Ellesmere
Port Catholic High School

SEND
Information Report 2018

How does the school identify children with
special educational needs?

Ellesmere
Port Catholic High School has an early identification process during Year 6 as
our Assistant Head teacher in charge of transition and SENCO visits every
Primary School to collate detailed information about the pupils. We work
closely with our feeder primary schools staff and parents to ensure an
effective transition from Primary to High school.

We
have robust tracking systems where staff share any concerns that may arise
about a student’s progress. Our staff use our referral system when these
concerns arise that are followed up by the Learning Support Department. Our
specialist team will assess individual students using a range of standardised
assessments and then the results will be used to write their Person Centred
Plans.

We
work closely with a range of outside support agencies will who notify us of any
pupil information we need to be aware of with parental permission.

The
school aims to work in close partnership with our parents and carers in order
to produce the best outcomes for our students.

How you will be able to raise any concerns
you have and who you contact in the first instance.

Please
raise any concerns through contact with your child’s Head of Year, Pastoral
leader or Miss J Wildman, Assistant Head teacher/ SENCO.

How school staff will support your child.

Ellesmere
Port Catholic High School has a whole school approach to SEND where all
teachers are responsible and accountable for the progress and development of
the pupils in their class, including where pupils access support from teaching
assistants or specialist staff.

The
support offered to a student is tailored individually to meet their needs.
Information is shared with all teachers through the Additional Needs Register
that is updated daily and is available on a secured staff information area. The
Learning support team use the graduated approach cycle of ‘Assess, Plan, Do,
Review’ to ensure the necessary actions are in place to support individual
students. A Person Centred Plan is created to ensure a student’s strengths,
challenges and key strategies for teaching and learning are clearly identified.
These plans are shared with staff and have clear smart targets which are
reviewed termly and shared with parents’.

The Learning Support Department has a range
of areas available to our students.

The Social Hub

  • This area provides a soft seated area for students to feel a
    welcoming and smaller environment. The pupils have access at break and lunch
    times and they have the option to eat their lunch here as well. We have a
    selection of games, activities and IT access supervised by staff in the team.

The Learning Hub

  • This
    area is a class room set up which offers a quieter and supportive space. The
    purpose of this room is to help pupils with their studies and school life
    journey. There is IT and printer access. This area will be available at break
    and lunch times, after school 3 – 4; there will be staff to support the
    students.

The Reading Hub

  • The
    purpose of this area is to provide an area for study. From 8.30 till 4pm this
    Hub will be available to students. At 8.30 until 9.05 there will be students
    reading as part of the accelerated reading programme; the English department
    will use this Hub during the day for reading; over lunch times, students can
    access the area then at 3pm there will be a period 6 where students will have a
    supported home learning support where staff will be available to support.

The Connect Hub

  • The
    core purpose of the Connect Hub is in supporting pupils to develop the key
    skills and social tools to improve their behaviour, social and emotional skills,
    manage their own behavior, and to develop strategies to help them cope with
    their emotions. The Connect Hub provides a predictable environment in which
    pupils can build positive relationships with adults and with other pupils. The
    Connect Hub promotes a clearly defined, positive but firm approach in
    interacting with students, provides clear boundaries, and celebrates effort and
    achievement. Each student is seen as an individual and so additional support is
    planned and implemented accordingly.

The Connect Hub aims to:

  • Provide
    a safe and calming space for students with conditions such as autism and ADHD
    and offer direct support to these students when difficult moments and
    challenging situations arise
  • Work
    proactively with identified students to reduce the incidence of poor behaviour
  • Encourage
    students to develop strategies to know when their behaviour is escalating, and
    teach behaviour management techniques
  • Enable
    pupils to understand the consequences of their behaviour and take
    responsibility for their actions
  • Support
    students to make good choices

The Retreat

This
is an outside learning classroom which the students can access a range of
multi-sensory games and activities. We run a range of interventions here
including social skills and counsellor service. The retreat enables our
students to experience through their senses and this creates the multi-sensory
experiences.

