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School SEN & D Information (reviewed Sept 2021)

Overview of SEN at Chatham and Clarendon Grammar School
Type of support Number of pupils
Special education Needs (SEN) support 30
Education, Health and Care (EHC) plan 6
Percentage of SEN at CCGS 2.4%
Since 2015 the Government guidance concerning Special Educational Needs & Disability (SEN & D) has changed quite dramatically with a greater emphasis on parental and student involvement in setting targets, outcomes and the ways in which schools are advised or directed to achieve this. The designation of SEN & D has changed particularly affecting a student's inclusion in the two remaining categories of school support which are an Education & Health Care Plan (EHCP) or SEN Support. An EHCP replaces the Statement of Special Educational Needs and the new single level SEN support is defined as:
…… intensive and personalised intervention which is required to enable the child/young person (CYP) to be engaged in learning. It will usually involve significant amounts of resource from the educational setting (approaching or exceeding the nationally prescribed threshold for schools and colleges, and SCARF funding for EYFS). Each CYP identified as SEN Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalised programme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement.
www.kelsi.org.uk KCC education website
All legislation covering this can be found in the "Special educational needs and disability code of practice: 0-25 years” (2015) and on the KCC (Kelsi) website and elsewhere in this section there are booklets summarising key elements of the Code of Practice for both parents and young people.
At Chatham & Clarendon Grammar school we aim to support all categories of SEN & D and we have a proven track record of SEN & D students achieving as much or more progress than other students in the school.
The department offers expertise in supporting students diagnosed within the four categories of SEN & D as defined in the Code of Practice (2015) namely:
Communication & Interaction – this includes speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD) including Asperger Syndrome
Cognition & Learning including Specific learning difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia
Social, emotional and mental health difficulties (SEMH) – this can range from withdrawal and isolation to challenging or disruptive behaviour, anxiety and depression and other mental health issues and disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
Sensory & Physical needs – vision impairment (VI), hearing impairment (HI) or multisensory impairment (MSI) and physical disability (PI).
The SEN & D Department at CCGS operates throughout the Key Stages and across all sites and is currently managed by Mrs Sarah Fowles, who is also a Geography teacher. She has completed the NASENCo accreditation and is also a qualified assessor for exam access arrangements (Certificate of Competence in Educational Testing (CCET). We have an office and student support rooms at both the Chatham and Clarendon sites and currently have a support team of two full-time Learning mentors, two part-time Teaching Assistant on the Chatham House site and three full-time learning mentors on the Clarendon site.  Student counselling and external agency support such as Dare to Differ can be accessed via the pastoral team including the Senior Tutors and Heads of House. Sixth form students are able to access support through both offices as well as through the sixth form team. 
At Chatham and Clarendon Grammar School we believe 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 pupil, parents, carers and outside agencies to identify needs, provide support for them and monitor the progress of all pupils.
We will work closely with the young person and their parents to identify what support is needed, what the specific barriers to learning are and to understand why a pupil may not be making progress.
Further assessments of possible SEN needs may be completed using a range of intervention tools. These include:
Dyslexia screening.
Dyslexia portfolio.
Speech and Language link.
Boxall Profile.
Vanderbilit assessment.
Strength and difficulties questionnaire.
 We will then seek to put in place appropriate interventions. All interventions are monitored and evaluated for the effectiveness of their impact, using the ‘Assess, Plan, Do, Review’ model.
We liaise, pre-transition, with feeder primary schools, parents/carers, other professional agencies and services to provide as full a ‘picture’ of students’ needs as possible which then dictates our in-school support and relevant information is provided to teaching staff. We access the Local Inclusion Forum Team (LIFT) for support, advice and guidance and through them the Specialist Teaching & Learning Service (STLS) where needed. We may also make referrals to: The Speech and Language Service and CYPMHS (Children and Adolescent Mental Health Service)
The SENCo will attend County level update training on a regular basis.
Our team provides support as needed both in class and out of class and support and also support a growing number of students with a diagnosis of Autism Spectrum Condition in the school. We also support students with SpLD/dyslexia, ADHD, SEMH needs, Hearing Difficulties and other learning difficulties.
Students’ needs are assessed for Examination Access Arrangements in year 10 or earlier and applications made to the JCQ (Joint Council for Qualifications) for examination arrangements and appropriate support provided in examinations in collaboration with the school’s examinations officer.  This includes assistive technology where this is a suitable provision. In the case of ETSY students , we will work with the original school in order to transfer the exam arrangements and support information.

General provision

Members of staff understand that they are all teachers of pupils with special educational needs and may need to differentiate work accordingly. All teaching staff are aware of the updated Mainstream core standards. Quality first teaching takes place in all classrooms. All teachers ate teachers of students with SEND.
All pupils have full access to a wide range of suitably challenging educational opportunities which are appropriate to their needs.
Every pupil at the school is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be.

