School SEN Information Report

SCHOOL INFORMATION REPORT 

THIS INFORMATION COVERS ALL PUPILS AT THE SCHOOL

Following the publication of the Special Educational Needs and Disability (SEND) Code of Practice 0-25 years in July 2014, schools are required to publish information about their SEND provision. In the London Borough of Hillingdon this forms part of a Local Offer which provides information and guidance on services for children and young people, aged 0-25, with SEND. Information regarding education, health, social care, preparing for adulthood and leisure can be found on this dedicated website. Please click on the link below to be taken directly there.

https://www.hillingdon.gov.uk

Within this report, you will find information about how we identify children’s needs and the wide range of provision that we offer to support children with SEND. 

 

1.   What type of SEND does Meadow High School make provision for?

Meadow High school is designated with the Department for Education as a school for pupils with Complex Moderate Learning difficulties and/or Autism.  Pupils must have a statement of Special Educational Needs or an Education Health Care Plan (EHCP)

We have experience in supporting a wide range of Special Educational Needs, including:

  • Moderate Learning Difficulties

  • Specific Learning Difficulties, including Dyslexia, Dyscalculia and Dyspraxia

  • Speech, Language and Communication difficulties

  • Autistic Spectrum Disorder

  • Physical difficulties, including Sensory Processing difficulties

  • Social, Emotional and Mental Health difficulties where it is not their primary need

Our SEND provision is detailed below according to the four categories identified in the Code of Practice (2014):

  • Communication and Interaction

  • Cognition and Learning

  • Social, Mental and Emotional Health

  • Sensory and/or Physical


2.    How will Meadow High School identify and assess my child’s needs?

Pupils are placed directly at Meadow High school by the London Borough of Hillingdon

All pupils will have an Education Health Care Plan (EHCP). It is expected that overtime all pupils will convert to an Education, Health and Care Plan (which replaces the previous ‘Statement’).

Throughout the year teachers monitor progress against targets using an online tool called B Squared. A wide variety of testing and assessment arrangements, as well as continuous teacher assessment, inform the judgements that staff make. These results are then moderated by another data base, CASPA (Comparison and Analysis of Special Pupil Attainment) which allows the school to undertake year on year benchmarking for individuals and cohorts of pupils (this now has limited use).

Occasionally, children may require support from other agencies. As well as our in house Multi Disciplinary Team, who support progress by undertaking assessments that allows pupils to access learning, we work closely with colleagues from Educational Psychology, Physiotherapy, Occupational Therapy, Speech and Language Therapy, CHAMS, the Child Development Centre, Social Services and the School Nurse Service. The advice and recommendations we are given are included within the support which the children receive. Interventions are carefully considered and put in place where necessary to help your child with their area of difficulty.

If your child has a higher level of need, the Local Authority may provide additional support and funding as part of the “Banded Funding Arrangement”.  This would be reviewed annually, along with the Statement or EHCP.

 

3.    How will Meadow High School consult with me and involve me in my child’s education?

Prior to entry to Meadow High School families will be able to discuss their child with the Transition Coordinator and this information, along with that from the child’s Primary provision, will form the basis of the child’s ‘Pupil Profile’. This document details the child’s interests and strengths, as well as informing adults working with the child how they can best be supported within the classroom and beyond. 

At Meadow High School the first point of contact for families is the form tutor. The first formal meeting with the Form Tutor is at the ‘Meet the tutor evening’ early in the academic year, when families can discuss their aspirations or concerns with their child’s form tutor. Daily contact can then be made via the child’s LINK book.

If your child receives any therapeutic input whilst at Meadow then you will receive a report outlining the issues, provision and results of the therapy.

An annual review meeting will be held with your child’s form tutor, and any other professionals involved with your child, to review your child’s Statement or EHCP. Your child’s progress against individual targets will be reviewed and any further provision will be discussed. 

