Special education needs provision, is outlined by a code of practice. The Code of Practice, 2014, sets out the legislation and regulations concerning children and young people with special educational needs and disabilities (SEND).
What is the definition of Special Educational Needs and Disability?
The SEND Code of Practice: 0-25 years (2015) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age/young person has a learning difficulty or disability if he or she:
Has a significantly greater difficulty in learning than the majority of others of the same age, or
Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools
What kinds of special educational needs (SEND) might the pupils at Yavneh College have?
According to the Code of Practice 2014, special educational needs and provision falls under four broad areas of need:
Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical
How does the school know if children/young people need extra help?
Limited progress is being made according to expected progress
Referrals made to the SENDCo by school staff where there is a change in the pupil’s behaviour or progress
Liaison with each pupil’s primary or previous school setting
Cognitive Ability Testing carried out on entry to Year 7
Tracking information provided by the Fisher Family Trust
Benchmark assessments in reading comprehension and spelling at Key Stage 3
Screening assessments carried out by the SENDCo where appropriate
Information from parents regarding their child’s history
Self-referral by pupil
Working in partnership with external agencies and outside professionals
What should I do if I am concerned about my child’s academic progress?
If you have a concern about your child’s academic progress in a specific subject, always speak to your child’s subject teacher in the first instance.
If you continue to be concerned that your child is not making progress in a specific subject, contact the relevant Head of Department
For general academic concerns please contact the relevant member of staff below:
Mr. E Gordon, Head of Year 7
Miss M Vales, Head of Year 8
Mrs R Hircombe, Head of Year 9
Mr R Goldstein, Head of Year 10
Mrs J Rhodes, Head of Year 11
Mr Pieters, Assistant Headteacher, Head of Sixth Form
What should I do if I think my child may have special educational needs?
If you believe that your child may have a SEND, it is important that you contact, Mrs L Tredler, SENDCo, in the first instance, who can offer advice and can signpost you to the relevant professional
Our policy pertaining to assessment for exam access arrangements, can be accessed here
How will school staff support my child?
Subject teacher input, through Quality First Adaptive Teaching.
The majority of your child’s learning needs will be supported and addressed by Quality First Adaptive Teaching in the classroom
Subject teachers are responsible for the planning and implementation of teaching and learning tasks for all pupils, including pupils who have identified special educational needs and disabilities
Growth Mindset is woven through our curriculum, and we encourage all pupils to develop Growth Mindset dispositions such as resilience, collaboration, independence and an honest reflection of themselves as learners. Developing these dispositions will ensure greater academic success and greater success in life beyond education
Subject teachers will employ Quality First Adaptive Teaching, so that your child is fully included in learning. This may involve using more practical learning activities, visual aids and the use of IT
All staff make reasonable adjustments when supporting the behaviour of pupils. Subject teachers employ a range of differentiated behaviour for learning techniques to support pupils in managing classroom behaviour and should a child with identified special educational needs be removed from the lesson (in line with school policy) they are provided with a safe space to continue working. All staff work with pupils to build pupil efficacy in relation to behaviour and the Yavneh Way, most notably through 1:1 conversations, that support pupils in recognising their own thoughts and feelings.
Subject teachers ensure that individualised teaching and learning strategies and/or resources are in place to support your child’s learning
Learning Support Assistants (LSAs) provide targeted in-class support to individual and/or small groups of pupils
Specialist equipment and/or assistive technology may be provided to your child upon recommendation and/or funding from outside agencies
Provision in addition to classroom teaching
Additional provision and support may be given where a pupil’s needs are considered ‘additional to or different from their peers’
The duration of an intervention will vary according to need but will be monitored regularly. Interventions will be reviewed by the school to establish the effectiveness and impact of the provision and to inform future planning.
