SEND

For some students further additional support may be needed to help them achieve their targets and goals both academic and otherwise.

Stocksbridge High School provides equal opportunities for all students with and without SEND. As such we promote a fully inclusive policy with all students attending mainstream lessons in order to access high quality teaching and learning.

We are committed to narrowing the attainment gap between students with SEND and their non-SEND peers. Our aim is to provide  high quality provision that allows all students to access every area of learning in order to achieve their full potential.

Our Objectives

  • To continue to meet all statutory requirements and guidance provided within the SEND Code of Practice.
  • To ensure there is quality first teaching for every child which embodies challenge and support for all.
  • To provide a broad and balanced curriculum for all students across both Key Stages.
  • To engage all parents/ carers in all aspects of their child’s education and additional provision.
  • To continue professional development for all staff to ensure awareness and understanding of needs is held by all school employees.
  • To work with parents, our family of schools and external agencies to ensure early identification and to develop assessment strategies.
  • To engage all students within the whole of school life by ensuring an inclusive atmosphere exists and supportive measure are in place.
  • To continue to work with families, other educational establishments and external agencies around effective transition for all key stages.

Further information can be found via the school’s Local Offer which is detailed on the Local Authority’s Local Offer page. This can be found at:

Your SENCO is Miss G Feechan

Miss Feechan can be contacted at the school or via email on gfeechan@stocksbridgehigh.sheffield.sch.uk

SEND Report

Here at Stocksbridge High School we aim to identify learners with SEN in a range of ways:

  • Through liaison at transition. Both the Head of Transition, SENCO and Teaching Assistants work closely with our feeder Primary Schools. Additional visits and meetings are also held where students attend from other Primary Schools.
  • Through concerns raised by parents, form tutors, teachers and support staff as well as by students themselves. The school has a clear system of intervention and where concerns continue beyond class teacher support a clear system of referral to Heads of House, Support Managers and the SENCO are in place. A panel meets weekly to discuss any students who may potentially need further support.
  • Heads of House are responsible for monitoring he progress of all students within thier house which is overseen by the Assistant Head in charge of Progress and Achievement. Concerns are flagged to the SENCO through the weekly panel meeting.
  • By individual assessment. The SEN department has a range of assessments to identify need and refer to outside agencies where appropriate.
  • Through liaison with and assessment by external agencies. If these agencies are involved the school happily adapts practices to support professional recommendations.
  • All areas of the school building are accessible, either by lift or externally.
  • The school was partly rebuilt and partly refurbished with reference to low sensory environments.
  • A variety of ICT equipment and other resources are available according to need and are sourced either through specialist SEN providers or through involvement of other agencies such as Occupational Therapists or Sensory Impaired Service.
  • There are good disabled changing and toilet facilities available.
  • Quiet, safe supervised spaces are available for those who require them.
  • Supervised lunch area for students who need additional support.
  • There is a SENCO in school who oversees SEND provision and programmes.
  • The school has a flexible approach to adaptations required and will address any needs.
  • A variety of small group and individual intervention work takes place around issues such as literacy, language, numeracy, social skills and self-esteem.
  • Classroom teachers deliver Quality First Teaching allowing all students to access mainstream learning. This is overseen by two Senior Leaders with a responsibility for Teaching and Learning. All staff recieve professional development around ‘challenge for all’ and there is a team of Lead Learners to support staff in developing their practice to meet student needs.
  • Maths and English groups are grouped based on targets and progress at Key Stage 3. There are also Teaching Assistants assigned specifically to English and Maths to help develop specialist resource.
  • We ensure that the amount of time students are withdrawn from mainstream classes is kept to a minimum and always encourage independence. Our ultimate aim is to support our young people in becoming independent adults.
  • Extra support for students is available after school with the teaching assistants; particularly for homework/ study skills.
  • Teaching staff receive a variety of training as necessary and appropriate.  This includes training in areas such as Speech and Language, Autism, Dyslexia, challenging behaviour and moving and handling.
  • Members of the SEN department also recieve regular ongoing training in the support of pupils within and outside the classroom.
  • All new staff recieve SEND training as part of their introduction to the school.
  • Staff receive regularly updated information and person centred strategies electronically- these are working documents. This information is forwarded and amended during transition periods.
  • There are currently no staff specifically trained in administration of medicines and feeding.
  • There are teaching assistants trained in providing personal care.
  • Communication with parents and carers takes place in a variety of ways such as e-mail, phone-calls, meetings, reviews, parents’ evenings, home-school diaries, parentmail, letters and reports.
  • Parents are invited to discuss their child’s progress in regular meetings and reviews.
  • Parents are encouraged at all stages to contribute to their child’s education plans. The parents views are central along with those of the child.
  • Evaluation of provision for SEND takes place as part of the school’s review structure. The SEND department has an Action Plan that is regularly reviewed and overseen by the Senior Leadership Team.
  • Regular data collection takes place and provision is monitored and evaluation through its analysis.
  • The effectiveness of SEND provision is regularly evaluated by governors through committee and whole governors meetings as well as having a designated governor link.
  • Learning walks are conducted by the SENCO either individually or with class teachers and subject leaders.
  • The SENCO meets regularly with the a member of Senior Leadership to discuss provision.
  • Systems are in place for monitoring and supporting students’ well-being.
  • Pastoral support staff are available to support students individually and in groups.
  • PSHE lessons and other areas of the curriculum address issues around disability awareness.
  • Small group work may be organised for students who require more targeted support around vulnerability, anxiety, social and emotional issues.
  • A ‘safe haven’ is available for students who require a supervised quiet environment at unstructured times.
  • Students who experience anxiety are encouraged to identify key people in school with who they can talk and feel comfortable.
  • We keep in close contact with parents, make specific arrangements where necessary, for example, in exams and will draw in expertise from outside school where appropriate.
  • A clear system of reward and sanctions is in place, with an internal exclusion room available and communication with parents as key.
  • Attendance is closely monitored daily and any issues are addressed in order to put strategies in place for improved attendance where necessary, for example, attendance panels and referral to other agencies.
  • We work with students who display extreme behaviour on an individual basis, to find the best ways to reduce the behaviours and help them to develop more positive attitudes to earning in school. This will always include working with parents and carers, and sometimes involving other professionals.
  • Forward planning is key, so that the activities chosen will be accessible.
  • Parents will be consulted and involved on an individual basis, to look at needs, risk assessments and arrangements to be made.
  • The school offers a wide rangfe of extra- curricular opportunities and enrichment. Form- tutors and thos ein charge of extra- curriculuar work with students to introduce these. All students are encouraged to partake in one extra- curricular activity and those who can be idebtified for particular activities are supported in accessing these.
  • Regular student voice activities are held, where a cross-section of students in school are invited.
  • Students who need support with this will be offered it, for example, where a known adult is there to support or scribe.
  • Students are invited to attend and contribute to their SEN reviews including the use of One Page Profiles and person centred planning. All students views are collected ahead of the meeting incase they feel overwhelmed within it.
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