OFSTED, November 2013
“Students with special educational needs make at least good progress.” / “The Nurture group is particularly effective in easing students into school life.” >
Welcome to our SEND Information Report which forms part of the Leeds Local Offer for learners with Special Educational Needs or Disability (SEND) in accordance with the Special Educational Needs and Disability Code of Practice, January 2015. The Governing Bodies of all maintained schools and academy school proprietors have a legal duty to publish an Information Report on their website about the implementation of the Governors’ or the proprietors’ policy for students with SEND. The information published will be updated annually. The Information Report also applies to all learners who are looked after by the local authority and have SEN.
When we talk about “provision”, we mean what we provide in order to meet the needs of a student and help them make progress at school which is appropriate to their age.
At different times in their school career, a student may have a special educational need. The January 2015 Code of Practice defines Special Educational Need (SEN) as:
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. A child or young person of compulsory school age has a learning difficulty or disability if they:
If a learner is identified as having SEN, we will make provision which is “additional to” or “different from” that provided for non‐SEN learners (the normal differentiated curriculum), which is intended to overcome any barriers to their learning.
The Equality Act, 2010, gives the following definition of disability:
“A person has a disability for the purposes of this ACT if they have a physical or mental impairment which has a substantial and adverse long‐term effect on their ability to carry out normal day‐to‐day activities.”
This definition of disability includes children and young people with long‐term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disability and SEN. A child or young person may therefore be covered by both SEN and disability legislation. Students at Guiseley School who have a disability but do not have SEN are recorded on our Learning Support Register as having “Additional Educational Needs”. Our facilities for helping disabled learners to access the school are described fully in the school's Accessibility Plan, available on our policy documents page.
At Guiseley School we believe in and practice participation for all. For us, the student and their family is at the heart of all we do.
We will always involve parents in how we support their child in such activities in the context of the Code of Practice. We value high‐quality teaching (“Quality First Teaching”) for all students and monitor the quality of learning and teaching in the school. We use a range of methods to do this including regular lesson observation, work scrutiny by Heads of Department and Senior Leaders, learning walks/enquiries (when senior staff and/or SENCo follow a student or group of students to see at first hand their learning experiences), subject “health checks" and continuous, regular professional development training for all staff. Our training of and support for staff, including all non‐teaching staff, with regard to supporting SEN learners includes and has included:
Where necessary, school can access outside specialist expertise such as Educational Psychologist, Speech and Language Consultant, Health and Social Care bodies or charities which support studentss with emotional health issues by:
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We regularly monitor the progress of all students, and staff continually assess progress to ensure that learning is taking place. Our whole‐school system for monitoring progress includes tracking by subject teachers, form tutors, Heads of Department, Key Stage Co‐ ordinators, Progress and Achievement Leaders, the SENCo and the Senior Leadership Team (SLT).
Most, but not all, of our learners with SEN will have had their needs identified at primary school and we need to ensure that we support them as effectively as possible when they move to high school (“transitional support”). We therefore ensure that we have robust and monitored transitional support procedures in place so that we, as a high school, are aware of learners’ needs at as early a stage as possible. As part of this on-going transitional support, information on a learner’s needs and successful strategies for meeting them are also shared as part of a “Helpful Learning Guide” which is co-produced between the student, their parents/carers, us and, as appropriate, primary school.
A student can have a Helpful Learning Guide at any point in their school career and it is always co‐ produced with the student and their parents/carers.
For all students, subject teachers, form tutors, support staff, parents/carers and the child or young person themself will be the first to notice a difficulty with learning. We try to always ensure that any identification of SEN involves the student, their parents/carers and their teachers. The Special Educational Needs Co‐ordinator (SENCo) will also support with the identification of barriers to learning using a range of assessment tools/packages such as:
The assessment tools/packages are standardised/norm referenced which means that the results are compared against a large national sample of individuals of the same age. If the student is at an age‐ expected or age‐appropriate level they will score between 85 and 130 on the scale, with most individuals of that age group scoring around 100. It is important to remember that these assessment tools/packages can only provide a snapshot of a student’s abilities on that day as they can of course be influenced by other factors.
If a student has a significantly low score in one particular area, this doesn’t necessarily always mean that they have SEN as students can fall behind their peers for a number of reasons: they may have been absent from school, they may have attended a number of schools and not had consistent opportunities to learn and make age‐appropriate progress. They may be new to English (“English as an additional language” or E.A.L.); they may have worries or anxieties which distract them from learning.
At Guiseley School, we are committed to ensuring that all students have equity of access to learning opportunities and we will intervene with those who are risk of not learning to age‐expected and age‐appropriate levels.