Intervention programmes may include:
Academic mentoring
Pastoral mentoring
Numeracy intervention
Literacy intervention
Handwriting programme
Enrichment programmes which support and extend learning where appropriate
Social skills groups
Emotional regulation programme
Social, emotional and behavioural support programmes
Exam related support
Subject specific interventions
Subject specific revision classes
Targeted and individualised provision
This level of support is provided for children with significant barriers to learning that cannot be overcome through Quality First Adaptive Teaching and SEN support
Provision is usually delivered through an Education, Health and Care Plan (EHCP). This is a legal document which sets out the support provision in place needed to meet EHCP outcomes
An additional adult or Learning Support Assistant (LSA) may support your child with whole class learning, run individual programmes or hold small group sessions which include your child
A pupil may receive intervention services from an external professional and/or advisory teacher provided by a local authority
A pupil may have a reduced or modified curriculum
How will I know how my child is doing?
We support and involve parents in their child’s learning both formally and informally
Parent consultation evenings are held once a year, where you will have the opportunity to meet with subject teachers, Heads of Year and SENDCo to discuss any specific needs
Regular reporting details the progress that your child is making in school
Parents will receive one interim report and one full written report showing their child’s progress and attainment over the year
Parental access to Go4Schools details the academic and behaviour record of your child
Additional means of communication may also be put in place, such as home/school liaison and target reports, communication books, email correspondence and telephone conversations. For pupils with significant and complex SEND, a named LSA link will be allocated
Additional appointments can be made with the Heads of Year, Heads of Key Stages 3 and 4 and the SENDCo via the school office
The relevant member of staff will monitor your child’s progress within any intervention group that they take part
If your child is identified as making insufficient progress, the school will discuss this with you in more detail and plan any additional interventions or support and/or referrals to outside professionals as per the Assess, Plan, Do, Review cycle (APDR)
The progress of children with an Education Health and Care Plan will be formally reviewed at an Annual Review held with parent/guardian, your child and named professionals involved with your child’s education
What support will there be for my child’s overall wellbeing?
For matters relating to Mental Health and Wellbeing please contact the following members of staff:
Mrs B Brunt, Senior Pastoral Manager and Mental Health Lead
Mr A Conway, Pastoral Manager
Pupils are encouraged to forge close relationships with their form tutor who is the first point of contact for overall well being
A weekly PSHE programme (Personal, Social, Health Education) which revolves around the three key strands including Health and Wellbeing, Relationships and Living in the Wider World.
Two full time Pastoral Managers supports pupils with social and emotional wellbeing and long term medical absence
Social and emotional support programmes address the needs of pupils with emotional and sensory regulation, communication and friendship difficulties
The Base (quiet space) offers a supportive environment at lunch and break times
Peer mentors are allocated to pupils who are struggling socially though the (Year 12) peer mentoring programme
A key adult/mentor may be allocated to identified pupils
A range of extra-curricular/lunchtime opportunities for pupils to support their wellbeing including our Wellbeing Champions, LGBT Society and sports clubs
Enrichment sessions promoting wellbeing such as Mindfulness, Breath of Fresh Air and other sporting options
“Who can I talk to?” posters around school identify staff who pupils can go to if they have any concerns or want to talk to an adult
Kavod Committee identifying Sixth Form representatives from each year group as a source of support for any pupil wishing to speak to a member of staff to discuss any sort of harassment.
A digital “I have a concern” form is available for all pupils on Go4Schools should they wish to confidentially, report any safeguarding issues. These reports go directly to the Designated Safeguarding Lead (DSL).
Close links with many external agencies who offer social and emotional support as and when required
Pupils who are encountering significant social, emotional, and mental health difficulties receive support from outside agencies such as the School Nursing Team and CAMHS
What specialist services and expertise are available at or accessed by the school?
We work with a number of external agencies to support pupils requiring specialist support. This may be from organisations that include:
Local Authority Integrated Services for Learning (ISL). A team of advisory teachers for behaviour, Communication and Autism, Visual, Hearing and Physical Impairment
Health services such as occupational therapists, speech and language therapists, physiotherapists
The Education Psychology Service
Special Educational Needs and Disability Advisory Service (SENDIASS)
Attendance Advisory team
Links Academy outreach services
Education Support Team for Medical Absence (ESMA)
Child and Adolescent Mental Health Service (CAMHS)
School Nursing Team
Mental Health School Team
Hertfordshire Services for Young People
What training have the staff supporting children and young people with SEND, had or are having?
