SEND Information Report 

This document contains information about the provision offered for students with Special Educational Needs (SEN) at Springwell Community College. It should be read in conjunction with the SEN mission statement and policy, the Inclusion policy and the Accessibility plan and forms part of the Derbyshire Local Offer for secondary schools. 

 

If you have any questions about provision made for students with Special Educational Needs at Springwell Community College, please contact any of the people below:


Headteacher
Mr I WIngfield
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Deputy Headteacher
Miss H Staton
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Learning Support Manager & SENCO
Mrs M Thompson
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SEN Admin Assistant
Mrs A Rodway-Edson
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Assistant Headteacher, Curriculum

Mr S Birks
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Anti-bullying Co-ordinator
Miss C Hoyle
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The report is broken down into the following sections:

  • What is SEN?
  • What kinds of SEN do we currently support?
  • How do we support students with SEN?
  • How do we identify SEN?
  • How do we assess SEN?
  • Which other agencies do we work with?
  • How do we evaluate whether support is effective?
  • What other opportunities for learning do we offer?
  • Disability
  • Transition
  • How can you contribute and have your say?
  • Useful links

 

What is SEN?

A young person has SEN if they have a learning difficulty or disability which means they need special educational provision made for them. 

A learning difficulty means that they have a significantly greater difficulty in learning than the majority of others of the same age. 

A disability is a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities. 

A young person with a disability only has SEN if they need additional support to use the facilities generally provided for others of the same age in a mainstream school.

 

What kinds of SEN do we currently support?

The Code of Practice, June 2014, identifies four areas of SEN, all of which are provided for at Springwell. These areas are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

There are a number of students with specific types of SEN currently supported at Springwell which include:

  • Autism Spectrum Disorders (ASD)
  • Attention Deficit Hyperactivity Disorders (ADHD)
  • Physical difficulties such as cerebral palsy, neurofibromatosis and dyspraxia
  • Downs Syndrome
  • Specific learning difficulties – Dyslexia, Dyscalculia
  • Auditory Processing Disorder (APD)
  • Hearing Impairment
  • Visual Impairment
  • Emotional and social development
  • Speech Language and Communication difficulties

 

How do we support students with SEN?

Springwell Community College has an inclusive approach to education and it is the responsibility of every member of staff to provide all students with a suitably differentiated curriculum, in order to meet their learning needs, and to provide pastoral support and care for all students, including those with additional needs. We aim to support, challenge and empower all students to achieve to the best of their ability.

Specific interventions can also be put in place to meet individual needs. These include:

  • Additional small group English
  • 1-1 intervention work 
  • Reading programmes such as Lexia, Accelerated reading and Toe by Toe
  • Handwriting, spelling and memory programmes
  • Learning Mentors
  • Teaching Assistant support
  • Placement in the Learning Support centre
  • Positive Support

All interventions are tailored to meet individual needs and support provided is not ‘one size fits all’.

 

How do we identify students with SEN?

Identification of needs for all students begins whilst they are still at primary school. We work closely with our partner primary schools to obtain quality information about all students who are transferring to Springwell. See transition section below.

All students are carefully monitored by their teachers to ensure that they make good progress and those who are identified at risk of having SEN, based on the definition given in the Code of Practice, are referred to the Learning Support Manager/SENCO for advice and support.

If a student is identified as having SEN, we will make provision that is ‘additional to or different from’ the normal differentiated provision. This provision may well include some of the provisions listed in the section above. Also see the support section above..

 

How do we assess SEN?

Class teachers, support staff, parents/carers and the student themselves will be the first to notice a difficulty with learning. At Springwell Community College we do our utmost to ensure that any assessment of special needs involves the student, their parent/carer and their teachers. The Learning Support Manager (SENCO) will also support with the identification of barriers to learning and has a range of assessment tools available.

