St Andrew the Apostle School SEN Information Report
St Andrew the Apostle School is a mainstream secondary school that currently has children in Years 7
and 8. The school believes that all children and young people are entitled to an education that
enables them to:
• Achieve their best
confident individuals living fulfilling lives
• Make a successful
transition into adulthood, whether into employment, further or higher education or training
‘I have come so that they may have life and have it to the full.’ (John
Under section 65(3)(a) of the Children and Families Act 2014 the Governing Body is required to
publish information about Special Educational Needs policy and provision. This information is
updated annually and was last updated on 1 September 2014.
1. The kinds of special
educational needs for which provision is made at the school:
We currently support
children with the following Special Educational Needs, and do so in line with the 2014 Code of
Practice: ASD, dyslexia, dyspraxia, dyscalculia, hearing impairment, SLD (Literacy), medical
2. The school's policies for the identification and assessment of pupils
with special educational needs:
The school’s policy for identifying children
with SEN is in line with the SEND Code of Practice 2014. A copy of this can be found on the school
website. The school recognises that a child or young person has SEN if they have a learning
difficulty or disability which calls for special educational provision to be made for them. As
defined in the 2014 Code of Practice, the school accepts that a young person has a learning
difficulty or disability if they: have a significantly greater difficulty in learning than the
majority of others of the same age; or if they have a disability which prevents or hinders them from
making use of educational facilities of a kind generally provided for others of the same age in
mainstream schools or mainstream post-16 institutions.
3. Information about the
school’s policies for making provision for students with special educational needs whether
or not pupils have Education and Health Care Plans, including:
(a) how the
school evaluates the effectiveness of its provision for such pupils;
evaluates the effectiveness of its provision for all students, regardless of SEN, through the
outcomes they achieve and their progression to further stages of education. All students are set
challenging progress targets for their learning achievements and the impact of teaching and
additional support is measured by the school through student outcomes. Children with SEN are
expected to make the same progress as their peers. SEN students also receive regular progress
reviews through the monitoring of personalised ‘Learning Support Plans’. The
school monitors the effectiveness of its main and wider curriculum through the take up of and
participation in additional activities. The evaluation of all aspects of provision includes input
from students and parents.
(b) the school’s arrangements for assessing and
reviewing the progress of pupils with special educational needs;
assessment and monitoring procedures are in place and apply to all students at all levels. SEN
children are assessed in the same way as all other children. The school follows the Code of Practice
to assess, plan, do and review when undertaking any specific areas of support, and has structures in
place to ensure on-going regular assessment of outcomes which are discussed with the child and
parents. Students are also assessed following any periods of intensive targeted intervention.
school’s assessment procedures ensure that all progress is closely monitored at all times and
that any concerns are rapidly raised and the necessary support made available through the class
teacher to enable progress (please refer to the SEN policy – available on the school website).
Parents are informed when additional learning provision is provided for their child (as per the SEND
Code of Practice, section 6.39). The SENCO works together with the rest of SLT to ensure
standards are maintained across the school.
(c) the school’s approach to
teaching students with special educational needs;
Children with SEN are expected to
be able to work within mainstream classes, given high quality teaching and work clearly
differentiated to their level of ability. Specific specialist help may be made available for short
term support to raise levels where there is a clear indication that this will achieve expected
(d) how the school adapts the curriculum and learning environment for
students with special educational needs;
The school would not expect to make
significant adaptations to the curriculum to enable children to succeed but would make any necessary
adaptations to the learning environment to ensure children have opportunity wherever possible to
progress at the same level as the rest of the class. The school has an open door policy for all
students and supportive conversations with appropriate members of staff are always available in
addition to regular planned meetings.
(e) additional support for learning that is
available to pupils with special educational needs;
Additional support is provided
through short term targeted interventions which may be in class or occasionally require withdrawal
from some lessons. All students, who are identified as having SEN, have learning support plans that
are discussed with them and their parents and, where appropriate, these include arrangements for
accessing the curriculum.
(f) activities that are available for students with
special educational needs in addition to those available in accordance with the
All children are expected to be involved in the full range of school
activities. Only in the case of distinct disability (e.g. wheel-chair use in sport) would any child
be unable to take part in any normal school activity.
