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    SEND Policy

    SEND Policy





    Langdon Park School SEN Report


    Our vision and how we hope to achieve it

    Langdon Park is a community school which provides an aspirational learning environment for all our students, whatever their abilities.  We are committed to enabling all our students to achieve their full academic potential and to develop into active and confident members of society.

    Langdon Park School is an inclusive mainstream secondary school. We admit students from 11-19 including our Sixth Form. We have students with SEND in all year groups including our Sixth Form in which we have a Foundation level course aimed at students with Special Educational Needs.


    How we give students with SEND a voice

    All students have opportunities to have their voice heard, for example on the school council. Students with SEND have key workers who listen to their concerns and act on them. Every student with a statement of SEN or Education Health Care Plan (EHCP) has regular reviews which are person-centred.  We use a variety of methods and approaches to ensure that individual students can express their views and opinions. 

    Parents are consulted at every stage and we form effective partnerships with parents to support their children.

    How do we know if a young person has Special Educational Needs?

    The Special Educational Needs Coordinator (SENCo) liaises with all primary schools in year 6. She visits the schools and the students who are identified as needing additional support. Transition plans are then put in place reflecting the needs of all students. Students with a high level of need will be placed in one of our groups; Transition group or Nurture group, which is staffed by specialist SEN teachers.

    All staff are made aware of students with SEND on the first day in September and of adjustments that may be needed for those students.  Parents will be informed during the first term if their child is identified as SEN and an appointment with the SENCo will be offered to discuss their needs.

    We conduct a screening test early in Year 7 to help identify any students who will need additional support with literacy. This is repeated annually to Year 9.  All students who score below the expected level at the end of KS2 will have additional Literacy support in Year 7 in the form of ‘catch up groups.’

    All students are monitored during the first term and teachers may then refer students to be assessed through an SEN referral form.

    If parents have any concerns about their child’s transition to secondary school they can contact the SENCo whose details are listed below.


    What we do to help  young people with Special Educational Needs


    Students will be given support appropriate to their needs, this may include:

    ·         Literacy intervention groups

    ·         Transition group (Year 7)

    ·         Nurture groups to support specific needs

    ·         ASDAN/Life skills teaching

    ·         Entry level in core subjects

    ·         KS4 support option

    ·         6th Form Foundation learning course

    ·         In-class support from Teaching Assistants

    ·         Specialist teacher support in class based lessons

    ·         Specialist teacher small group teaching.

    ·         Behaviour support with Student Support Officers.

    ·         IEPs for all statemented students and some support students.

    ·         Reading partners with local business mentors

    ·         1-1 dyslexia identification and support

    ·         Special exam Access arrangements

    ·         Speech and language group support.

    ·         Support from outside agencies

    ·         Specialist work experience

    ·         Partnership work with Tower Project

    Interventions are regularly reviewed and modified according to need.

    All teaching staff have responsibility for teaching students with SEND. They are supported in this by advice and support from a team of specialists in Learning Support. The Learning Support faculty consists of the SENCo; 3 specialist teachers; 18 Teaching Assistants and a part-time administrator.

    Whilst the SENCo has overall responsibility for students with SEND, each student will have a key worker from the team who may teach them or support according to need.

    We are proud that we are a responsive team and we adapt our curriculum according to the needs of the students.  Our Sixth form course is also tailored to the needs of our students.

    We make use of assistive technology wherever necessary, for example, we have lifts in every building.


    How we adapt our teaching for young people with Special Educational Needs

    Teachers have a responsibility to differentiate their lessons to the specific needs of their students; taking into account the range of SEN.  Teachers are given information about all the students they teach including more detailed information about students with SEN.  If the need is high, a student will be in a specialist group with an SEN teacher for some lessons.  All students will do practical lessons including Arts, Technology and PE with their mainstream class. Teaching Assistants support students with Statements/ECHPs in both mainstream and withdrawal groups.


    How we decide what resources we can give to a young person with Special Educational Needs

    A specialist SEN team deliver a range of support as described above. Resources for specific students will be allocated according to their need.  We will use additional funding from Statements/EHCP as a guide to determine the resources needed; this could include Teaching Assistant support; small groups; ancillary aids; work with an outside agency for example.

    All decisions about resources and budgets will be agreed at the student’s planning meeting and will be reviewed regularly. Parents/carers and students will be present at the meeting and will contribute their views. Reviews will involve reports from Teachers and Teaching Assistants who support the student.  Students will be helped to plan for the meeting and give their views.

    The school will measure the effectiveness of the interventions from a range of information including progress data and informal reports. The decision to start or continue an intervention will be taken at the student’s review meeting.


    How we check that a young person is making progress and how we keep parents informed

    ·         The school makes regular checks on progress through the reporting of levels, currently three times a year. The SENCo will report to parents of students with Statements/ECHPS formally three times a year, in addition to whole school reports.

    ·         Students in intervention groups have their progress tracked by the specialist teacher and ultimately the SENCo.  This information will form the basis of the Annual Review where progress will be discussed; any further assessments will be planned and any Transition planning for the next stage will be completed.

    ·         Parents will be informed about specific interventions and how they can help their child at meetings with the SENCo and other Learning Support staff.  Each student’s key teacher will advise parents on how they support learning at home, through additional and appropriate reading texts for example.


