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’ progress and achievements 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. This enables us to develop Target 8 students who require further interventions. 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 school has a Behaviour, Inclusion and Welfare Leader, Attendance and Data Analysis Leader and Curriculum and Inclusion (SEN) Leader that work together to analysis and establish those students requiring further interventions. The Leadership Team report to the Governors regularly during Curriculum Standards Meetings regarding students who require further interventions. 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 Virtue Points that can be collected and monitored in the areas of communication, respect, organisation, resilience, independence, responsibility, courage and tolerance. The aim of the virtue points is to support students in developing their social and life skills which are linked to their Special Educational Needs. This database is used to track how well our Students are doing socially.
  • The School uses our Learning Pathways, devised by the school using Hampshire County Council recommendations to track the achievements and progress of our students in their journey to achieving GCSEs and other accreditation. This enables us to predict the outcomes for students and plan their next steps in their journey.
  • Every term a Pupil 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 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 and/or email. Additionally, the Deputy Head, Behaviour, Inclusion and Welfare Leader and Attendance and Data Leader are available to discuss matters concerning these areas.
  • The School has a Family Support Worker who is available for you to contact during term time should this be required. The support provided is both within the 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 when they are requested.
  • The school provides homework to KS3 through the Maths and Reading Challenge, KS4 work on developing their technical vocabulary across all subjects and all students have access to Mathletics online. In addition, the school website has suggestions for other resources that can be accessed. We understand that some students find this challenging and we work with parents to establish the level and nature of the homework to be distributed.

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 and Btecs, as well as Level 1 courses. We have high expectations and always aim for entries into these levels of accreditation.
  • All subjects have a scheme of work; termly overviews can be found on the school website under ‘curriculum’. 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:
    • TEACCH – Treatment and Education of Autistic and related Communication Handicapped Children
    • 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.
    • 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 LSA who delivers Social Programmes for Students; these are tailored to individuals and groups of learners.
    • Hearing Impairment – we work closely with the Hearing Impairment Advisor and we have a member of Staff experienced in looking after hearing aids.
    • Visual Impairment – we work closely with Visual Impairment Advisor and make reasonable adjustments to the environment to allow full access to the school environment.
  • 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. 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.
  • All students are provided with breakfast in the form of toast as we recognise that some students travel a long way to get into school. We believe that primary needs must be met in order that students can learn well.
  • The school is now using the Thrive Approach to support our students in making progress socially to support them academically. Students’ are assessed using Thrive Assessment Tools that establish the level of emotional development a young person has made. This information is then used to develop a plan of intervention to support the young person in making progress emotionally and then academically.

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 a Statement of Special Educational Needs, therefore they all receive extra support. Access to the School is directed by the Local Authority.
  • 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 usually 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 required for a short time.
  • Students are identified by 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.
  • Some students have periods of TEACCH support in a base. This enables them to practice and learn work systems but also reduces anxiety enabling them to have periods of learning in a much smaller environment. No student is maintained in this environment for long periods and it is used only as a period to support the student improving.
  • Some of our students have skills and talents in subjects that need to be advanced further, where this is the case we seek opportunities for students to experience these subjects in mainstream settings and support them in accessing this.
  • Year 11 students access motor mechanics and beauty therapy courses at Andover college, this is done on the basis of the students wanting to participate in this learning experience and encourage more reluctant students to attend. Students are supported initially by the school and support withdrawn when the students are ready.

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?