Families will receive a termly review which gives an overview of progress in all subjects.  Towards the end of each academic year families will receive a full academic report, followed by a parents evening to discuss to discuss the report, your child’s progress and the targets for the following year.

Families will receive an annual questionnaire in the autumn term that helps us to target any areas of concern and identify any positive areas to build upon.

At Meadow High School, we have an open-door agreement. You are always welcome to make an appointment to speak to your child’s Form Tutor should you be concerned about anything.  There is also a direct link to the head teacher through https://www.families@meadowschool.co.uk

 

4.  How will Meadow High School involve my child in their education?

Involving pupils in their education is central to what we do at Meadow High School. We feel that pupils need to know what they are aiming for (targets) and what they are going to be learning (learning / lesson objectives), as well as how well they did (what went well - WWW), what they need to do to improve (even better if EBI) and what their next steps are (NS).

We celebrate children’s successes within classes, team assemblies and whole school ‘Celebration of Achievement’ assemblies. For pupils who go on to achieve external accreditation there is an annual Celebration of Achievement Awards Evening.

As part of the Annual Review process, pupils are invited to share their views on their progress and aspirations.  Where appropriate the child (in most cases) may also be invited to take part in the Annual Review Meeting.


5.   Arrangements for assessing and reviewing progress towards outcomes

As mentioned in section 2, pupil progress will be monitored using the B Squared data base (small steps).

On entry to school, pupils will have a term during which baseline assessments are completed and a baseline recorded for each subject. Teachers continually update children’s records to show where progress has been made either through an intervention outside or within the classroom. During each term teachers will consider the provision for each child and will review the targets that have been set for them. 

Pupils have targets both for individual subjects and also as part of their Individual Education Plan -IEP (numeracy, literacy and social target). Pupils can give direct feedback on their progress through their work books.

Moderation of work will take place throughout the year to ensure appropriate standards are being met. This happens within subjects and faculties, with other local schools of a similar nature and nationally (using the CASPA data base where reporting is available).

Throughout the year, the Data Manager will analyse pupil data and will report any trends or anomalies to the Faculty Leaders and Head Teacher.

An annual review is submitted by the Data manager to the Governing body. 

 

6.    How does Meadow High School support children in moving between phases of education?

Children can find transition from one class to another and from one school to another very difficult.  Children with SEND can find this particularly challenging. 

Arrangements for joining our school: Prior to joining Meadow High School, our Assistant Head Teacher for Transition will make contact with a child’s current provision. They will arrange to meet your child in their current setting and will gather information about them.

For Year 6 to 7 transitions there is a series of events for pupils that run from March through to the end of July. There is also a transition parents evening where you can learn more about what to expect for your child at Meadow High School.

For children moving to Meadow in other year groups, individual transition programs are arranged and agreed with the child, family and current provision.

Moving to a new Tutor Group: When children move to a new tutor group careful work is undertaken to prepare them. A letter containing the form tutor and teaching assistant details, including pictures, are given to the child and a copy sent home. Visits to the new class take place and there is a whole school transition day each July when all pupils spend the day working with their new tutor group in their new tutor base.

Some children may benefit from having additional support for transitions and an extended - bespoke transition program will be devised for them.

 

7.    What is Meadow High Schools approach to teaching children with SEND?

At Meadow High School we have high expectations and aspirations for all children.  We are an inclusive school and all children are given equal opportunities and access to the stimulating, broad and balanced curriculum which we offer. 

Teachers differentiate the curriculum and remove barriers to learning so that all children can access education at an appropriate level with the appropriate support.  Children have opportunities to work with others of differing abilities within their classes. 

Pupils are all involved in evaluating their work and discussing the next steps in their learning. 

For children who have more complex difficulties we provide a range of interventions which are carefully tailored towards the child’s needs. These may be interventions within the classroom, timetabled small group work, targeted support groups or individual therapies.

Extra-curricular activities are open to all children and include a wealth of sports and arts activities that take place throughout the year.  