The arrangements for consulting parents of pupils with Special Educational Needs

From making an application for a place and throughout their child’s time at the school, parents are given regular opportunities to discuss their child’s needs, progress and concerns. These opportunities can occur, for example, through:
Meetings to agree transition arrangements and support. The SENCo meets with SENCOs from feeder primary schools during the Summer Term. Bespoke transition plans are put in place where necessary
Meetings to discuss progress with the Year Team and/ or other appropriate member of staff following the publication of the Academic Overview (3 times per year) or following a parent request
Statutory meetings and reviews. The school records the outcomes of these meetings so that everyone is clear about what has been said and agreed
Through parent surveys

Arrangements for consulting pupils with Special Educational Needs

The young person is central to the planning for, and the review and evaluation of the support they have been given to support their progress. CCGS is committed to hearing their voice when considering how their needs are met. The school seeks to ensure that the young person is empowered to bring to the attention of staff their needs and the best ways in which they can be supported. This could be through:
SEND pupil representation on the School Council
Age appropriate conversations about targets and progress
Working with outside professionals
Participation in statutory meetings or annual reviews
Senior tutor, HOH/SENCo , open door policy for pupils

Arrangements relating to the treatment of complaints from parents to pupils with Special Educational Needs

As a school, we work hard to be in effective communication with pupils and parents, and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be both raised and dealt with easily.
If the situation arises where parents have a concern about the provision being made for their child or the impact of that provision, and feel that the SENCo has been unable to reassure them that needs are being met effectively, then the school’s Complaint Procedure – which is available by request – sets out clearly what the steps are to draw these concerns to the school’s attention.
Information about how equipment and facilities to support children and young people with special educational needs will be secured
Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.

Evaluation and Effectiveness of Interventions

Pupil progress is tracked following every Academic Overview. Here at CCGS School we follow the ‘Assess, Plan, Do, Review’ model and ensure that parents and pupils are involved at each step. This often takes the form of a personalised plan. 
If a pupil has an Education Health Care Plan reviews will take place following interventions and will also be formally reviewed annually.

Supporting pupils moving between phases of education and in preparation for adulthood

 All pupils attend a ‘Transition Day’. Teaching Assistants and teaching staff are made aware of pupils with SEND so that they can be supported.
In Year 9 pupils start to receive careers advice from our designated Careers advisor. The SENCo communicates with the advisor to highlight the needs of SEN pupils. Feedback from future meetings inform future support strategies.

How pupils with SEND are enabled to engage in activities available with pupils in the school who do not have SEND

At CCGS we work hard to ensure that no pupil is disadvantaged in terms of facilities and equipment dependent upon need. To ensure that we achieve this goal we work with outside professionals such as specialist teachers, occupational therapy and specialist nursing team. Our broad approach here is captured in our equality and disability policies which are available on our website or open request.
All pupils are encouraged to attend a range of after school subject- based clubs as well as Homework Club most of which are led by subject teachers.
SEND pupils are encouraged to attend school trips. Parents are consulted where there may be mobility or medical issues to ensure that all needs are met.
The design of the school building is not fully inclusive for all staff and pupils if they are physically disabled or have profound visual or hearing impairment. In such cases the school will work alongside Occupational Health to secure best endeavours.

Support for improving emotional and social development

The pastoral House Team at CCGS monitors and support the emotional and social development of pupils in their care as well as their educational achievement.
If bullying is reported the House Team will meet with all pupils concerned and liaise with their parents to resolve the issue. For other emotional and social development difficulties the following interventions may be put in place:
Referral to our Senior Tutor
Referral to our Attendance Officer
Referral to CYPMHS
Referral to the Educational Psychologist

Staff training to support SEN

Our teaching staff are trained in a range of needs as part of ongoing CPD. Learning mentors have received a variety of training. This includes:
Autism champions.
Mental Health First aid.
Selective Mutism.
Child protection
Attachment Disorder

Contact details of external and impartial support services for parents of pupils with SEND

Helpline: 03000 41 3000. Monday to Friday, 9am - 5pm.
Email: iask@kent.gov.uk Address: Shepway Centre, Oxford Road, Maidstone, ME15 8AW
Telephone: 03000 412 412
Facebook: IASK on Facebook

Local offer

What is the SEND Local Offer? Every local authority must publish a Local Offer. The SEND Local Offer tells you what support is available for children and young people with special educational needs (SEN) and/or disabilities, and their families. It should include information about education, health and care provision. The Kent local offer can be found on this link:
Useful websites and support groups:
www.dyslexia-east-kent.org.uk support group