SEN Provision & Additional Educational Needs
SENCO: Mrs K Nelson
Fort Pitt recognises that all students are special, and the school works within the ‘Four Excellents’ to enable all students to reach their true potential. The Additional Educational Needs Manager (AENM), Mrs Camp, works with students, parents, teachers and PACE team, to ensure that students with special needs have full access to the curriculum and can achieve success.
We also call upon outside experts to assist in diagnosing specific learning difficulties and in suggesting strategies to support the individual student.
Students are able to negotiate individual strategies with their teachers and are able to take responsibility for their own learning. We foster a positive, supportive relationship between home and school to enable every student to achieve their best.
While taking account of the fact that students have different aptitudes and strengths, we are committed to giving all students the opportunity to reach their potential. We use praise, encouragement and support to assist students in their aspirations.
Help and advice is also available through our PACE Team who work very closely with the AENM to provide specialist developmental work with those students who are struggling with academic study or their own personal well being.
At Fort Pitt Grammar School we strive to support all students to enable them to reach their true potential. Our belief that students flourish and succeed when they feel happy and secure means that we place great emphasis on community and mutual support.
Effective teaching and learning is one of our core purposes; however for some students there are occasions when further additional support may be needed to help them achieve their targets.
This is where members of the PACE Team step in.
Mrs Camp – Additional Educational Needs Manager (AENM)
As Manager of AEN I am responsible for the co-ordination of specific provision made to support individual children with SEN.
I liaise with staff to monitor the pupil’s progress and plan further interventions where progress does not match a student’s perceived ability.
I work closely with the PACE Team who make full use of the wide range of external agencies that are able to give more specialised advice.
If you have any concerns regarding SEN matters do not hesitate to contact me.
There are many SEN terms that are abbreviated which can lead to confusion (even for us!).
Below is a glossary of the most used SEN terms.
|AAP||Attendance Advisory Practitioner|
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit & Hyperactivity Disorder|
|AEN||Additional Education Needs|
|APD||Auditory Processing Disorder|
|ASD||Autistic Spectrum Disorder|
|SEMH||Social, Emotional and Mental Health Difficulties|
|CAF||Common Assessment Framework|
|CAMHS||Child & Adolescent Mental Health Service|
|COP||Code of Practice|
|DCD||Developmental Co-ordination Disorder|
|EAL||English as an Additional Language|
|FSM||Free School Meals|
|ISR||In School Review|
|LAC||Looked After Child|
|MLD||Moderate Learning Difficulty|
|PSP||Pastoral Support Programme|
|SaLT||Speech & Language Therapy|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs & Disability|
|SENCO||Special Educational Needs Co-ordinator|
|SpLD||Specific Learning Difficulty|
Current SEN Updates
Children and Families Bill 2013
Now Children and Families Act 2014
The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill has reformed the systems for adoption, looked after children, family justice and special educational needs.
The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in Support and Aspiration: A New Approach to Special Educational Needs and Disability: Progress and Next Steps by:
- replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
- improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
- requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
What is the Local Offer?
- The Local Offer was first introduced in the Green Paper (March 2011) as
- a local offer of all services available to support disabled children and children with SEN and their families. This will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”
What will it do?
- The Medway framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services.With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.
- There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.
Below are Fort Pitt Grammar School’s responses to these questions.
1. How does Fort Pitt Grammar School know if children need extra help?
We know when students need help if:
- concerns are raised by parents/carers, teachers, teaching partners or the student’s previous school
- there is lack of progress and a student struggles to meet her personal targets
- there is a change in the student’s behaviour
- a student asks for help
What should I do if I think my child may have special educational needs?
If you have concerns then contact any of the following:
- Mrs Camp – Additional Educational Needs Manager (AENM)
- Relevant House Manager: Miss Tickner – Westwood, Miss Melhuish -Ryder, Ms Lewis – Somerville, Mr Roche – Meaden
2. How will I know how Fort Pitt Grammar School will support my child?
- Where necessary a student’s education programme will be adapted and differentiated according to individual need. Students are encouraged to take ownership of their own learning and will meet with the AENM to discuss what information should be communicated to their teachers to ensure they have full understanding of the individual’s needs. Parents are, of course, invited to this meeting should they wish to attend.
- An Individual Profile is collated, outlining the nature of the need, how progress can be affected and will give details of general strategies that will support and encourage a student to make progress. This is communicated to relevant teachers and is available for staff to refer to at all times.
- Some students will require greater input and will require subject specific strategies in all areas. Students will meet subject teachers on a one to one basis and negotiate interventions that will allow the best possible outcome regarding a) meeting individual targets and b) ensuring the emotional well- being of the student. A copy of all the strategies is available for parents to see and home- school communication is positively encouraged.