For some learners we may want to seek advice from specialist teams. We have access to various specialist services including those provided to all school by Derbyshire County Council which are described on the Local Offer.

https://www.derbyshire.gov.uk/education/schools/special_educational_needs/sen_disability_reforms/local_offer/default.asp

Which other agencies do we work with?

Educational Psychologist – only ‘core’ work will not be charged to the College. This is work with children and young people:

  • Who have a Statement or an Education Health Care Plan or where the Local Authority needs to make the decision to assess
  • Where the student’s needs are highly complex and persistent, they have received a graduated response and where they are likely to progress through statutory assessment
  • Some students prioritised by the Local Authority e.g. where they have complex needs and are in care and/or facing exclusion

Such cases will be considered against their threshold for involvement and discussed in regular planning meetings between the Learning Support Manager and the delegated Educational Psychologist.

All other work completed by the Education Psychologist will be charged to the College.

Additional services provided by the Local Authority include:

  • Speech and Language therapy
  • Hearing, Visual and Physical Impairment Advisory Services
  • School Health
  • Physiotherapist
  • Occupational Therapist
  • Autism Outreach
  • Multi-Agency Team

Additional purchased services available at Springwell Community College (costs available on request) include:

  • Specific 1-1 tuition
  • Bridge Project
  • Jigsaw and Junior Jigsaw Projects
  • Groundworks Creswell

Additional in-house services at Springwell Community College include:

  • Behaviour Support 
  • Learning Mentor
  • Behaviour Improvement Workers 
  • Positive Support
  • Intervention English / Maths groups
  • 1-1 interventions
  • Autism and Dyslexia interventions
  • Lexia reading programme
  • Accelerated Reading Programme
  • Forest Schools 
  • Allotment project

We have a range of teachers, teaching assistants and other support staff working at Springwell Community College. Every member of staff is trained in all aspects of safeguarding. In addition teachers and TAs have taken part in training relating to some or all of the following: autism; dyslexia; ADHD; attachment disorder; working with hearing, visual or physically impaired students; social and comic strip stories.

We currently employ 5 HLTAs and a range of Teaching Assistants at Levels 2, 3 and 4. In addition we have 2 Learning Mentors.

 

How do we evaluate whether support is effective?

Monitoring progress is an integral part of teaching and leadership at Springwell Community College. Students, staff and parents/carers are involved in reviewing the impact of interventions for students with SEN.

At the start of any intervention, it is agreed what is expected to be different as a result of the provision. A baseline is recorded and this is used to compare the impact both during and at the end of the agreed provision.

 

What other opportunities for learning do we offer?

All students have the same opportunity to access all extracurricular activities at Springwell Community College and a range of additional clubs and activities are offered. 

Click here to visit our Extra-Curricular Activities page.

We are committed to making reasonable adjustments to ensure participation for all. Please contact the Learning Support Manager (SENCO) for further information.

 

Admission Arrangements for Students with SEND

All students in Year 6 are admitted according to the Local Authority systems in place for transition at the end of KS2 with additional visits arranged as needed for students with SEND. This is outlined in more detail the Transition section.

For in-year admissions, students who have either a Statement of SEN or an Education Health care Plan (EHCP) are admitted through the Local Authority system for admission to a school. This is done through a formal written request to the LA for a change in named placement in the statement or EHCP. The LA will then consult with Springwell about whether the placement is appropriate and once the named school is changed, an admission meeting with the Student Progress leader and SENCO is organised and an individual induction package arranged to support the transition to Springwell. This induction package is specifically tailored to a student’s individual needs but will include at least 2 days in the Learning Support Centre.

Students who have SEND but do not have either a statement or EHCP are admitted through the normal application process for in year admission. Discussion will take place with parents and the previous school about specific needs and support previously in place. A package of support will then be tailored to the student’s needs and will include at least 1 day in the Learning Support Centre.

 

Disability

The Disability Discrimination Act 2004 and the Equality Act 2010 place specific duties on schools and other educational settings and providers. This includes the duty not to discriminate, harass or victimise a child or adult linked to a protective characteristic, as defined in the Act, and to make reasonable adjustments.

