Stepping Stones

Stepping Stones
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STEPPING STONES SCHOOL SEN INFORMATION REPORT 2017-18

HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?

At Stepping Stones School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous setting and other stakeholders
  • Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings)
  • Concerns raised by a parent
  • Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
  • Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  • Use of tools for standardised assessment tools.
  • Children with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
  • School data collection including attainment, engagement and therapy

 

HOW DO I RAISE CONCERNS IF I NEED TO?

  • Talk to us – contact your child’s form teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Rachel Knight). Appointments can be arranged in person, by phone or by email. Please see the school contact details at the top of this report.

 

HOW WILL THE SCHOOL SUPPORT MY CHILD?

  • The form teacher will oversee each child in their class to ensure that appropriate progress is made in every area.
  • Our SENCo and Deputy Head oversee the progress of any child identified as having SEND
  • There will also be elements of Multi-disciplinary team working with your child either individually or as part of a group. The content of this support will be explained to parents via annual reviews and parents’ evenings. Provision is outlined via individual provision maps.

 

WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?

WHAT IS THE PASTORAL, MEDICAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL?

  • We are an inclusive school that holds a child’s emotional and spiritual development as a priority
  • The form teacher has overall responsibility for the pastoral, medical and social care of every child in their form.
  • All student facing staff have or are working towards (in the first 12 months of their contract), a relevant level 2 (or above) SEN qualification
  • Both school sites have first aid trained staff including any student specific medical training.
  • All staff hold at least level 2 safeguarding qualifications and access annual training.

 

WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?

  • The school has adopted behaviour and exclusion policies available on the school website. All students have an updated Engagement Plan to support increased attendance to school and lessons.
  • The MDT team develop engagement plans to support increased success in attendance as well as regulated behaviour.
  • Short term, individual, specific behaviour plans are used in addition to the engagement plans when needed.
  • The school’s behaviour monitor works with the senior leadership team to monitor behaviour and put appropriate interventions in place.

 

HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

 

  • Students discuss their progress and targets with their form tutor at regular intervals.
  • If your child has a Statement or EHCP, their views will be sought before any review meetings (as is age appropriate)
  • Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey
  • The school has an active student council

 

HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

  • Our school has a full accessibility policy
  • All areas of the school are accessible by wheelchair.
  • Accessible toilet facilities are available both by the main reception and at the lower end of the school near the pool area, and at Tower road.
  • A sound field system is embedded throughout the school where possible
  • If you have specific access queries or concerns, please speak with us.

 

HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY CHILD’S NEEDS?

  • The curriculum is layered to ensure therapeutic interventions, this is combined with an academic spiral curriculum that allows for over learning and pre-learning.

HOW WILL WE KNOW IF THIS HAS HAD AN IMPACT?

  • Ensuring that each child is making progress academically against national/ age expected levels (or equivalents).
  • By reviewing children’s academic and therapeutic targets and ensuring that they are being met
  • Through verbal feedback from the child, the parent and teacher to build a wider picture
  • Through termly data release.

 

HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD'S LEARNING?

  • You are welcome to make an appointment to meet with the form teacher, SENCo or deputy head throughout the year and discuss how your child is getting on. If appropriate we will offer advice and practical ways that you can help to support your child at home
  • Every child has a Home/school diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
  • Monthly Family Resilience, Enablement and Education Sessions (FREE)
  • A formal meeting will take place to discuss your child’s progress and a report will be written at least annually.

HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

  • As a school we track and analyse the children’s’ progress in learning against national expectations (which still exist) and age-related expectations on a half-termly basis
  • Pupil Progress Meetings are held each half term by the Senior Leadership Team. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
  • The Headteacher / SENCo report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCo and attends briefing sessions They also report back to the Governing Body
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HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL OR TRANSFERRING TO A NEW SCHOOL?

  • We have an admission assessment process which typically involves 3 visits to school.
  • We will arrange home visits and visits to current schools if it is felt appropriate.
  • We encourage all new children to visit the school again prior to starting
  • We can create ‘social stories’ with/for the children if transition is likely to prove challenging
  • We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
  • We may be invited to attend a transfer annual review at your child’s previous school.
  • Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
  • At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition.

WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?

  • Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
  • As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Primary Behaviour Service, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), clinical psychologist, paediatricians; Children’s Services including: Early Help locality teams, social workers; educational psychologists and specialist advisory teachers.
  • The staff team is made up of: Teachers, TAs, Physiotherapist, Speech and Language, Occupational and educational therapist, as well as Neurolinguistics coach, Emotional Freedom Coach, Sensory OT , Play theorist and equine empowerment mentor.

 

WHO CAN I CONTACT FOR FURTHER INFORMATION?

  • Please speak to the class teacher in the first instance
  • General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website
  • Further information is available from the Headteacher.
  • The school has a complaints policy, which is available on the policy page of the school website
  • You might also wish to visit the following websites:

 

WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?

Please contact the Admission Lead (Sarah Jones) for further information about the school and to arrange a meeting with the head teacher, in the first instance:   admissions@steppingstones.org.uk