- A Provision Map is then collated for each student outlining the current areas of support. These are reviewed on a regular basis or when new information becomes available.
- When complete, a copy of the Individual Profile, Provision Map and Subject Specific Strategies will be sent home. If any parents have queries related to the interventions, they are asked to contact the AENM or a member of the PACE team.
- Pupil Progress Meetings are held each term. This is a meeting during which the form tutor meets with the students to discuss progress in relation to individual subject targets. All students will have a record in their planner of their predicted subject targets and it will soon become obvious if students with Additional Educational Needs require further input. This shared discussion may highlight any potential problems in order for further support to be planned.
- Occasionally a pupil may need more expert support form an outside agency such as the Children’s Therapy Team, Paediatrician etc. In this case referral forms will be completed in conjunction with parents/carers and forwarded to the most appropriate agency. Once assessments have been made, a programme of support (usually) will be provided to the school and parents/carers.
- The Governors of Fort Pitt Grammar School are responsible for entrusting named adults to monitor Safeguarding and Child protection procedures. Staff members who wish to raise concerns of a sensitive nature are advised to contact either, Mrs K.Camp, or Mr N Watkiss as a matter of urgency. Mr S.Maile is responsible for organising training and the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central record. The Governors ensure that the school is as inclusive as possible and that it treats all students and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
3. How will the curriculum be matched to my child’s needs?
- When a student has been identified with special needs their work will be differentiated to enable them to access the curriculum more easily.
- If appropriate specialist equipment may be allocated to the student e.g. lap top pen/pencils grips /coloured paper/overlays
- Access arrangements are put in place when there is written evidence to suggest that a student requires extra help in examinations to ensure that they are not disadvantaged in relation to their peer, e.g.:
- Extra time for timed examinations and assessments
- A scribe provided
- Word processor
- Supervised rest periods
- Separate invigilation
- Alternative accommodation arrangements
- Careful planning of Work Experience to ensure that a workplace is a suitable environment which caters for area of need
4. How will I know how my child is doing?
- You can monitor your daughter’s /son’s progress on a daily basis as all parents have access to CMIS and will be able to view information relating to academic progress. Parents of Year 7 pupils are invited to attend an information evening within a few weeks of the start of the academic year during which they are given a comprehensive demonstration on how to make full use of online feedback via ePortal.
- You will be able to discuss your child’s progress at Parents Evenings
- You will be able to access Effort and ‘Currently Working At ‘ grades on a regular basis
- Every student is given a planner in which messages can be exchanged between school and home. In addition, if a parent has a concern contact can be made with the form tutor, PACE team or AENM. If concerns necessitate a visit to the school, appointments can be made to speak in more detail.
- Subject Specific Strategies, Provision Maps and Individual Profiles are sent home.
How will Fort Pitt help me to support my child’s learning?
- Home /school contact via planner/e.mail/telephone conversations or at Parents Evenings
- Providing help and support at Information Evenings where possible
- The use of Student Academic Mentors (SAM)
- A member of the PACE team or Mrs Camp, the Additional Educational Needs Manager, may meet with you to discuss strategies to use if there are behaviour/emotional needs
- If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home
5. What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
- Non-teaching KS3 and 4 Achievement Coordinators.
- Members of staff such as the form tutor, subject teacher or AENM are also available for pupils who wish to discuss issues and concerns
- Sixth form students have the services of Mrs Jenny Lingham, Sixth Form Administrator, as their first means of support
- The vertical form group is an excellent source of support. Older students can encourage and support members of the group at the start of a school day
- Students may be offered a buddy and/or are encouraged to join a suitable lunchtime club to meet like-minded students across the age range. There is always a private area in PACE for a student requiring ‘time out’.
- Fort Pitt has a strong team of peer mentors who are readily available during lunchtimes and after school. Trained Cyber mentors are available at all time.
- The school regularly accesses support from the School nurse
- A school counsellor is available on a weekly basis. (Appointments are required)
- Exit cards are provided on a ‘need arise’ basis. On exiting a classroom, students are immediately supported on their arrival at PACE
- Supported study time within PACE
- Examination concessions given when recommended by professionals and supported with written evidence
- Extended Learning Zone. Students can work in supported study facilities, Monday to Thursday each week. Computers are available.
- Early career information, advice and guidance offered. An external Careers Adviser may be invited to attend Annual Reviews
Pupils with medical needs
- If a student has a medical need then a detailed Care Plan is compiled by Head Receptionist in consultation with parents/carers. These are discussed with all staff who are involved with the student
- Work missed as a result of attending appointments or through long term absence is e- mailed home or accessed via the school’s VLE, to be completed when possible
- All staff receive regular ‘epipen’ training delivered by the school nurse. Specialists in Diabetes and Epilepsy and other medical conditions are invited to educate and support school staff on a need arise basis.
