to CAMHS for support where there are Mental Health concerns as well as for ADHD and ASD diagnosis and long term care.
  • Training in the last academic year has included PAATHS training for 1 member of staff, Speech and Language (ELKLAN), Dyslexia, Dyscalculia, FIEPS supervision, ELSA training and supervision, SHIP Worker training and Supervision, Exams officer training and refresher as well as access arrangements, Designated Teacher for LAC training, MASH, Literacy and Numeracy Training, including guided reading, Inference training to support developments in Maths and comprehension, Team Teach Initial training and refresher training depending on staff member, safeguarding training including Designated safeguarding Lead refresher training, Mental Health Mark and Anti-bullying Mark training and whole school development.

How accessible is your education setting?
How accessible is your education setting (indoors and outdoors)?

  • The indoor areas are accessible in a wheelchair although some areas of the School have plans in place for reasonable adjustments to improve this further. At times other exits from the School building are required as the entrances to the outside area are not accessible. There is a disabled toilet facility, this has no hoist and changes have been made to corridor spaces to enable movement around the building in a wheelchair. Further developments are planned for over time in the ‘School’s Accessibility Plan’. The School is developing its environment to further support young people with Visual Impairment and has sort advice from the County Visual Impairments Advisor. The Local Authority have drawn architectural plans to support further accessibility to the school but as yet this has not been acted upon.

How are Parent, Carers and Young People currently involved in your education setting?
How are Parent, Carers and Young People currently involved in your education setting? How can I get involved and who can I contact for further information?

  • The young people play a significant role in the development of the school through the School Council; this is an active group that discusses and drives developments in the school, including improvements they would like to see and their role as Learning Detectives is developing.
  • Students are listened to and have a significant part to play in developing their curriculum, particularly when this becomes personalised.
  • There is a home/school contract that is in place and it is assumed that by a child attending the school each part commits to their responsibilities within this contract.
  • Parents are consulted around their Young Person’s learning through Parent Consultation Evenings and the Annual Review process. Termly Progress Reports are given to Students and their Parents/Carers detailing their progress and development points.
  • In addition to this Parents/Carers are encouraged to keep regular contact about how their Young Person is doing through the Student’s Form Tutor.
  • Parents and Carers work with the school to support their young person.
  • The School holds courses for Parents/Carers and our links enable us to access courses at other Schools in the area. This has included subjects such as sleep, access to benefits and managing their young person within the home.
  • Further information on partnership working can be sort from the Family Support Worker.

What steps should I take if I have a concern about the school’s SEND provision?
What steps should I take if I have a concern about the school’s SEND provision?

  • In the first instance you should contact the form tutor who will try to resolve the issue for you. Following this you should contact the Deputy Headteacher, if this is still not resolved contact the Headteacher and follow the ‘School’s Complaints Procedure’ which is available on the School’s website.

How will the school prepare and support my young person?
How will the school prepare and support my young person to join the school, transfer to a new school, or transition to the next stage of life?

  • Following the placement at the school being finalised by the Local Authority the School makes contact with your young person’s current Setting and with parents/carers to begin transition into the School. The tutors will go to the current educational setting and find out as much information as possible about your young person in order that we can make the move as comfortable as possible. Our Family Support Worker visits the parent/carer in the home where we can find out about your Young Person. As soon as the placement is confirmed we begin transition, for example in February we plan for students to come to a PE lesson in school but this depends on the needs of the young person, for other Students we may personalise the transition into the School. There are two types of transition, a long one building up contact over time and a short one, different people require different approaches and this will be driven by contact with parent/carers and other professionals.
  • If the young person attends Norman Gate transition is facilitated by the children accessing the school and its facilities over time throughout year 5 and 6. For example this includes access to PE, Art, Resistant Material facilities such as the 3D printer and laser cutter among other things.
  • If your Young Person were to move to another educational setting, we endeavour to provide transition for them in partnership with that School. If it is within the local area we will support transition through visits to the other School; this cannot be done if the move is out of area, however we will phone and discuss your Young Person with the new setting and they would be welcome to visit our School.
  • Year 11 students go on a Work Experience after their GCSE exams have finished, the location of this is done on a needs basis as it is more appropriate for some and not for others. Placements are tailor made with some Students doing an Internal Work Experience.
  • The School buys into the Service Level Agreement for Youth Support Services, this means students are prepared and support in their applications for Post 16 placements in College or training within the work place. Careers Education is considered throughout the curriculum and opportunities to access work places and people for information and links to the curriculum are covered across the subjects on offer in the school.
  • The school works closely with post 16 settings to ensure students are appropriately placed. The school also challenges on behalf of our families and young people if it is felt they are not getting a good deal when they leave at the end of key stage 4. Support in transition is offered and information handed over to the new setting.
  • The school spends time preparing students for travel to their new placements and carries out a number of induction visits to the various colleges that the Students attend; this is organised in conjunction with Youth Support Services.

ANNOUNCEMENTS
  • 27th-31st MAY HALF TERM
  • 19TH JUNE -YEAR 11 PROM
  • 21ST JUNE- LEAVERS ASSEMBLY
  • 24TH-28TH JUNE YEAR 11 WORK EXPERIENCE
  • YEAR 6 INDUCTION DAY 1ST & 2ND JULY
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