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Our Mission Statement states:
‘We want to send every young person into the world able and qualified to play their full part in it’

We know that for some pupils extra support is required for them to achieve their best. Please see our Special Educational Needs Report below. If you have any questions at all please contact the Curriculum Support Department.

How does the school know if students need extra help with learning?

    • We identify and assess students with special needs as early and as thoroughly as possible using the revised Code of Practice (2014).
    • Close links with feeder primary schools to ensure information on Y5/Y6 students with SEND is shared.
    • Parents/carers and students are fully involved in the identification and assessment of SEND, and that we strive for co-operation between all agencies concerned.
    • We meet the needs of all students with SEN by offering appropriate and flexible forms of educational provision, by the most efficient use of all available resources.
    • We maintain up to date knowledge of current SEN good practice and methodology in order to offer support and training in these areas to all staff in the school.

    There are four types of Special Educational Needs and Disabilities (SEND), decided by the department for education:

    1. Communication and interaction
    2. Cognition and learning
    3. Social, mental and emotional health
    4. Sensory or physical

    If a student has SEND, then their needs will fit into one or more of these categories.

    A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students.

    At Rawmarsh Community School we recognise that students make progress at different rates and not always in a steady linear pattern. Therefore, students are identified as having SEND in a variety of ways, including the following:

    • Liaison with primary school/previous school
    • The student performing significantly below expected levels
    • Concerns raised by parent/carer
    • Concerns raised by teacher/teaching assistant
    • Liaison with external agencies.
    • Consultations between class teachers and members of the leadership team where progress data is discussed.
    • Health diagnosis through a paediatrician
    • Diagnosis of a neurodevelopmental disorder through CAMHS (Child and Adolescent Mental Health Services)

    If a student is identified as having SEND then their name will be added to the SEN register, but we recognise that students’ needs may change over time and provision must reflect this. The aim of any additional provision is for the student to achieve age expectations, so once they reach this threshold they may be removed from the school SEN register. If they fall behind again at any point, then they may be added to the register again.

What should I do if I think my child has special educational needs?

Contact the school directly to discuss any concerns you may have. Miss Gladwin (non-teaching SENCo) or Mrs Rhodes (Assistant SENCo) in the Curriculum Support Department are available on 01709 710672 ext. 296 or jgladwin@rawmarsh.org or jrhodes@rawmarsh.org

How will school support my child?

The Curriculum Support Department oversees our cohort of pupils with SEND.

The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.  Sometimes, some students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Then, the school are responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:

  • Additional adult support in the classroom – departments have Teaching Assistants (TA’s) who support the teacher in helping the learning of whole class and individual students.
  • Timetabled interventions – Intervention takes place through the Curriculum Support Department, RWI intervention, the Literacy intervention department and the Numeracy intervention department. We also offer support around Social and Emotional needs. Support is provided through timetabled classes complete a structured programme of intervention.

Curriculum Support will track the support your child is receiving and evaluate the success of any interventions regularly.

Some children are given a keyworker who work with students identified as needing additional individualised intervention.  Keyworkers meet as a minimum on a  half termly basis with the student to review progress and set SMART targets as well as providing staff with specific strategies to address the needs of the student.

Furthermore, the Curriculum Support department collaborates with other specialist departments in the school including:

Specialised Literacy Intervention Team

Further to other intervention in school the Personalised Learning department works with students on specific areas of learning difficulties which are not addressed via other literacy interventions in school.  This is through timetabled lessons and withdrawal from classes, in which students work through a programme of

Autism Support

  • Daily support in terms of before school, break and lunch times and after school for ASC students to access a quiet place.
  • 1:1 crisis support for students who are suffering anxiety or need a quiet place to calm down where students who are suffering extreme anxiety can be kept safe and be allowed to calm down before returning to lessons.
  • Identified students have been issued with the traffic light card system
  • Visual timetables available if students need them
  • Resources to reduce anxieties
  • Building positive relationships with parents
  • Autism social groups where students can meet other students who have autism and can discuss and share personal experiences as well as undertake a defined programme of work designed to support social aspects in partnership with the Autism Communication Team.
  • Keywork identified students to help keep them on track and succeeding in lessons. This includes a personal profile that all staff in school can access.
  • Communication with teachers to ensure the appropriate measures and reasonable adjustments are in place for these students.