The school provides training and support to enable all staff to improve the teaching and learning for children, including those with SEND through our programme of Yavneh Continuing Professional Development (YCPD)
The SENDCo contributes to whole school training on SEND. This has included training on Quality First Adaptive Teaching, specific learning difficulties (Dyslexia, Dyspraxia), pupils with sensory difficulties, Communication and interaction (ASD and ADHD)
Support staff have access to training from the SENDCo and external specialist agencies
The staff appraisal process enables SEND training needs to be identified and targeted
The SENDCo is a qualified teacher and holds the National Award for SEN Coordination, has a master’s degree in Special Educational Needs and a Diploma in Psychology. She has an ELKLAN qualification in speech and language difficulties and is qualified to deliver AET (Autism Education Trust) training to school staff. She has a Level 7 Organisation Post Graduate Award of Proficiency in Assessment for Access Arrangements.
The SENDCo attends regular training courses and Hertfordshire update meetings which inform departmental and whole staff training
As part of Herts For Learning Education, all staff have access to up to date and relevant training related to SEND
We use National College to underpin our comprehensive Continuing Professional Development (CPD) programme and through it offer bespoke SEND training to all colleagues
We have a weekly cycle of CPD that focuses on granular elements of Quality First Adaptive Teaching (QFAT) pedagogy to ensure all pupils including SEND are supported to access the curriculum. The school employs outside expert speakers and agencies to support our CPD and we ensure that, through our CPD programme we are up to date with the latest research around meeting SEND needs
How will you help me to support my child’s learning?
You may contact your child’s subject teacher directly via email
Subject teachers and the SENDCo will meet with you at parents evening to discuss your child’s needs, support and progress. They may suggest ways in which you can support your child at home
Regular updates regarding effort and progress will be sent home as per the school’s reporting policy
The school encourages liaison with Local Authority external agencies and professionals. If outside agencies have been involved, suggestions and programmes to be used at home are usually provided by them
The relevant Form Tutor can be contacted in the first instance should you have any concerns/worries about your child’s general progress
The SENDIASS team is available to give impartial advice and support should you need it. You can access it here.
How will I be involved in discussions about planning for my child’s education?
When children have been identified as having SEND needs, the thoughts and feelings of the child and the parents/carers, together with the views of school staff and relevant professionals are considered through:
Informal discussion with staff
Teacher and child consultations
Teacher and parent consultations
Meetings with outside agencies where appropriate
The school may invite parents to a meeting to discuss their child’s progress and academic, social emotional and/or behavioural concerns
The SENDCo may invite parents to discuss the possibility of SEND at any time in the school year
KS 4 Option evenings provide pupils and parents/guardians the opportunity to discuss GCSE option preferences with the subject teachers
We invite parents to consult on school policy and practice through surveys, questionnaires, and consultation opportunities for all stakeholders
Sixth Form
Mr. Kendler, the Careers Lead, will meet with the parents of students identified as likely to face challenges in meeting our entry criteria to discuss potential post-16 options.
Parents and pupils may be invited to meet with the Assistant Head Teacher of Key Stage 5 to discuss sixth form options and their suitability to access the courses that we offer at Yavneh
Annual parents evening provides the opportunity to have individual conversations with the subject teacher
The prospectus and course booklets which detail the entry criteria and different KS5 pathways are available on the school website https://yavnehcollege.org/sixth-form-overview/
The Sixth Form Open Evening provides an opportunity for parents and pupils to discuss their A-Level or BTEC course choices with the relevant subject teachers
In the Spring term, pupils who have applied to join the Sixth Form at Yavneh College will be invited to attend a consultation with the Head of Sixth Form to discuss their option choices further
Parents are welcome to request a meeting with the Head of Sixth Form to discuss any concerns they have regarding Sixth Form option choices
On results day (GCSE), all pupils have an opportunity to meet with senior staff to discuss any changes to courses
How will my child be included in activities outside the classroom including school trips?
The individual needs of all our pupils are considered in the planning of all outside activities and trips
Provision and reasonable adjustments will be made where necessary and appropriate to ensure that activities are as inclusive as possible i.e. arranging for an additional adult to accompany a pupil, additional preparation for a child who is anxious, adjusting sporting activities to enable a pupil with a physical disability to participate
Pupils with SEND are supported during school activities such as religious celebrations, house activities and competitions and learning development days that take place within the school day
Extracurricular activities and after school provision are accessible for children with SEND
How accessible is the school environment?