The
Learning Support team offer a range of intervention and support delivered by
Teaching Assistants and specialist staff.

  • Literacy
    and numeracy support to individual and small groups of students
  • Dyslexia
    intervention support delivered by a specialist dyslexia teacher
  • Speech
    and language support delivered by specialist Elklan trained member of staff
  • Accelerated
    reader programme; individual and small group reading with our reading champion.
  • Social
    skills programme to develop a range of skills.
  • ASC/
    ADHD support sessions lead by a University trained specialist member of staff
    who carries out individual and small group work sessions. Students are
    supported in their individual areas of challenge and autism friendly
    strategies.
  • Development
    of Emotional literacy lead by a member of trained staff and supervised by the
    Educational Psychology service.
  • Life
    skills sessions delivered in collaboration with the Princes Trust. Students are
    prepared for life to manage money, be healthy and safe, first aid and preparing
    for a job or College.
  • We
    liaise closely with a range of outside specialist teams including the Autism
    team, Educational Psychology service, Speech and language service, Young
    people’s service, CAMHS, Occupational Therapy service, School health and
    Community Pediatricians, Children’s and Family Service.

How is the curriculum matched to your child’s
needs?

The new SEND
Code of Practice emphasises that “high quality teaching, differentiated for
individual pupils, is the first step in responding to pupils who have or may
have SEN”. (DFE, 2014). We have a whole school approach to quality first
teaching in responding to students who may have SEN needs at Ellesmere Port
Catholic High School. All staff have access to Person Centred Profiles which
contain key strategies for teaching and learning. We have a clear focus on
differentiation in the classroom and ongoing training led by specialist staff.

How will both the school and yourself know
how your child is doing and how will we help you to support your child’s
learning.

SEND
students have a home school communication book to enable daily contact between
you and the Teaching Assistant. We send home progress reports so you can see
how your child is performing. We have progress evenings where a member of staff
will share with you how your child is doing and how you ca support them at
home. Departments and teachers will make contact with you if needed.

How we will measure the progress of your
child in school.

Every
student is given targets based on new intake evidence and progress made. We
will report to you on your child’s progress. We want your child to be happy in
school and this is more likely to happen when there is effective communication
between home and school.

What support we will give you as a parent of
a child with Special Educational Needs?

Our
communication with parents is very important to us as we want to work in
partnership with you to ensure your child is happy and secure. We have regular
contact through phone calls, letters and e mails with our parents. We have a
robust transition programme where in partnership with primary schools we get to
know our parents; in order to build those relationships through school. Our
Teaching Assistants make contact with home to introduce themselves and again
build those important relationships to ensure our pupils are happy.

What support there will be for your child’s
overall well-being?

We
are a nurturing, caring school where every child is known. As part of our
transition programme, pupils are shown all the areas that are available to them
before school, break and lunch time and after school. There are nurturing areas
that are staffed by the learning support team where we make pupils welcomed and
supported. All our vulnerable pupils will have this support available to them.
The Learning support team have a range of activities and support groups
available in order to support pupils’ social and emotional needs. It is really
important to us that our pupils feel happy, secure and that they can achieve
their best in school.

What training occurs for staff supporting
children and young people with SEND?

The
Learning support team have an ongoing training programme that runs throughout
the year. It is important to us that we are continually building our expertise
in order to support our pupils. Our specialists within the department lead and
run training for staff in order for them to develop their strategies to use in
the classroom. We have developed a Quality First Teaching pack that all our
staff have access to a wide range of strategies and information. Many of our
pupils have Person Centred Plans with key information about them and their
needs; these are used by all teachers.

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

We
are an inclusive school who aim to ensure that all activities are open to all
our students. We will carry out a risk assessment if needed and consult with
the student and the parent. Our Teaching Assistants accompany students on
school trips when needed.

How accessible is the school environment?

The
school building is accessible to all students as we have a lift to the first
and second floors when required. We have provision for supporting personal care
and medical needs.