 

 Mentors

  • Students are identified and worked with to address areas of underachievement.

 

The BASE

  • Provides bespoke academic support for students who demonstrate challenging behaviours or emotional difficulties and are in danger of exclusion from lessons. BASE identify and help to remove barriers to learning and advise on an alternative curriculum, or Individual Learning Programmes to suit the individual needs of identified students.  Support is delivered through in-class support, personalised timetables, one-to-one support and teaching and the use of the BASE as an area students can access when they need additional support.

Student Emotional Support

  • Targeted emotional support through referral and appointments for students who need support to overcome barriers and an early intervention programme for Y7 and Y8’s aimed at overcoming personal barriers to learning.

 

 

EAL Support

  • Where needed a Key Worker is assigned to support, set targets and advocate on behalf of the student.
  • Additional reading intervention is in place.
  • Profiles on students available to all staff.
  • Lesson support from TA’s.
  • Visual aids/key words.
  • Close liaison with the authority

 

Heads of Year and Student Progress Team

Head of Year oversees student academia and progress for an assigned year group.

The department is staffed by 5 Student Progress Managers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for dealing with day to day matters, working closely with parents and liaising with external agencies to ensure students can access their education. Any Safeguarding issues are passed on and dealt with by our Safeguarding Team.

Attendance Office

Working alongside the Student Progress Team department is the Attendance Office, responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.

How are the school governors involved and what are their responsibilities?

The Governing body review the progress of SEND students as part of the whole school data review that takes place on an annual basis.  This allows the Governing body to assess the success and impact of the school on SEND students.

The Link governor for SEND and Safeguarding is Judy Oledale who monitors the provision for SEND students in school on a termly basis.

How will the curriculum be matched to my child’s needs? What are the school’s approaches to differentiation and how will that help my child?

Most students’ needs are met through good teaching practice in the classroom; by providing differentiated learning opportunities, grouping by ability and accommodating diverse learning styles. The learning styles of students, teaching environment, teaching style, tasks and activities are taken into account when addressing SEN. This is supported by additional information to staff to meet whole class interventions and ensure that each individual student is making progress. Staff are involved in regular training to keep them up to date with any changes to student needs.

At Key Stage 4 students choose from a range of GCSE and BTEC, which help to prepare them for the next steps in their education, be that college, apprenticeships or work. Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.

The Curriculum Support department runs a breakfast and homework club every day after school. 

How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress?

Communication with home is very important to the school and we try to promote good communication between all members of staff and parents/carers. The Curriculum Support Department is open from 8am – 4pm every day and can be contacted by calling 01709 710672 ext 296 or jgladwin@rawmarsh.org

Planned arrangements for communicating between school and home include:

  • Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning. The Curriculum Support Department are available at every parents evening.
  • Each year group has a report programme, which includes at least three progress checks for key stage three (current levels of attainment) and six progress checks for key stage four (predicted GCSE attainment).  Each student receives one full report including subject specific reports, tutor report and head teacher report (alongside current levels of attainment).  These are sent home to parents/carers and provide a basis for discussion about progress in different subject areas.
  • If your child has an Education, Health and Care Plan (EHCP) or Statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the Deputy SENCO and attended by parents/carers, teachers and outside agencies involved in the student’s education.

How does the school know how well my child is doing?

At Key Stage three, data captures occur three times a year.  At Key stage four data captures occur four times a year.  Effort grades and current attainment grades are reported to parents/careers.  The non-teaching SENCo meets with necessary colleagues to discuss the progress of students and implement any necessary interventions.  Keyworkers meet with students and set SMART targets which are reviewed on a regular basis.

The impacts of intervention programmes are reviewed on a regular basis (Dec, April and July) and in cases where students are not making the expected progress the intervention is appraised.

The Curriculum support department maintain regular contact with teachers to monitor the progress of SEND students by monitoring the Cause for Concern (CFCs) and Cause for Praise (CFP) and address any concerns that arise, liaising with the head of year and other departments in school to do so.

What support will there be for my child’s overall wellbeing? What is the pastoral, medical and social support available in the school?