This doesn’t mean that all vulnerable or EAL students have SEN: only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile as of 21 September 2017 shows that we have 98 students (7% of the school roll of 1,416) identified as having SEN; 10 of these have an Education, Health and Care Plan (maintained by either Leeds City Council or Bradford District Council).
Every teacher is required to adapt the curriculum to ensure access to learning for every student in their class. The Teacher Standards 2012 detail the expectations of all teachers and this is why at Guiseley School we place such emphasis on the professional development of all staff.
Teachers use various strategies to adapt (differentiate) the curriculum. This might include:
All our students who are identified as having SEN are entitled to support that is “additional to” or “different from” the normal differentiated curriculum. The precise type of support is dependent on the individual’s learning needs and is intended to enable access to learning, overcoming the barrier to learning identified in the SEN. For the learners with the most complex needs, this support can be detailed on a provision map. These maps are modified and updated each year (or as appropriate) as the learners develop and their needs change.
Guiseley School employs a team of Learning Support Assistants (LSA’s), one Lead Learning Support Assistant and three Higher Level Teaching Assistants (HLTA’s). One HLTA is a member of the English department team, one is a member of the Mathematics department team and the third is working under the direction of the SENCo. These staff, together with the SENCo, our Social Worker and Emotional Mentor, form the Learning Support team.
Our LSA’s work in subject classrooms and th Student Support Centre, working with teachers to provide personalised learning programmes for students with special or additional needs. We always try to ensure as high a match as possible between the needs of a student or group of students, the subject in question, and the skills, experience and knowledge of the LSA. This is to achieve as far as possible a student‐centred approach across the curriculum. Our LSA’s therefore develop an improved knowledge of how our students learn best and are better placed to work collaboratively with teachers to deliver lessons designed to minimise an individual’s barriers to learning.
In addition to the specialist provision available within school we also seek advice and guidance as appropriate from specialist teams at Leeds Children’s Services, all of which are described on the Leeds Local Offer website, particularly:
Guiseley School is also a member of the Aireborough Learning Partnership of schools, the Aireborough Extended Services provision and the Leeds North-West Area Inclusion Partnership.
Details of the work of and support for our learners and their families from Extended Services are available here:
Monitoring the progress of students is an integral part of teaching and leadership at Guiseley School. We always welcome feedback on the effectiveness of the support we give our students (please see “contact us” below).
Parents/carers, students and staff are involved in reviewing the impact and outcomes of SEN provision on a regular basis. We follow the “assess, plan, do, review” model of SEN Support from the 2015 Code of Practice to ensure that parents/carers and their children are involved at each step. Before any additional provision is put in place to support a student with SEN, the SENCo, teaching staff (as appropriate), parents/carers and the student will agree what they would expect to be different following the intervention.
Students, their parents/carers and their teaching and support staff will be directly involved in reviewing progress:
We recommend that parents look at useful websites to help them understand all the issues around their child’s special educational needs and work with us to support their child. Two very good examples of such sites are Special Needs Jungle, available on: http://www.specialneedsjungle.com/ and the Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS), available on: http://www.leedssendiass.co.uk/contact/
If a student has a Statement of SEN or an EHCP, the same regular review conversations take place but the Statement or Plan will also be formally reviewed at least annually.
We always welcome the views of the students of Guiseley School, in whatever format they choose, and however they choose. This can be through the Student Council as part of student voice, through registration or lesson time. Below is an example of how some of our autistic students have provided their views on what works well for them and what could be better. This helps our staff to understand what they find challenging and what they need particular help with.
All students have equal opportunity to access extra‐curricular activities at Guiseley School and the school offers a wide range of additional clubs and activities. We are committed to making reasonable adjustments to ensure participation for all.
Transition is a part of life for all learners. This can include:
Guiseley School is committed to working with students, their parents and families, and other settings/providers to ensure that positive transitions occur.
Planning and support for transition is a particular and important element of our provision for all SEN students at Guiseley School. Planning for transition from Year 6 to secondary school begins as soon as possible in Year 6 and often in Year 5. For those students with Statements of SEN or EHCP’s, the SENCo will attend the Annual Review in Year 6 and, wherever possible, in Year 5, to begin to build a picture of individual need.
From Year 9, transition planning starts for the move into Key Stage 4 and from there into Sixth Form, college or employment. The SENCo and Learning Support team work closely with other providers and settings to ensure a transition which is as smooth and positive as possible for students with SEN and/or disability.
We welcome your feedback and future involvement in the development of our SEND Policy and this SEND Information Report so please do contact us. The school contact number is: 01943 872315.
Headteacher: Mr Paul Morrissey
SEN Governor: Mrs Gwyneth Stephen
SENCo/Director of Inclusion: Mr Garry Freeman