 

8.    How will Meadow High School match the curriculum and learning environment to my child’s needs?

At Meadow High School we ensure that all children have access to high quality teaching, appropriately differentiated to meet their needs.  Our teaching assistants are trained to deliver specific interventions and, of course, support children in class.

 We will provide a range of on-site and offsite activities that help develop their personal needs as well as supporting potential future aspirations. The curriculum is regularly reviewed and all subject areas have a designated lead

 

9.    What kinds of expertise and training do staff at Meadow High School have to support my child?

We are fortunate to have a range of provision delivered by trained Teachers, Teaching assistants, Therapy staff, welfare team and support staff.  The staff team receive a wide range of training on an annual basis and the vast majority are trained in de-escalation techniques, medical and welfare, child protection/safeguarding, Emotional Literacy Support, Nurture Groups, Autism, Dyslexia, Sensory Emotional Health and Wellbeing, as examples.  

Interventions and support for children with SEND is continually evaluated. We ensure that our expertise is continually updated with our staff attending courses to update their knowledge.  Staff are trained in new interventions which we see as beneficial to our children’s needs

 

10.    How does Meadow High School evaluate the effectiveness of the provision made for children with SEND? 

The Governing Body on a regular basis check the activities of the school and ensure that we are doing things well. The school Improvement plan is regularly updated to ensure that we are supporting any key areas that we feel will help to improve the school.

We have an Inspection by Ofsted every three years which will tell you how effective we are. Our last four inspections have always indicated that this is a Good school with outstanding features.

Senior staff frequently checks how well pupils are being taught and check the work being produced. We use the data and assessment systems that tell us how pupils are doing.

The senior team meet weekly to discuss improvement tasks and targets.

 

11.    How will Meadow High School support my child’s emotional and social development?

At Meadow High School we continually celebrate children’s achievements in class and in whole school assemblies.  We use reward systems, known as merits, to acknowledge children’s successes both in work and in their social skills.  We use a range of strategies and interventions to help children who experience difficulties at times in their social development.

The Multi-disciplinary team supports children with their Sensory, medical, physical, learning and emotional needs

 

12.    How does Meadow High School involve other agencies to support my child and family?

At Meadow High School, we work closely with a wide range of internal and external agencies in order to provide assessments and support for your child.  Parents should always keep us informed of any agencies working with their child.

Internal Team:

Speech and Language Therapists

Occupational Therapists

Physiotherapist

 

External Team:

Educational Psychologists

Hearing and Visual Impairment Service

Child and Adolescent Mental Health Service (CAMHS)

Parent Support Adviser

Social Services

Behaviour Support

Child Counselling Support (Link)

 

13.   What do I do if I have a concern about my child and the provision being made?

If you are concerned about anything regarding your child, we encourage you to see your child’s form tutor in the first instance.  Should you wish to discuss your concerns further, you could make an appointment to see the designated Assistant Head teacher, Deputy Head teacher or Head teacher.

Ms Claire Caddell Assistant Head Teacher Transition Key Stage 3 Year 7 and Thematic (our most complex needs) groups

Ms Jane Richards Assistant Head Teacher Key Stage 3 Year 8/9 Key Stage 4 Yr 10/11

Mr Andy Bunker Assistant Head Teacher Key Stage 5 Year 12/13/14 (6th Form)

Mrs Jenny Rigby Deputy Head teacher

Mr Ross Macdonald Head teacher

Contact number is 01895 443310

 

ADDENDUM MAY 2018

Ms Amy Willis Assistant Head Teacher Transition and Thematic (our most complex needs) groups

Mr Michael Rainsbury Assistant Head Teacher Transition Key Stage 3 Year 7/8

Ms Jane Richards Assistant Head Teacher Key Stage 3 Year 9 Key Stage 4 Yr 10/11

Mr Andy Bunker Assistant Head Teacher Key Stage 5 Year 12/13/14 (6th Form)

Ms Claire Caddell Deputy Head teacher

Mrs Jenny Rigby Head teacher

Contact number is 01895 443310