  • Emotional needs are measured using an Emotional Intelligence scoring system, Students scoring the lowest will be given ELSA support on a rolling cycle; the impact is measured at the end of the course of support.
  • Additionally, the school database has the facility to allow us to measure the life events of the students in the school, this enables us to get a profile of the students emotional needs and what might be impacting on their learning.
  • 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 has not had the desired impact. The School can have 4 Students at one time accessing Play Therapy.
  • The school has Andover Mind in to work with identified students one morning a week and to counsel them as required.
  • The school works closely with CAMHS who meet with us ½ termly to discuss cases that re open to them and who might be referred. 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.
  • The School has facilities for administering medicines, there are 2 Staff with the training required to administer medicines.
  • There are 3 Designated Safeguarding Leaders (DSL) in the School, safeguarding is taken very seriously and the Hampshire Guidance and procedures are followed and their policy adopted by the school which takes full consideration of the ‘Keeping Children Safe in Education’ (2016), ‘Safer Working Practices for adults working with children and young people’ Documents.
  • Full vetting procedures are followed when appointing Staff using the HCC policy as guidance. All Staff and Volunteers are DBS checked.
  • 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 92% contact with Parents/Carers is made to address the issue. Daily contact during a period of absence is expected from parents/carers and the school will ring if contact is not made. If no contact is made this will be marked unauthorised. If this is sustained for more than 3 days we will contact Children’s Services as the student will be deemed missing.
  • 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. In some circumstances we can provide transport home but this is done on a voluntary basis by school staff and cannot be guaranteed.
  • 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 meet with other schools in competitions for sports events, this is arranged by the School.
  • Students aspire to achieve their ‘daily points’ through their learning enabling them to achieve rewards of their choice through the extensive monitoring systems. They claim these points at the end of every term.
  • The school is now using the Thrive Approach to support our students in making progress socially to support them academically. Students’ are assessed using Thrive Assessment Tools that establish the level of emotional development a young person has made. This information is then used to develop a plan of intervention to support the young person in making progress emotionally and then academically.

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. New staff are supported and trained in developing their skills through in house training and outside training, as well as networking with other special schools.
  • 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.
  • 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 training 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 and is employed by Hampshire County Council.
  • A School Nurse is attached to the school and administers vaccinations, delivers Sex and Relationships Education as well as ensuring the general health and wellbeing of the Students on a referral basis from the school.
  • 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 where a multiagency approach is adopted to support a Young Person and their family. Where the school feel a family’s needs are not met adequately this is challenged through the team managers and district managers.
  • 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, Speech and Language, Sensory Modulation, Guided Reading, Questioning, Phonics, FIEPS training and supervision, ELSA training and supervision, SHIP Worker training and Supervision, DSL refresher training for 2/3 DSLs, Maths and SLCN training, Art for boys, various health and safety courses, administering medicines, Maths network meetings, exam board training across all subjects, ELKLAN qualifications for 9 staff, Designated Teacher and PEP Toolkit training, Wave 3 Literacy and Numeracy Training, Team Teach Refresher and initial training, safeguarding training CSE, Visual Impairment training, Thrive Approach.
  • Approaches to ASD and Asperger’s Syndrome, SLCN, Dyslexia, Team Teach refresher, safeguarding training, Visual Impairment Training.

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

  • The indoor areas are fully accessible in a wheelchair although some areas of the School have plans in place for reasonable adjustments to improve this further. However, the disabled toilet does not have adequate space for a hoist to be fitted and this would limit the school’s ability to meet the needs of a young person requiring this without significant changes to the school fabric and environment being made, this would require support and intervention from the LA to address this issue. At times other exits from the School building are required as the entrances to the outside area because there is no slope. 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.

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?

  • 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.
  • Students are listened to and have a significant part to play in developing their curriculum, particularly when this becomes personalised.
  • By attending the school parents/carers, students and the school agree to the Home/School Contract. This contract outlines the responsibilities of us all and allows us to walk supportively for the good of the students.
  • 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 are encouraged to join the ‘Friends of the School’ to raise money, currently parents are not well represented in this organisation.
  • 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. 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 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 Year 7 Tutors will go to the current 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 also visits you in the home where we can find out about your young person. As soon as the placement is confirmed we begin transition, we may personalise the transition into the school depending on the needs of your young person.
  • If your young person were to move to another educational setting whilst attending our school, we provide transition for them in partnership with that school if it is local to our 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.
  • Some Year 11 students go on a Work Experience, 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.
  • The school spends time preparing students for travel to their new placements when they transfer to college and carries out a number of induction visits to the various colleges that the students will be attending; this is organised in conjunction with Youth Support Services.
  • The school keeps in touch with your young person and family for a period of time after they leave our school (usually the autumn and spring term of year 12), in addition, you are welcome to contact us should your young person requiring further SEN support when at college or the placement is breaking down. We use our good links to support students in maintaining their placements.


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