The school ensures that it is fully accessible in terms of access to the curriculum, to the physical environment and to information for members of the community
The school is fully accessible for pupils who have wheelchairs; there are lifts which travel to each floor and doorways and corridors which allow wheelchair access
Pupils who have difficulty moving around the school may be allowed to leave classes early to avoid the busy corridors and/or be allocated lunch queue pass
There are toilets and changing facilities that support pupils with physical disabilities
We endeavour to adapt the environment for individual pupils with visual, hearing and physical requirements by using assistive technology and building modification where possible and reasonable
Who can I contact for further information?
Mrs H Fraser, Business Manager
Mrs L Tredler, SENDCo
How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
We recognise that transitions can be difficult for any child, and we take steps to ensure that any transition is as smooth as possible
If your child is joining us from another school:
Yavneh has a rigorous Year 6-7 transition programme which includes, open evenings, school tours and induction days
Pupils have the opportunity to meet with key personnel including their Form Tutors and Head of Year 7
The Head of Year 7 and SEND Department work together with primary schools to ensure the smooth transition of pupils into Yavneh College
Information is gathered from your child’s primary school through primary school visits and circulated to the relevant members of staff
For pupils with SEND, the SEND Department will liaise with your child’s previous setting to discuss the specific needs of your child. This may include arranging an additional visit prior to the start of the autumn term
The SENDCo may undertake a planning meeting with the SENDCo and/or class teacher from the previous school where appropriate
Parents of pupils with SEND are invited to meet with the SENDCo or Assistant SENDCo prior to the start of Year 7
The SENDCo or Assistant SENDCo will attend the annual review of pupils with an Education, Health and Care Plan once a placement has been finalised
Copies of children’s SEND records are received and key documentation is kept on a pupil’s digital file.
If your child is moving to another school/setting
We will ensure that all records pertaining to your child are passed on as soon as possible per request
We will respond to the school/SENDCo request for information about any special arrangements or support made for your child
When moving through the school/transition
Information is maintained on the school’s database system and is accessible to all staff
Teachers are informed about the SEND status of the child and the area of need via the SEND Inclusion register
Teaching and learning strategies and pupil information is made available to teachers
For pupils with significant SEND needs, planning/information meetings may take place with their new teachers
Pupils with a Hertfordshire Education Health and Care Plan have a transitional review meeting with a personal advisor from the Services for Young People team to discuss matters relating to transition into Key Stages 4 and 5
A sixth form induction day is held for all pupils prior to their return to school for information on policies, procedures and routines
During PSHCE and form time, tutors run sessions that focus on managing the transition to KS5
How are the school’s resources allocated and matched to children’s special educational needs?
The deployment of resources aims to provide Quality First Adaptive Teaching and learning for all our pupils
The level of additional provision will be reviewed by the school through consultation with pupils, parents, teaching and support staff, and relevant external agencies where applicable
The notional SEN budget and Pupil Premium allocation is used to support pupils effectively and provide additional support or resources and is dependent on individual needs
The school identifies pupils with additional needs via the SEND Inclusion register which is reviewed and updated regularly. This ensures that staff receive information about the needs of children to inform teaching and learning
Resources may include enhanced subject teacher adaptation, deployment of additional staff or additional equipment depending upon individual need
Funding may be provided by Local Authority top up funding arrangements
Top up funding, may be applied for in order to support the needs of individual and groups of children with exceptional needs
How is the decision made about how much support my child will receive?
Through consultation with parents, teaching and support staff and relevant external agencies
Additional support, provision or intervention will be allocated according to need after discussion with the relevant member of the Whole School and/or Senior Leadership Team
The level of support is constantly reviewed and allocated according to pupil need and the resources available
How can I find information on the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?
The Children and Families Act (March 2014) requires Local Authorities to “Publish a local offer, setting out in one place information about provision they expect to be available for children and young people in their area who have special educational needs.
The Hertfordshire local offer can be accessed here
