For Students and Parents

SEN


SEN information Report 2017- 2018


SEND Policy


 The SEN Department and Disability Provision

Specialist Educational Needs Co-ordinator (SENCO): Mrs A Barley

Assistant SENCO: Mr P Atkins


The SEN Department is headed by the Special Educational Needs Co-ordinator (SENCO) Mrs A Barley, and Assistant SENCO Mr P Atkins. They are supported by a team comprising of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs).

The SEN Department supports the learning of children with special needs. It supports all aspects of the curriculum by monitoring pupils’ progress and giving targeted help where needed. It promotes inclusion by supporting children who have physical disabilities or learning difficulties.

At RHSC the majority of our LSAs support small groups rather than individual pupils, who are encouraged to work with several adults over the course of a day. Their focus is promoting independence and preventing over reliance on one key adult.

Our SEN support is built around a mainstream system, with our goal being to enhance Quality First teaching. Each year a small number of KS3 pupils form our ACE group.  These pupils benefit from a highly differentiated timetable, working for approximately 40% of the time in a small mixed age group with HLTAs or subject specialists. The department’s main classroom is open to pupils before school, at break and lunchtime providing a social area for pupils who might benefit from a smaller supervised social setting.

Throughout their time at RHSC, pupils can benefit from a variety of personalised support measures such as small groups, IDL Cloud dyslexia intervention, the Fresh Start and Key Skills programme.  This year we are expanding our provision to include intervention work on memory and resilience.  We are also working alongside the English department to offer a small number of pupils Entry Level English for the first time.  The department encourages pupils to make use of technology, we now have a number of C-Scan Reading pens and tablets which pupils can use to support their independent learning.

Staff try to capture pupil’s thoughts and feelings by involving them in writing their own Pupil Passports.  These are shared on our management system along with key documents such as EHC Plan’s and Educational Psychologist reports for all staff to access.  The school’s SENCO is also the designated teacher for Child Protection and Looked After Children.

The department enjoys specialist accommodation on the school’s main corridor in Learning Base 1 (LB1) as well as two other specialist rooms known as Learning Base 2 (LB2) and Intervention 1 (IN1). The rooms are used to deliver highly differentiated lessons to small groups and individuals. IN1 is the base for Fresh Start literacy intervention, and both LB1 and LB2 are used for various other forms of provision. The department currently has 8 computers and a specialist library in LB1.

At Reepham, we work hard to get things right from the outset.

The LSAs team work for the majority of their day in classes supporting groups of pupils who have been identified as having a specific learning or health need. Many of these pupils will have an Educational Health Care Plan (EHCP).

Disability Provision - disabled access is provided through ramps and lifts. There are disabled toilets and adjustable sinks and desks in some classrooms.

In Year 7 
extra teaching groups have been created within the English and Maths departments. This allows identified pupils to learn in well supported small groups. In addition to this, two tutor groups have daily LSA support at the start of the day and those pupils who need additional literacy support, study the Fresh Start programme of intervention.

Throughout Key Stage 3
A small group of pupils work in ACE for their core lessons and re-join their peers for more practical subjects.  Approximately 25 pupils from each year group use assembly time once a week to work on IDL Cloud.  A small handful of pupils have targeted 1:1 mentoring and we are working to establish intervention around improving memory and resilience. 

In Key Stage 4
Pupils in Years 10 and 11 benefit from the creation of an additional teaching group in English, Mathematics and Science.  Some pupils receive homework support and are dual entered for Entry Level Maths and English as well as GCSE. 

In Key Stage 5 Most pupils are supported through Quality First teaching and through individualised exams access arrangements. High level support is tailored specifically to the student and may take the form of anything from 1:1 weekly mentoring sessions up to daily LSA support. Appropriate and additional funding to support post-16 learners has to be applied for, so please contact the SENCO on application to discuss this should you feel this is necessary.

For any parent or carer of a child considering RHSC as their secondary school of choice, please do not hesitate in getting in touch if you have any queries that you would like to discuss.

We are always happy to meet and arrange a visit for you and your child to offer reassurance that we would fully support your child’s needs.

Mrs Barley
SENCO Sept 2018

Our Schools

Synergy Multi-Academy Trust is made up of schools, both secondary and primary, from north Norfolk. The Trust was initially established by Reepham High School and College in 2015. Our vision is simple; for all of our schools to work together to provide teaching and learning of the highest quality and for all of them to provide an exceptional range of educational experiences and opportunities.

Our Schools

Synergy Multi-Academy Trust is made up of schools, both secondary and primary, from north Norfolk. The Trust was initially established by Reepham High School and College in 2015. Our vision is simple; for all of our schools to work together to provide teaching and learning of the highest quality and for all of them to provide an exceptional range of educational experiences and opportunities.

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