SEN & Vulnerable Students

Learning Support

We aim to give all students access to a broad and balanced curriculum. For some students this will mean providing additional, or differentiated, support to enable them to learn and make progress.

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Aims of Learning Support

We aim to give all students access to a broad and balanced curriculum. For some students this will mean providing additional, or differentiated, support to enable them to learn and make progress.

In line with the principles of the Special Educational Needs Code of Practice (2015), we aim to give all students the opportunity to reach their full potential. For some students this will mean providing additional, or differentiated, support to enable them to make progress towards achieving their aspirations.

We work closely with subject areas, the pastoral team and other school-based support staff, external agencies and parents/carers; we aim to ensure that appropriate information is shared effectively to enable us to meet students’ needs. 

We work closely with students to work towards agreed outcomes, monitor achievement and celebrate success.

 

Special Educational Needs and Disability Information Report

What kinds of Special Needs does the college provide for?

We recognise that there are four main areas of Special Educational Need as identified in the Code of Practice 2015:

    • Communication and Interaction
    • Cognition and Learning
    • Social, Emotional and Mental Health
    • Sensory and/or Physical

 

Support for Learning

As an inclusive mainstream college, we are committed to meeting the needs of all students with Special Educational Needs and Disability. We work closely with parents/carers, the Special Education Service and feeder schools, both to ensure that Judgemeadow is able to meet the needs of its students and to identify a suitable alternative placement on the rare occasions where it is felt that would be more appropriate.

We have due regard to the Equality Act 2010.

 

More information for parents/carers

Further information has been provided below for questions parents/carers have about learning support.

We gather information from a number of sources in order to identify potential SEN:

    • Close liaison with primary schools to obtain transition information and data
    • Baseline testing on New Intake Day/arrival to obtain data and inform decisions about early intervention. These tests include the Group Reading Test (GRT), Vernon Spelling Test and Cognitive Assessment Tests (CATs)
    • Scheduled reading assessment throughout KS3
    • Responding to ‘Cause for Concern’ from staff, parents/carers or the students themselves
    • Reports and advice from external agencies and services
    • Systematic analysis of reviews/reports to identify lack of progress/underachievement

Within the team, we have a number of staff members who are qualified to carry out school-based assessments of students we believe may have learning difficulties. Where further investigation of needs is indicated we refer to our link professionals in SEND Support Services and Educational Psychology.

We were awarded the Dyslexia Friendly Schools Quality Mark in association with British Dyslexia Association in March 2013.  A wealth of information about identifying and supporting young people with dyslexia is available on the BDA website by following this link:  http://www.bdadyslexia.org.uk/

For the most part students will be included in mainstream lessons where their needs will be met through quality first teaching, differentiation and effective feedback.

Student Profiles (formerly known as IEPs) for students with SEN are available to teachers and support staff on the college network to provide background information on students’ needs and strategies to support them.

Additional provision will be made for students with identified needs through in-class support, or small group/individual intervention as required with the aim of helping students make progress in line with, or above, expectations.

These interventions include:

    • Fresh Start literacy programme (year 7)
    • Inference Training
    • Acceleread/Accelewrite
    • Differentiated Literacy Groups (Years 8 and 9)
    • Small GCSE groups (Years 10 and 11)
    • Small group maths intervention (year 7)
    • Communication Skills Group (year 7)
    • Organisational Skills
    • Individual mentoring/coaching support

(For full details of our interventions, please see our Provision Map.)

Our assessment data is used to determine groups for a number of subjects. Lessons and resources are differentiated to meet the needs of students within the groups.

Teachers are able to access additional information, including suggested strategies for support through each student’s Student Profile.

Teaching Assistant support is provided in lessons for students identified as having additional needs, to enhance access to the curriculum.

During Key Stage 4, students with SEN have access to highly personalised learning pathways matched to need. They may choose to study a range of GCSE subjects or a combination of GCSE subjects and alternative options to develop key skills and life skills.

Assessments of students for access arrangements (exam concessions) are carried out in college by members of the Learning Support Team.

The progress and achievement of all students is constantly monitored and parents/carers receive information about this in two reviews and a report each year. In addition the SENCo tracks progress of all students on the SEN register and progress is formally reviewed at Parents’ Evenings.

The progress of students with a statement of SEN, an Education Health and Care Plan (EHCP) or School Contract is discussed at their Annual Reviews to which parents/carers and other professionals are always invited.

In addition to this, parents/carers can contact the Form Tutor, Head of Year, Achievement Manager or SENCo to discuss concerns at any time.

At Judgemeadow we are aware that many students will, at some point in their time with us, need support in maintaining good physical and emotional health. A range of additional support is available including:

    • Named Person contact for students with a statement, EHCP or School Contract
    • Pastoral support from Form Tutor/Head Of Year/Achievement Manager
    • Open Door Counsellor
    • Lead First Aider
    • School Nurse
    • TAs trained in personal care, physiotherapy support and medication administration

In addition the Home/School Liaison Officer is based within the department. She is able to offer support to parents/carers and students in a number of languages including Gujarati, Hindi, Kutchi, Panjabi and Urdu.