How the school will prepare and support your
child to join the school, transfer to a new school or to the next stage of
education and life?

It
is important to us that we have strong relationships with our parents/ carers
which starts at the transition stage from Year 6 onwards. The Learning support
team and SENCO is available to meet any parents/ carers to share our provision
and resources. It is key with our pupils that we work in partnership with our
parents/ carers.

We
work with Young People’s Services who meet individual pupils to support them on
their next stage of their journey towards College, apprenticeships or sixth form.
As a department we take our pupils on visits to College to help prepare them
for this next stage. We support pupils with interviews, completing application
forms and preparing for the skills they will need. It is an important part of
our work that we prepare pupils so they are ready and will be successful in the
next stage of their learning.

We
assess pupils for exam access arrangements to ensure they have in place what
they need for external examinations.

What types of intervention, equipment and
resources might the school provide for students with additional needs?

The
Learning Support team offer a range of intervention and support delivered by
Teaching Assistants and specialist staff.

  • Literacy
    and numeracy support to individual and small groups of students
  • Dyslexia
    intervention support delivered by a specialist dyslexia teacher
  • Speech
    and language support delivered by specialist Elklan trained member of staff
  • Accelerated
    reader programme; individual and small group reading with our reading champion.
  • Social
    skills programme to develop a range of skills.
  • ASC/
    ADHD support sessions lead by a University trained specialist member of staff
    who carries out individual and small group work sessions. Students are
    supported in their individual areas of challenge and autism friendly
    strategies.
  • Development
    of Emotional literacy lead by a member of trained staff and supervised by the
    Educational Psychology service.
  • Life
    skills sessions delivered in collaboration with the Princes Trust. Students are
    prepared for life to manage money, be healthy and safe, first aid and preparing
    for a job or College.
  • Tablets,
    head phones, overlays

How are decisions made about what type of
support and how much support your child/ young person will receive?

Every
pupil is an individual with individual needs. We are given information from the
Local Authority and Primary schools, other professionals, in school
assessments, views of parents/ carers. We use the Graduated approach of assess,
plan, do and review to inform our work with pupils.

How do we consult with children and young
people in school?

We
know our pupils and ensure their SEN needs are known and met through the Pupil
Centred Plans. Pupil voice is carried out through individual meetings with
members of the team, annual review meetings, school council meetings, SENCO
meetings, reviews termly.

How will we consult with parents and carers
of children and young people with SEND?

As
part of the new SEND Code of Practice, communication with our parents is
important to us. We communicate through:

  • Annual
    reviews meeting for pupils with additional funding, EHCP’s or Top up funding
  • Regular
    meeting, e mails or phone calls with SENCO, Teaching Assistants, lead
    specialist
  • Home
    – school communication books between parents/ carers and Teaching Assistants
  • Parents/
    carers evenings/ Progress evening
  • Use
    of SIMS in-touch to communicate pupils’ attitude to learning and behaviour in
    lessons
  • Person
    centred plans sent home
  • SEND
    parent questionnaire

Who are the Teaching Assistants and other
adults who may provide support to students with additional needs?

SENCO

Miss J Wildman

ASC/ ADHD/ ELSA Specialist 

Mrs A Hughes

Specialist Dyslexia teacher

Mrs S Guest

SEN Administrator

Mrs
Sue Butler

Teaching Assistants

Mrs E Blyth

Miss N Dean

Mrs M Greenway

Mr S McNeil

Mrs G Williams

Mrs A Matusiak

Mrs A Ault

Mr R Stubbs

Mrs S Stratton-Symes

Mrs K Blythin

Mrs N Holding

Mrs A Cox

Mrs D McHugh

Who is available to contact for further
information?

Miss
J Wildman: Assistant Head teacher/ SENCO – jwi@email.epchs.co.uk

Mrs
A Hughes: ASC/ ADHD/ ELSA lead – aai@email.epchs.co.uk

Mrs
S Butler: SEND Administrator – sbt@email.epchs.co.uk