Heads of Year and Student Progress Team

Head of Year oversees student academia and progress for an assigned year group.

The department is staffed by 5 Student Progress Managers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for dealing with day to day matters, working closely with parents and liaising with external agencies to ensure students can access their education. Any Safeguarding issues are passed on and dealt with by our Safeguarding Team.

Medical support

Students Care plans are shared with appropriate staff and the school participates in any review of these plans.  Students who have long term illnesses that impact on their education are supported through the learning mentors and the curriculum support department on an individualised basis, therefore parents are encouraged to contact the school to discuss any concerns they have.

Physical Support

Staff are trained in moving and handling procedures and provide support in practical and physical lessons. Overhead hoists, ramps, lifts to access upper floors are available in some blocks. Physiotherapy is given to students with specific plans.

How does the school manage the administration of medicines?

Curriculum Support is responsible for the safe management of all medication that is received by the school.  We will record all medication that is to be stored in the medical safe and ensure that it is stored appropriately. We will keep a record of all administered medication and will assign each student a school medication form which will be completed and signed every time the student has their medication.

What support is there for behaviour, avoiding exclusion and increasing attendance?

The school has a clear behaviour policy which can be found on the school website and in student’s personal planners.  Students who are disrupting lessons can be expected to be removed from the classroom and sent to Sanctions.  A range of interventions is employed to address poor behaviour and encourage students to become self-managers of their own behaviour.

Ways in which we praise students:

  • Cause for praise
  • Postcards home
  • Positive phone calls
  • Certificates
  • Award assemblies
  • Rewards

 

Ways in which we sanction students:

  • Causes for concern
  • Sanction room
  • Detentions
  • Isolations
  • Fixed term exclusions
  • Meetings with School Governors and SLT
  • In rare cases Permanent Exclusions are sought

 

  • Attendance Office

Working alongside the Student Progress Managers is the Attendance Office, responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.

How will my child be able to contribute their views?

Students who work with a key worker have the opportunity to discuss any concerns and set targets to help them to improve their effort and attainment in school.  Furthermore students are encouraged to speak to any member of staff if they wish to make their views heard.

Students with EHCPs/statements of SEN are encouraged to have an active involvement in the annual review process where appropriate. Student voice is gathered twice yearly as a method for the Curriculum Support Department to improve their practice.

What specialist services and expertise are available at or accessed by the school?

We have links with all support services provided within our Local Authority and their support is called upon when needed.

The following services/agencies are available to school:

  • Educational Psychology service
  • Hearing Impaired Service
  • Visually impaired Service
  • Autism Outreach Team
  • Education Welfare Services
  • Social Care
  • Health Services
  • Child and Adolescent Mental Health Services (CAMHS)
  • Integrated Youth Support
  • Various parent/carer support service
  • Vocational Training Providers
  • Others as deemed appropriate

What SEND training have the staff had or are currently having?

All teaching staff receives training on meeting the needs of SEND students from school based specialist staff.  New teachers to school receive training to ensure they are meeting the needs of the students.  When necessary, meetings with individual teachers are held to give information on meeting the needs of specific students and individuals.

How will my child be included in activities outside the classroom including school trips?

All students are entitled to be included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

How accessible is the school environment?

How will RCS ensure that my child can access all aspects of school life?

The Disability Discrimination Act placed new duties upon schools to remove discrimination against pupils with disability in their access to education. It required them to make “reasonable adjustments” to their policies, procedures and practices to accommodate pupils with disability more fully in school life.

This plan is in line with paragraph 3 of schedule 10 of the Equality Act and the SEND Code of Practice 2015.

The Curriculum Support Department, led by Jenna Gladwin will assess your child’s needs and distribute support and make adjustments as necessary. Pupils are assessed individually and therefore there provision is bespoke to them. Teachers Assistants and Learning Mentors are deployed to support pupils in lessons. These specialised staff are rigorously kept up to date about pupils needs and progress to ensure they can meet your child’s needs in lessons.

Interventions are sought at the earliest opportunity through early assessment and extended transition. Interventions and other engaging lessons are applied to a pupils timetable if we feel it is right for them. Progress 8 Measures are of course considered but may not be appropriate for every child. All of our interventions have the whole child at the heart of them.

