I am very proud to welcome you to the new Bohunt School Worthing (BSW). Our purpose built, modern and innovative school opened in September 2015 to Year 7 and 8, and will ultimately grow into a vibrant and successful 11-16 comprehensive by 2018 in the heart of its community where all students and staff genuinely enjoy, respect and achieve.
Our exciting new school is built on the firm foundations of high expectations for all with a creative and personalised curriculum that will extend learning both in the classroom and through a wide range of enriching experiences and environments. This is uniquely blended with the firm conviction that our students are at the heart of all we aspire to and achieve. We are committed to and experienced in developing confident, ambitious and skilled young people who will relish their role in making a positive difference to their communities; whether local, national or global. BSW students will be well equipped for any challenge or opportunity.
Our positive and collaborative ethos is underpinned by the belief that all members of our school have the potential for excellence. We are committed to raising aspiration and dedicated to supporting all students develop the confidence, self-belief and well-being vital for success. This means everyone at BSW will be able to achieve and thrive, celebrating our collaborative and individual successes.
I am delighted to be able to share our school with you and encourage you to contact us for further information. We are in the midst of very exciting times and will update the website regularly with all the new developments going on.
Mr Adam Whitehead BSc (Hons)
Statement of Intent
Bohunt School recognises values the abilities and achievements of all students, and is committed to providing, for each student, the best possible environment in which to learn, within the schools ethos of enjoy, respect, achieve.
1.SEND Objectives of the school, to
- ensure all students have access to a broad and balanced curriculum
- provide a curriculum that is appropriate to the individual’s need and ability
- ensure early identification of students requiring SEND provision as early as possible
- encourage all SEND students to actively engage with the schools extra-curricular programme
- ensure that parents of SEND students receive regular progress and attitudinal updates for their child
- ensure, where possible, that students have a say over their SEND provision
- ensure all students with SEND leave school with recognised qualifications leading to clear opportunities for all to progress into higher education
- provide all staff with support and advice on how best to support students with SEND within the mainstream classroom
Students may discover a learning need as they progress through secondary education and we will do our upmost to support this and assist students in overcoming their barriers to learning. We will seek to do this within the constraints of finite resources.
2.Development of SEND Policy
Head Teacher, SENCo and staff were involved in developing this policy.
This policy links to the following policies/documents within the school:
- Child Protection Policy
- Supporting students with medical conditions policy
- Accessibility Policy
- Complaints Policy
- Equality Targets
- Information Report(To be found on website)
3.Definition of Special Educational Needs
Students have special educational needs if they have a difficulty accessing the curriculum, temporary or more long-term, which calls for special educational provision to be made for them. Students have difficulty accessing the curriculum if they:
- Have significant difficulties in learning in comparison with the majority of children of the same age.
- Have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.
Special Educational Provision may be triggered when students fail to achieve adequate progress, despite having had access to a differentiated programme. Parents and staff will be informed that the child has special educational needs and appropriate provision identified to meet the student’s individual need(s) will be made.
The school recognises and supports the 4 broad areas of need (Section 6.25 – 6.32) identified within the current code of practice:
1 – Communication & Interaction
2 – Cognition & Learning
3 – Social, Emotional and Mental Health Difficulties
4 – Sensory &/or Physical Needs
The purpose of identification is to work out what action the school needs to take, not to fit a student within a category listed above. We as a school, recognise the needs of the whole student which will include not just the special educational needs of the young child or person.
The below are examples of what is not SEND, however may potentially impact on progress and attainment:
- Attendance and punctuality
- Health and Welfare
- FSM / EVER6
- Forces child
Lack of adequate progress may be indicated by:
- Little or no progress despite the use of targeted teaching approaches and a differentiated curriculum.
- Working at levels significantly below age expectations, particularly in Literacy or Numeracy.
- Presenting persistent emotional and / or behavioural difficulties, which have not been managed by appropriate strategies usually employed.
- Sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment.
- Poor communication or interaction, requiring specific interactions and adaptations to access learning.
5.Our Approach to SEND Support
- It is the role of the SENCo to liaise with feeder primaries before transition from years 6 into 7 to ensure that any student who is currently placed on the SEND register is known about and a history of need established.
- Where possible contact with parents will be established and additional transition time put into place to assist the process, again dependant on the need of the student.
- Testing will be completed across the full year group in year 7 upon entry and students streamed for additional support pending individual results.
- Teachers are responsible and accountable for the progress of the individual student within their classroom. Quality first teaching is pivotal to this and differentiation must be in place and evident.
- Wave 1 intervention (different from and additional) starts within the classroom and is the first stage of 3 waves. At this stage SENCo available for assisting with strategies within the classroom, advice on best practice for that individual student and specific attention to students weaknesses. Clear targets set and student aware of what he/she is focusing on.
- Where progress isn’t evident following intervention within the classroom, SENCo and teacher to discuss next steps, working in collaboration in progress reports, meetings with parents and assertive mentoring within school conducted by the tutor, Achievement Co-ordinator or assigned key worker.