We pride ourselves on our close links with professionals from specialist services including:

    • Educational Psychology
    • Send Support Services (Complex Learning, Communication and Interaction Team, Visual and Hearing Support Teams, Primary Social Emotional and Mental Health team (for transition only))
    • Disabled Children’s Services
    • Children and Young Peoples’ Health Services (Occupational Therapy, Physiotherapy, Speech and Language Therapy, Community Paediatrician, Prescribing Pharmacists, CAMHS)
    • School Nurse
    • Open Door (Counsellor)
    • SBSS
    • Connexions
    • Social Care and Health
    • Virtual School Team

We hold Joint Planning Meetings twice a year (September and February) to review and plan for provision for students with SEN. Key professionals attend these meetings and an outline of their intervention for the coming cycle is agreed.

To ensure that all teachers recognise their responsibility as teachers of students with special educational needs, a full induction and professional development programme is in place.

The SENCo holds the National Award for SEN Coordination. The Learning Support teaching team is experienced and well-qualified, having undertaken regular continuing professional development, including additional training at Masters level.

We have a Higher Level Teaching Assistant (HLTA) and two Level 3 Teaching Assistants (L3TA), each well trained and with individual responsibilities within the Department.

Teaching Assistants attend Inset Days and receive additional training, in-house and external, relevant to their responsibilities or the needs of students in their care.

At Judgemeadow we provide an extensive range of extracurricular activities, trips and visits to support and develop students’ learning and raise aspiration. 

Following careful risk assessment and liaison with parents/carers, arrangements are made, wherever possible, for an appropriate level of support and suitable transport to allow access to all.

With the Support of the Specialist Sports Co-ordinator (SSCO), we offer a designated inclusive ‘Allsports’ club after school. This has led to exciting opportunities for student participation in Level 2 and 3 competitions within the city and further afield.

The new Judgemeadow College building was opened in May 2009 and is fully DDA and Building Regulations compliant. Lifts to all floors allow wheelchair users to access all areas of the building. There are accessible toilets in all departments and designated accessible parking.

Most teaching of students with SEN takes place in mainstream classrooms in faculty areas, however there is a designated Learning Support classroom and designated space for small group/individual intervention located in the Learning Resources Centre at the hub of the building.

Classrooms and technology areas are equipped with rise-and-fall tables, white boards and other facilities to aid accessibility.

We work with Children and Young People’s Occupational Therapy Services in liaison with parents/carers to ensure that furniture, equipment and the general environment is adapted as far as reasonably practicable to meet the needs of individuals.

We have acted on advice from Vista to ensure that the building is safe and accessible for students with visual impairment.

A well-equipped hygiene room is located for convenience near reception.

To ensure that students on the SEN register have a smooth and worry-free transition we liaise closely with primary schools and external agencies, and where appropriate attend transition reviews. We organise additional visits/workshops for SEN students. Parents/carers are welcome to visit the College by prior arrangement.

Students receive additional support when selecting Key Stage 4 options and making post-16 choices. The Connexions Specialist SEN PA is involved where appropriate.

At Statement/EHCP/School Contract review meetings we encourage aspiration and planning for the future.

Members of the Team are always available at Open Evening, Parents’ Consultation Evenings and Options Evening in order to discuss concerns and answer questions.

We work closely with our Home/School Liaison Officer to ensure effective communication with homes where English is a second or additional language; translation can be provided in a number of languages where required.

Top-up Funding (Statement/EHCP and high-level need Element 3 funding) is used to provide:

    • TA support in lessons/unstructured time
    • Named staff support
    • Small group/individual interventions
    • Reformatting of resources for VI students
    • Support for AllSports Club

We actively encourage the involvement of parents/carers:

Supporting your child/young person with homework/organisation for learning at home, including checking planner their planner on a daily basis and signing it each week.

Attending pastoral and SEN review meetings and Parents’ Evenings.

Keeping in contact with key staff (FT/HOY/Senco) regarding concerns as they arise.

The form tutor is usually the first point of contact. Parents/carers can also make contact directly with the Special Educational Needs Co-ordinator, Head of Year or Key Stage Achievement Manager by phone/email through the school office: office@judgemeadow.org.uk

Telephone: 0116 241 1920

Learning Support Staff are always available at Parents’ Evenings and are happy to address general concerns where time allows or make an appointment to meet later.

At Judgemeadow up to 15% of students may be on the SEN register at any time, including a small number with statements / EHCPs (usually between 1% and 2%). Students may be added to, or removed from, the Register at any time following consultation with school staff, parents and the students themselves.

 

Sources of Further information

Full SEND Policy Document: Special Educational Needs and Disability Policy

Provision Map: Please click here

Parent leaflet: Guide for parents

Dyslexia Guidance: Information Booklet for Parents
                            Information Booklet for Students

Autism Information: Information Booklet for Parents
                              Information Booklet for Students

For further information about the provision for students with SEND throughout the city please see the Leicester City Council Local Offer: https://mychoice.leicester.gov.uk/Categories/3/Local-Offer

 

There is also a team of 15 teaching assistants (12.4 wholetime equivalent), many of whom have individual responsibilities, including: