SEND Provision

At Southborough High School we want students to achieve their full potential and are aware for some students this means following a different curriculum pathway.

Key stage 3

All students follow a broad and balanced curriculum where high quality teaching is at the forefront of meeting your child’s needs. If your child fails to make progress, then we will use the graduated approach to identify what the barriers are.

From this we then look at what Quality first teaching strategies are needed, if an intervention is required or if they need some technology support. For some students we may need to use Specialist teachers and outside agencies to ensure that we are supporting the students’ needs appropriately.

As a school we have planned lessons for additional English, Maths and Science. These smaller group interventions take place during whole class teaching are to support students who require additional support to ensure progress is maintained.

Students are identified on entry in year 7, students are selected because they are working significantly behind their peers. They are then monitored through the key stage.

For a small number of students, we provide a modified curriculum. Students are identified on transition from primary school and are the students who require a high level of support with learning in comparison to their peers and are generally already working significantly behind their peers.

These students are supported by having a curriculum that is broad but is delivered by a reduced number of teachers, by staff in English and Maths who have the skills and experience to deliver and plan a modified curriculum. They are supported if they need it at unstructured times and between lesson transitions. To support learning in the classroom there is an additional adult where needed.

Key stage 4

Students and parents are helped through the options process in Year 9 to ensure students select the appropriate curriculum for them, a curriculum that allows them to progress to further education (sixth form/College) or work based training (Apprenticeships).

Key stage 5

At Southborough we offer 1 and 2 year pathways for students with additional needs. Our Level 2 courses provided include Adult Literacy and Numeracy, Princes Trust Diploma and Certificates, GCSE Photography, Business and more. This offer can be found on our sixth form pages.

Key stage 4 Curriculum Support

Aims:

There are small number of students who at Key stage 4 continue to require additional support with their Literacy and Numeracy skills. Identification is made using expected levels and progress in Maths and/or English with some students being selected based on their specific learning needs. Their progress in class and types of provision needed are evaluated on a regular basis to ensure their needs are being met.

Programme:

Students will still select options the same as their peers, they will just take one less option so they can be provided with additional support in Literacy, Numeracy and Coursework/Homework. In year 10 students will get literacy and numeracy support and in Year 11 additional learning time will be given to GCSE Maths and English. Students will be supported in Year 10 and 11 with Careers and College choices, some visits to colleges will be planned they will also learn managing money skills and planning for the future skills.

We also run the Princes Trust programme. You can find more about this here:

Prince's Trust programme

Key stage 5 Curriculum Support

Aims:

There are small number of students who at Key stage 4 continue to require additional support with their Literacy and Numeracy skills. Identification is made using expected levels and progress in Maths and/or English with some students being selected based on their specific learning needs. Their progress in class and types of provision needed are evaluated on a regular basis to ensure their needs are being met.

New intake students in year 7.

a) Primary Liaison

Feeder primary schools are contacted and visited prior to transfer.  Any student who has a “learning difficulty” who are SEN Support or have an EHCP is referred to the SENDCo.  The SENDCo then visits the schools and the students and where possible parents.

In the spring of Year 6 the LA will notify the school about which students are coming to us with an ECHP.  Where practicable the SENDCo attends their Annual Review to ensure a smooth transition is made.

Pupils with significant need for a comprehensive transition programme are also offered a place on our Transition Programme, where in the summer term they attend school once a week for approximately 6 weeks.  During this time they are shown around, meet other students who are coming and students who are already attending the school.

b) Initial Screening

• KS2 tests, teacher assessments.
• Reading, spelling, comprehension tests.
• CAT Tests.

Screening in other year groups

Testing is based on identified concerns/issues.  School is able to use a range of nationally recognised tests that allow us to identify specific needs in handwriting, spelling, reading, comprehension and SpLd- Lucid Rapid. 

Access Arrangement Testing

Access arrangement are agreed before an assessment.  They allow candidates/learners with special educational needs, disabilities;

• Access the assessment
• Show what they know and can do without changing the demands of the assessment. (JCQ Regulations – Adjustments for candidates with disabilities and learning difficulties, 2014-2015)

In school we carry out all the nationally recognised tests for students with SEND, that are needed to be used as evidence for an arrangement to be applied to an assessment. 

We need to evidence a ‘normal way of working’ and we will do this through trialling different access arrangements through KS3.

Staff observation

• Members of staff consult with the SENCO using the referral system in classcharts, which allows the SENDCo to see what has already been done by the class teacher.  Evidence of the concern needs to be produced by the class teacher prior to any testing/additional intervention being undertaken.
• The SENDCo may then ask for further testing by other professionals.

Referrals by parents or carers

• As a parent if you have any concerns about your child’s ability to access the curriculum, you can contact me at school via telephone or please use our Drop In Service.  We will then gather information about your child, using screening tests, seeking specialist advice and if necessary Educational Psychologist reports.  As parents you do not need to seek private assessments.    Once information is gathered the process is the same as for staff referrals.