    Support we offer for young people’s health and general wellbeing

    The SENCo co-ordinates support for all students with medical needs and disabilities. The school will aim to put in place all reasonable adjustments necessary to support individual students.  Information is carefully and sensitively shared with school staff.  Some students’ needs will be managed by other pastoral staff in the school, depending on the need.

    Medicines are kept and administered in a locked area in the school office.

    Our Student Support Centre provides support to students with emotional needs. This is staffed by a counsellor and a mentor, who is also a trained psychotherapist. They work 1-1 or in small groups and also with outside agencies. Staff are experienced in working with students at risk of exclusion.

    The SEN teachers that work with the Year 7 transition group are also extremely experienced at working with students with a range of emotional and behavioural difficulties.  The group promotes positive behaviour and students are taught to contribute to their own targets and reflect upon their own progress.

    There is a weekly highlighting meeting which is attended by senior staff in the school, the SENCo, Learning mentors , the Student Support team, the school based social worker and the Attendance and Welfare officer.  At this meeting students who are causing concern are discussed and the best support arrangements for that student are allocated.

    We have a daily lunch and break time club where vulnerable students can attend. This is staffed by TAs and safe games and play is encouraged.


    Specialist external services we use when we think extra help is needed

    Langdon Park works closely with the Local Authority who provide :

    ·         Educational Psychology services for assessment and support

    ·         The Support for Learning Service for advice and assessment for a range of Special Needs and disabilities

    ·         The Behaviour Support Team for advice, assessment and support

    ·         The school nurse/Health

    ·         Speech and Language Therapy service

    ·         Occupational Therapy

    ·         CAMHS (Child and Adolescent Mental Health Services)

    ·         Phoenix Outreach for support with ASD

    ·         The Parents Advice Centre (PAC)

    ·         Children’s Social Care

    ·         The Careers Service

    We also work with other local providers:

    ·         Tower Project who offer employability options for our SEN students

    ·         Barnardo’s

    ·         Tower Hamlets college

    We are always developing so we may work with other projects or specialist services.

    Specialist expertise in school

    ·         Specialist Dyslexia teacher who has the AMBDA (Associate membership of the British Dyslexia association).

    ·         Speech, language and communication needs specialist Teacher. She also has an MA in SEN.

    ·         Psychotherapeutic and counselling experience within the Student Support team. 

    ·         All our SEN Teachers are fully qualified and have been judged good or outstanding teachers.

    ·         We have 3 Higher level Teaching Assistants and many who are trained to NVQ level 3


    Training available to staff with regard to teaching and supporting students with:

    ·         Autism

    ·         Moderate Learning Difficulties

    ·         Specific Learning Difficulties

    ·         Speech, Language and Communication Needs

    ·         Social, Emotional, Mental Health Needs

    ·         English as an Additional language.

    We also train staff in:

    ·         Child protection/ safeguarding training

    ·         Restraint training

    ·         Use of Access arrangements in exams

    ·         Oral language modifier training

    ·         Allergies and eczema

    ·         Epilepsy

    ·         First aid

    How we include young people in activities and school trips

    All students are included in school trips.  Support will be provided for those students who need it and all reasonable adjustments are made for everyone to take part.  All trips have to have a rigorous risk assessment to identify any issues and to help provide support.  Parents are informed in advance of a school trip and are expected to leave emergency contact numbers with the school and provide any important information, such as medical conditions in advance.

    We have many trips for students in SEN. We have developed good links with the Museum of London who offer specialist SEN workshops in Docklands and the Barbican. We use outreach organisations such as Tower Project to offer off-site learning.  We offer Travel Training and enrichment activities for our SEND students.

    Our school environment

    Following an extensive re-building programme the school is now fully wheelchair accessible. We have lifts in all buildings.  All classrooms have interactive whiteboards.  There are several disabled toilets and changing areas.

    Ancillary equipment for students with a disability are kept in the Learning support area and can be taken by the student at need.

    How we prepare for young people joining our school and leaving our school

    All students with a statement/ECHP have careful transition plans written in collaboration with students and parents. Before entering the school, they will meet a member of the SEN team in their primary school. They will be allocated a programme relevant to their needs which will be reviewed through the review process.

    The careers service meets with every child with a statement from Year 9 to advise on option choices and programmes for Post-16 and beyond. Our new Foundation learning programme in the 6th form is designed as a bridge between school and college as students will have the opportunity to sample different options for employment and training through our partner providers. 

    How parents are involved in school  life

    We will communicate with you through:

    ·         Parents’ evenings

    ·         Progress review days where you can also meet the Teaching Assistant working with the child

    ·         Information events at the school

    ·         Annual reviews/Conversions and other meetings with the SENCo or a member of the team

    ·         Phone calls and letters home

    ·         Interpreters are provided for all school events in any language requested

    ·         Newsletters

    ·         Positive examples of work sent home

    ·         Praise postcards and phone calls


    Who to contact for more information or to discuss a concern

    A general concern about your child’s education or an issue in school should be made through their tutor or Head of Year.

    If your concern is about a Special Need or disability you should contact the SENCo:

    Memory Kampiyawo

     email:      Tel: 0207 987 4811  ext: 219

    Our offer to children with special educational needs and disabilities was reviewed in October 2016

    It will be reviewed again in October 2017