(g) support that is available
for improving the emotional and social development of students with special educational
The school’s pastoral system supports all children with close focus on
their social, emotional moral and spiritual development. Where necessary the school has access to
Counsellors and external support services who can be used for short term intervention. In the case
of more severe need, outside agency support would be sought as a matter of course.
has an anti-bullying policy which applies to all students and operates in line with the school’s
Character Education approach to behaviour management.
The school has links to health bodies and
social care bodies through the local authority and can draw on these if there is a significant need.
In relation to mainstream schools and maintained nursery schools, the name and contact details
of the SEN co-ordinator:
The school’s SENCO is Mrs Sampson who can be
contacted using the main contact details for the school which are available here.
5. Information about the expertise and training of staff in relation to children
and young people with special educational needs and about how specialist expertise will be
The school goes out of its way to employ outstanding teachers to ensure
that all children receive the highest possible quality of education. All recent research has shown
that progress is made in direct relationship to the quality of teaching. Qualified teachers normally
work within areas where they have specific expertise to enable children to make expected levels of
progress at all times and to ensure all programmes of support are tailored to specific need. All
staff receive induction and regular update training on supporting children with SEND. Where
appropriate, specialist expertise is sought through the Local Authority, Russell Education Trust and
other relevant agencies (e.g. hearing impairment).
6. Information about how
equipment and facilities to support children and young people with special educational needs
will be secured.
Specialist equipment to support individual needs is secured on a
case by case basis with the advice, where appropriate, of external specialist
7. The arrangements for consulting parents of children with special
educational needs about, and involving such parents in, the education of their
We consult with parents of children identified as having SEN at least every
term when academic assessments are made. In the first term, Year 7 parents will meet with the form
teacher; in the second a written report will be sent home and parents are welcome to come to the
school to discuss any concerns they may have; in the third term students with statements or EHCPs
will have an annual review and parents of all other SEND students will be able to meet with the
8. The arrangements for consulting young people with special educational
needs about, and involving them in, their education.
Wherever possible and
advisable, children are involved in the review process and that of setting targets for the next
session. The school believes that young people have a right to be involved in making decisions and
exercising choices. They have a right to receive and impart information, to express an opinion, and
to have that opinion taken into account in any matters affecting them. Consequently, the school is
committed to working in partnership with the child, parents, carers and outside agencies to identify
9. Any arrangements made by the governing body or the proprietor relating to
the treatment of complaints from parents of students with special educational needs concerning
the provision made at the school.
In the event that a parent or carer is concerned
about the progress that their child is making at the school they should contact the SENCO in the
first instance. If the parent or carer remains unhappy about the outcome, the Headteacher should be
contacted. These are the first stages of the school’s complaints policy which is available in
full on the website.
10. How the governing body involves other bodies, including
health and social services bodies, local authority support services and voluntary organisations,
in meeting the needs of pupils with special educational needs and in supporting the families of
Where a student with SEND is not making appropriate progress and we
feel that they need advice and support from external professionals, we will discuss such a need with
parents. If it is felt appropriate, we will then refer a student to an external agency and/or
professionals for diagnosis, support or advice. Subsequent to such a referral, we will work with the
external agency to support such students, using agency support and advice. We use the Local
Authority Educational Psychology Service to make referrals to Advisory Support Teachers and
Educational Psychologists. We also work with other external agencies such as the Child and
Adolescent Mental Health Services (CAMHS), Speech and Language Service, Literacy Support Service,
Counsellors and the Autism Support Service.
11. Contact details of support services
for the parents of students with special educational needs:
Help Offer identifies the need for help for children and families as soon as problems start to
emerge, or when there is a strong likelihood that problems will emerge in the future.
Help Offer is not just for very young children as problems may also emerge at any point throughout
childhood and adolescence. The Early Help Offer includes universal and targeted services designed to
reduce or prevent specific problems from escalating or becoming entrenched.
Contact details for
all support services can be found at:
The school’s arrangements for supporting students with special educational needs in
transferring between phases of education or in preparing for adulthood and independent,
The school works closely with all children as they approach times of
transition. There is close co-ordination with all feeder primary schools to ensure smooth transition
from KS2 to KS3, which includes visits to the primary schools concerned and a range of induction
visits for new children. At the end of KS3, meetings will be focussed on transition to KS4 and
ensuring the right pathways are established and clearly understood by a child and their
13. Information on where the local authority’s local offer
The local authority’s local offer is published on its website:
Revised September 2014. Download PDF Copy
Click here to read
the school's SEND policy.