Pupils who face physical challenges are supported through individual care and access plans. Curriculum Support Staff are trained in Manual Handling and Personal care of said pupils.

The school is equipped with Disabled toilets, hoists and changing beds for those pupils who need this. Lifts are in place, handrails and the use of aids such as wheelchairs, walking frames, sticks and standers are fully integrated into school life. Changes to improve access to doors, stairs, toilet, changing facilities, and consideration of the impact of signs, colour schemes are considered and updated as required. Outside of the school building the provision of disabled parking is available.

The Curriculum Support Department is accessible to pupils from 8am until 4pm for support with homework, access to a quiet space and staff on hand to answer any queries. Access to the School Counsellor is available to pupils should they require it.

We work closely with external agencies and seek additional support from them swiftly, should it be required.

Classroom teachers have access to individual pupil profiles and are trained regularly on how to support and include all pupils.

Pupils Voice is gained through Tutor Groups, School Council and Pupils Voice gathered by Curriculum Support twice a year.

Parents have 3 formal opportunities to review their child’s progress.  Parents evening, report home and a review meeting with Jenna Gladwin.

How will the school prepare and support my child when joining the school and transferring to a new school?

We have a Transition Coordinator who has built excellent links with all our feeder schools. The Transition Coordinator attends all Annual Reviews for Y5/Y6 statemented pupils and Y6 reviews for those pupils who have a Learning Support Programme. We collate comprehensive objective and subjective information on all vulnerable students and those with SEN and this informs our provision for their education at RCS.  Parents of Year 6 students are invited to a Transition Parents’ Evening and are given the opportunity to discuss any concerns and meet with members of the support team. Identified pupils are also offered extra transition support in the form of visits to the school and transition activities during the spring/summer term of Y6.

We carefully plan Y9 transition and options with SLT, parents/carers and students. All Y11 pupils receive information and guidance about Post16 options and support to access these options where necessary.  Students that require additional advice are supported by their keyworker and mentors to identify early their career aspirations and support them to achieve these. Where needed referrals to the IYSS team are made to support early post 16 transitions.

How are the school’s resources allocated and matched to children’s needs?

The Curriculum Support Department receives an annual departmental allowance to cover the costs of materials, books and apparatus. It is the responsibility of the faculties within school to delegate sufficient resources to special needs within their own subject areas. Funding by the local authority for SEN is based on a formula which takes into account:

The number of students on roll.

The prior attainment of pupils at the school

This funding is used to support all pupils with SEN whether or not they have a statement/EHC. The needs of individual students are assessed within the school’s monitoring systems and resources are deployed according to need. Needs may be met by in class support or by intervention programmes delivered individually or to small groups on a withdrawal basis. A very small number of pupils who are identified as having significant needs are allocated special funding by the Local Authority (Exceptional Needs Funding). The school is responsible for ensuring that this funding is used to the benefit of the individual concerned.

How is the decision made about what type and how much support my child will receive?

Our provision is arranged to meet our students’ needs, within the resources available. This approach reflects the fact that different students require different levels of support in order to achieve age expected attainment.

The non-teaching SENCo and Assistant SENCO consult with subject teachers, Heads of Faculty and Heads of Year, as well as with support staff, to discuss the student’s needs and what support would be appropriate.

There are always on-going discussions with parents/carers for any student who requires additional support for their learning.

How do we know if it has had an impact?

  • We see evidence that the student is making progress academically against national/age expected levels and that the gap is narrowing – they are catching up to their peers or expected age levels
  • Evidence that students are making progress socially and emotionally
  • The student is achieving or exceeding their expected levels of progress
  • Verbal feedback from the teacher, parent and student
  • Formal or informal observations of the student at school
  • Students may move off of the SEND register when they have ‘caught up’ or made sufficient progress.

Who can I contact for further information?

Non-teaching SENCo Jenna Gladwin: jgladwin@rawmarsh.org
Assistant SENCo Julie Rhodes: jrhodes@rawmarsh.org

Who should I contact if I am considering whether my child should join the school?

All admissions to school are handled by the Local Authorities Rotherham Admissions team.

http://www.rotherham.gov.uk/schools

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