|Talbot Specialist School SEN information report 2018/19|
|1||The type of SEN provision made||We have 172 pupils on roll and all have severe and complex learning difficulties. The school works closely with professionals from health and social care in order to ensure that the care and welfare needs of the pupils are met. Therapeutic programmes and advice are embedded within the curriculum for pupils where this is appropriate.|
|2||The school’s identification and assessment policies||All students have an Education Health and Care Plan. We offer 3 curriculum pathways, formal, semi-formal and informal which are flexible and personalised in order to meet the very diverse learning needs of our students.
Our assessment policy can be found on the website. Students are formally assessed three times each year using B Squared. Ongoing evidence based assessments also take place throughout the year. All students have individual targets which are directly linked to the outcomes in their EHCP.
|3||School’s policies for making provision for all pupils with SEN||The school ensures that the diverse learning needs of all students are reflected in all policies including the Teaching and Learning, Behaviour, Moving and Handling and Curriculum policies. The school has a commitment to inclusion and ensures that all students can participate fully in the curriculum.|
|a||How the school evaluates effectiveness of provision for SEN pupils||The progress and achievement of students is closely monitored and scrutinized through on-going assessment. Interventions are put in place where needed. The progress of students receiving pupil premium is closely monitored.|
|b||Arrangements for assessing and reviewing progress||Students are formally assessed three times per year using BSquared. The EHCP is reviewed annually and parents evenings take place three times each year. Partnership with parents / carers is central to our work with students and informal or formal meetings to discuss progress can be held at any point when required.|
|c||Approach to teaching pupils with SEN||Teachers are highly skilled in delivering personalized learning opportunities. Activities are differentiated to meet the individual needs of students so that all can achieve. A wide range of strategies are embedded within the curriculum delivery including Makaton, Pecs and intensive interaction.|
|d||How the school adapts the curriculum/learning environment for SEN pupils||The school is completely wheelchair accessible. Touch pads have been added to doors to enable easy access. Tracked hoisting systems are in place in 4 classrooms and in the hydrotherapy pool and sensory room. A range of accredited courses are offered including Personal Progress, Personal and Social Development, Functional Skills in Maths, English and ICT.|
|e||The additional support for learning available to SEN pupils||Students are taught in small groups with high staffing ratios. The level of support is dependent on the learning and support needs of the individual student. Some students receive 1:1 support. However all students are encouraged to be as independent as possible whilst ensuring their safety and wellbeing.|
|f||How school enables SEN pupils to engage in all activities of the school||The school offers a broad and balanced curriculum, including a wide variety of enrichment activities. All students fully access the curriculum.|
|g||Support available for improving the emotional, mental and social development of SEN pupils||All staff are trained in Teamteach and are skilled in de-escalating behaviours which could lead to crisis. Repair and reflect activities support students in learning strategies to manage their own emotions. Scerts had been introduced to enable students to develop social and emotional maturity.|
|4||The SEN coordinator’s name and contact details||Nigel Kirkpatrick is the SEN coordinator|
|5||Information on staff expertise their SEN training, and how specialist support will be secured||All staff are trained in Teamteach, Makaton and Moving and Handling. Additional whole staff training has been given in intensive interaction and sensory integration.|
|6||Information on equipment and facilities to support SEN pupils and how this will be secured||The school works in partnership with other professionals including physiotherapists and occupational therapists. Specialist equipment including switches, specialist chairs and standing frames and other equipment is provided as required.|
|7||Arrangements for consulting parents of pupils with SEN, and involving them in their education||The Education, Health and Care Plan is reviewed annually. Parents evenings are held three times per year. The school sets IEP targets in consultation with parents / carers, linked to the EHCP outcomes. We ensure that all agree on the priorities for individual students so that school and parents / carers can work together to achieve these.|
|8||Arrangements for consulting pupils and Involving them in their education||Students are encouraged to attend annual reviews and parents evenings. Their opinions and aspirations are at the heart of the provision offered to them. A student council, elected by students, represents the views of the student community in decisions about policy, staff appointments and the curriculum.|
|9||Governing body arrangements for the treatment of parental/ pupil complaints concerning the school’s provision||The school has a complaints procedure which is followed by governors. Complaints are referred to the chair of governors.|
|10||How governing body involves other bodies (health, social care LA support services and voluntary organisations) in meeting their needs||The school works closely with other agencies including health and social care. Physiotherapists, speech and language therapists, occupational therapists contribute to the care and education programmes of pupils and attend annual reviews and multiagency meetings as necessary.|
|11||The contact details of support services for parents of SEN pupils||The Local Authority SEN officers can be contacted on 0114 2736394|
|12||The school’s transition arrangements for SEN pupils||Students can leave school at Y11 and may move on to one of the Sheffield Colleges.
Most students remain at Talbot for post 16 provision. They then leave at Y12, 13 or 14 and move on to a range of education and social care providers. Multi-agency, personalised planning takes place to ensure appropriate plans and funding are in place prior to the pupil leaving school. The school supports by facilitating transition and liaising closely with providers, including Sheffield College, and supporting visits where appropriate.
|13||Link to the authority’s local offer||The Local Offer can be found at http://www.sheffielddirectory.org.uk|
|This report will be reviewed in September 2019|