- Students with significantly below average literacy skills will be removed from modern foreign language lessons upon entry and receive wave 3 intervention across the entire year. Where rapid progress is evident, students will move into a different curriculum pathway in year 8 and continue based on a small level of support. Where progress is less advanced, students will remain at wave 3 and continue a more in depth programme.
- Students with specific learning needs with reading, spelling, numeracy and EAL, will receive additional support in targeted withdrawal groups within the SFL department where possible.
- Decision to place students on the SEND register will be based on standardised scores from reading and spelling tests and academic levels. Diagnosed learning difficulties and also students who have a statement of educational need or an EHCP.
6.Managing students’ needs on the SEND Register
- Students are no longer listed on the SEND register under School Action or School Action Plus, instead SEND support will now cover all students placed on this register. Within this list, students will be grouped, depending on level of need and or diagnosis of need.
- Students identified on the SEND register will have strategies listed within the school inclusion booklet for staff to use and apply within the classroom.
- An ISP will be in place for students on the SEND register which details what level of support they are currently receiving from the SFL department during that academic year. This is a live document and will continue to be amended where appropriate. The upkeep of the ISP is the responsibility of the SENCo where the need is special educational needs. If it is a pastoral need, that is the responsibility of the student’s achievement coordinator.
- The level of provision is determined by tests upon entry and student’s progress and attainment.
7.Criteria for exiting the SEND Register
Students will exit the register based on progress and attainment that proves they are working to expected levels. A student will remain on the SEND register if they have a diagnosed learning need that requires continuous support, regardless of progress and attainment.
8.How Bohunt School best supports students & families
- Parents can view the schools SEND information report on how the school supports both students and families. This also links into the local authority’s local offer.
- The support for learning department has a qualified member of staff responsible for the testing and awarding of access arrangements within the school, in collaboration with the schools exam officer.
- The support with can offer students regarding transition before attending Bohunt is detailed in section 5, point 1.
9.Supporting Students with Medical Conditions
Bohunt School recognises that students at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Any student with a physical disability will be given the same opportunity to attend school trips, provided a full risk assessment has been completed and clearance provided by the specialist advisor working with that student/s.
For further details on how Bohunt School supports students with medical conditions and or disabilities, please see policy ‘Supporting students with medical conditions’.
10.Monitoring & Evaluating SEND
The School carefully monitors and evaluates the quality of the interventions that are put in place on a student by student basis to ensure that the intervention put in place is appropriate and demonstrating progress.
This is completed by the specialist teacher or LSA completing that intervention. All students are tested at the start of an intervention and retested following the competition of the programme. From that point, future intervention/s are based on the outcome.
All interventions are evaluated as part of the annual evaluation of pastoral support report.
11.Training and Resources
The SENCo is responsible for ensuring that all staff are aware of which students have specific learning needs and how best they can support these within the classroom.
LSA’s receive training that is felt appropriate to their individual role and also is relevant to the needs of the student/s they are supporting. Training opportunities will be provided throughout the academic year to ensure development of staff within the department.
SENCo to provide general strategies to support all students within the classroom.
SENCo to hold regular meetings with the Support for Learning Department team to discuss individual students and areas of concern to ensure early identification of issues and increase awareness of key students where necessary.
12.Roles & Responsibilities
The designated SEND Governor receives minutes from meetings held by the department and meets the SENCo as appropriate.
The SEND assistants (LSAs) are managed directly by the SENCo, who is, in turn, currently line managed by the Head of School. The SENCo has also received child protection training and again works with the Head of School in ensuring the safeguarding of all students who attend Bohunt School.
Specialist teachers are employed to deliver the literacy and numeracy programmes within the department.
13.Storing & Managing Information
All previous SEND files are stored for 15 years in line with government guidelines. All files are securely stored and access is only available through the SENCo should access be required to these files.
14.Reviewing the Policy
This policy reflects the changes that have been recommended in the new SEND code of practice, September 2014. This policy will be reviewed in September 2015, should any adaptions be made within the first year of the code of practice, as well as working within the new guidelines for a year.
The school is fitted with soundfield systems in each block and caters for students with hearing impairments. Yellow edges are provided on all steps and rails for students with visual difficulties.
Students who require wheelchair access around the site before transferring to the classroom can be assisted with ramps provided around the school site.
Visually impaired students are provided with specific lesson materials where appropriate, including all assessments and exams under the schools access arrangements procedure.
Parents of students with SEND or who suspect there child has a learning need can contact the SENCo direct, or via the schools enquiry system. The SENCo’s contact details can be found within the schools SEND information report.
Please see Accessibility Policy for more information.
16.Dealing with Complaints
If a parent wishes to make a complaint regarding an issue relating to SEND, then they must follow the school’s complaints procedure. This can be found on the schools website.
Bohunt School takes a very firm and clear approach with issues relating to bullying. The support for learning department runs a series of interventions relating to social communications, ELSA and also the Social Communication Group.
– For all policies mentioned within this document please visit the schools website and select downloads.
– ISP – Individual Support plan
Students place on the SEND register will have an ISP (individual support plan) which will detail the provision and interventions in place.
Learning and Education Committee –September 2014
Due for review-September 2015