- If necessary, and in agreement with parents/carers, medicines can be left in the school office. It is the student’s responsibility to collect and administer the medication.
- Students with medical needs are included in all school visits. Health care plans are always in the possession of accompanying adults.
- Health care plans are always taken to sporting events.
6. What specialist services and expertise are available at or accessed by the school?
At times it may be necessary to consult with outside agencies to receive specialist expertise and support
The agencies used by the school include:
- Autism Outreach Team
- Art Therapy
- Child Protection Advisors
- CAST (Child & Adolescent Support Team)
- CAMHS (Child & Adolescent Mental Health Service)
- Career Advice
- Children’s Therapy Team (Speech & Language/Occupational Therapy)
- Educational Psychologist
- Fant Oast House ( Adolescent Mental Health)
- Medway Hospital (Paediatricians)
- MAGIC (Medway Autism Group & Information Centre)
- PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment
- Inclusion Team
- Rivermead School
- School Counsellor
- Social Services
- School Nurse
- Young Carers
An Educational Psychologist is allocated to each school. He/she would normally only work directly with pupils who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.
This involvement is generally planned at the ISR (In School Review).These are meetings held three times a year involving school staff and, where appropriate, other professionals. The aim of an ISR is to gain an understanding of and try to resolve a student’s difficulties.
In order to help understand the student’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed.
He/she will offer advice to the school and parent/carers on how to best support the student in order to take their learning forward.
7. What training are the staff supporting children and young people with SEND had or are having?
Staff training related to SEND is reviewed regularly and sessions are organised relating to the most current area of need. Staff at Fort Pitt Grammar are particularly experienced and knowledgeable in their identification and support of students with a diagnosis of dyslexia, pupils on the autistic spectrum and pupils with emotional needs.
Members of the PACE Team have attended training in the following areas:
- CAF training
- Self- Harm
- Drug, Alcohol and Substance abuse
- Lead Professionals training
- Child Protection
- Members of the house leadership team attend all SEND and Inclusion and Forum meetings which focus on providing the best support for students with a rage of specific SEND and BESD needs.
8. How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
- Risk assessments are carried out and procedures are put in place to enable all students to participate. A one to one meeting with parents/carers will ensure the best means of supporting an individual’s needs
9. How accessible is the school environment?
Fort Pitt is a historical site with a mixture of old and new buildings. Reasonable
adjustments have been made to accommodate students and parents with a disability.
We are happy to discuss individual access requirements.
Facilities we have at present include:
- Ramps into school to make the building accessible to all
- A disabled toilet
- Wide doors in some parts of the building.
- A lift link to enable access to upper floors
- A stair lift in the main entrance hall
10. How will the school prepare and support my child when joining Fort Pitt Grammar School?
Strategies are in place to enable a student’s transition to be as smooth as possible.
- Fort Pitt Heads of House and senior staff visit pupils prior to them joining Fort Pitt. SEN information and medical information is collected from the primary school
- Where appropriate and possible, AENM attends the last primary school ISR (In School Review)
- Year 6 pupils attend a Transition Day where they spend the day at Fort Pitt and are allocated House and Form Tutor groups. Arrangements are made to cater for individual needs on that day.
- The AENM is always willing to meet parents/carers prior to their child joining the school
- First day of school is only for year 7 and year 12, thus ensuring a calm start to the term
- Year 7 students are introduced to the PACE team on the first day of term
11. How are the school’s resources allocated and matched to children’s special educational needs?
- Once an individual’s needs are assessed appropriate resources, e.g. laptop or adapted materials are provided. Financial support is allocated from school’s budget and/or, if the student is eligible, Pupil Premium monies.
12. How is the decision made about how much support my child will receive?
- When a student joins the school, initial support is based on the information provided by the feeder school. Additional support will be offered as and when further need is identified.
- If further concerns are identified due to your student’s lack of progress or well-being then other interventions will be arranged.
13. How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education.
This may be through:
- during discussions with AENM, House Leaders or other professionals
- discussions with the form tutor
- during parents evenings
Who can I contact for further information?
If you wish to discuss your child’s educational needs please contact one of the following:
- Miss K Nelson – SENCO
- Mrs K Camp – Additional Educational Needs Manager (AENM) firstname.lastname@example.org
- Miss H Tickner – Westwood House – ext 2240
- Mr M Roche – Meaden House – ext 2240
- Ms M Lewis – Somerville House – ext 2258
- Miss V Melhuish – Ryder House – ext 2240
- Your child’s form tutor – (via planner)
- School office – 01634 842359
Please do not hesitate to contact the school if you have further questions.
Local Governing Body Representative
- Mrs H Klimkowicz
See Related Links for information on Medways Local Offer