The Equality Act definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day duties.”

This definition includes children with long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with these conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.

 

Transition

At Springwell we take transition to the different stages of education very seriously. We have clear processes in place for transition to Springwell in Y7, for transition from KS3 to KS4 and for the move to post-16 providers in Y11.

The Y6-7 transition process includes:

  • Transition visits in May each year by the SENCO and the Student Progress Leader (SPL) for the new Y7 to all partner primary schools to meet the class teachers and talk about all Y6 students transferring in September. During this meeting additional work is also done with all the students about what life is like at Springwell in order to answer their questions and allay any fears.
    Specific attention is given to those students with SEN or receiving any additional support, so that appropriate information can be shared with Teachers and Teaching Assistants before the start of the academic year.
  • The SENCO attends Y5 and Y6 statement / Education Health Care Plan (EHCP) review meetings.
  • Individualised integration programmes are arranged for individual and small groups of students. These can include additional visits with primary staff in support, additional transition visits to boost confidence and self-esteem, preparation of individual student-centred resources to support memory and relieve anxiety over the summer break, summer school, additional visits by parents which include meetings with the SENCO, multi-agency meetings if appropriate and regular liaison with external agencies.
  • Once on roll at Springwell, all students are given a reading test to identify a baseline. This information, together with the KS2 fine points scores are used to identify those students who need additional literacy support. These students are withdrawn from Modern Foreign Languages, in the first instance, to follow an intensive, small group programme designed to boost reading and writing skills. All Y7 students take part in the Lexia reading programme as part of their normal English curriculum.

When students reach the end of Y8 they select their ‘Options taster courses’ for Y9 which then inform their GCSE options in Y10. Careful support is given to students with SEN to ensure that they choose options which will give them the best chance to achieve well and in which they are interested. For a small minority of the year group, alternative pathways are offered which include additional basic skills and small group provision on more vocational style courses.

In Y11, transition to post-16 provision is key for all students. Careful preparation is delivered to all students through PHSE lessons. Additional support is also given by the MAT Personal Advisors, the SENCO and the Careers Advice Teacher. Every effort is made to ensure that an appropriate placement is found and relevant support needs are identified and conveyed to the provider prior to the start of the course. Placements for students with SEN can include Chesterfield College, mainstream and special school 6th forms, smaller training providers such as NLT, Age UK, YMCA; and supported apprenticeships.

 

Access Arrangements

The college site is relatively new and is fully accessible by anyone with a physical disability. There is a lift in each building for access to upper floors and each building has designated disabled toilet facilities. All doors are wide enough to accommodate wheelchair access and all entrances are level with no steps into buildings. Buildings are colour-coded to facilitate ease of navigation by visually impaired students and adults. 

All signage is currently in English but will be amended as needed should the need arise for signage in another language.

Individual arrangements are put in place as needed for identified SEND students and their parents/carers. This could include moving around at a slightly different time to avoid crowds, early access to the dining hall at break and lunch times, physiotherapy, additional, specialist equipment, additional access arrangements for exams and a fixed place for disabled parents on parents evening with staff joining them rather than them having to move around to find teachers. Additional arrangements would always be made in consultation with parents and external agencies as appropriate.

The College Accessibility Plan can be found in the policies section of the website.

 

How can you contribute and have your say?

We can shape and develop provision for all our students to ensure achievement for all. The SEN report outlines our offer to students with SEN, but to be effective it needs the views of all interested parties including parents/carers, students, governors and staff. Please contact any of the staff listed to discuss provision or convey your views.

 

Useful links

Please see our SEN policy, Anti-bullying policy and Accessibility plan in the policies area of the website.

 

Other related information

Please note that these associations are not specifically recommended or endorsed by Springwell Community College

ADHD:

Autism Spectrum Disorders:

Down Syndrome:

Dyslexia / Dyscalculia:

Dyspraxia: