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SEND

We are pleased to welcome you to the SEND page at Loxford School, in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEND policy and provision in the school in order to raise the achievement of children with SEND.

Role

  • Overseeing the day to day operation of the school’s SEND policy
  • Liaising with and advising teachers
  • Managing the SEND team of teachers and learning support assistants
  • Coordinating the provision for pupils with special educational needs
  • Overseeing the records on all pupils with special educational needs
  • Liaising with parents of pupils with special educational needs
  • Contributing to the in-service training of staff
  • Liaising with external support agencies

To get in contact, please ring the school reception on 0208 514 4666, and then ask to be put through to SEND.

Loxford Secondary School - Mrs. A. Mulla KS3 & Mrs S Appiah-Carr
Loxford Primary School - Mrs N. Lennon

Telephone: 0208 514 4666

SEND Policy

SEND Information Report (Local Offer)

Redbridge Local Offer

Role of LSA

Learning Support Assistants make a valuable contribution to the achievements of pupils. They may attend a child’s care needs but a high proportion of their role is educational. The key responsibilities of the LSA include:

Support for Pupils:

  • To provide in class, small group or individual support
  • To offer help, as appropriate, to any child experiencing difficulties
  • To praise, encourage and develop positive relationships
  • To foster the participation of pupils in the social and academic processes of the school
  • To enable pupils to become more independent learners
  • To help raise the standards and achievement for all pupils

Support for Teachers:

  • To help develop effective collaborative working across the curriculum to support SEND pupils
  • To assist in the preparation of teaching and learning materials for pupils with SEND
  • To assist in the development and implementation of appropriate systems for recording the progress of pupils with SEND
  • To assist in the management of the whole class
  • To assist with display work
  • To provide regular feedback

Support for the School:

  • To promote home school liaison for pupils with SEND
  • To contribute to review procedures for pupils with SEND
  • To liaise with staff and other relevant professionals and provide information about pupils as appropriate
  • To contribute to the evaluation of the school’s SEND policy and practice through discussions with relevant staff
  • To attend appropriate in-service training provided by school or LEA
  • To be aware of and follow school policies and procedures
  • To participate in educational visits
  • To attend meetings required for information, planning and development
  • To respect confidentiality at all times

Aims and Ethos

At Loxford School we value all pupils equally. Our guiding principle is one of Inclusion. We want to identify and break down possible barriers to learning.

The aim of Loxford’s SEND policy is to develop a system of support, which enables pupils with special educational needs to make the greatest possible progress. The support systems are based on comprehensive whole school systems of monitoring, assessment and intervention.

Objectives in making provision for pupils with SEND

  • To ensure that all pupils, including those with difficulties and disabilities, have equal access to a broad, balanced curriculum which is differentiated to identify individual needs and abilities.
  • To ensure that all teachers are aware it is their responsibility to meet the special educational needs of pupils. In this they can draw on the resources of the whole school.
  • To ensure that every child has his or her particular needs recognised and addressed.
  • To seek the views of the child and involve him/her in the process of support.
  • To offer the high quality support to ensure that all children’s needs are met.
  • To fully involve parents/carers in the process of provision for the child.
  • To acknowledge and draw on parental knowledge and expertise in relation to their child.
  • To ensure the aims of education for pupils with difficulties and disabilities are the same as those for all pupils.
  • To maximise the opportunities for pupils with special educational needs to participate in all the activities of the school.
  • To enable all pupils to experience success.
  • To ensure that consideration of SEND crosses all curriculum areas and all aspect of teaching and learning.
  • To ensure that all teachers encompass the good special needs practice which is beneficial for all pupils.
  • To ensure awareness amongst staff that any pupil may encounter difficulties at some stage.

Achievement and Awards

Students who have had support from our SEND Department have successfully applied to both Sixth Form and local colleges to continue study to post-KS5 (University). We also offer careers advice to our students in years 9-13 and a Careers Club runs once a week for students to drop in and discuss the possible career pathways suited to them.

Pastoral Support Programme

What is a Pastoral Support Plan?

Pastoral Support Plan (PSPs) are designed to support young people who are at risk of permanent exclusion or young people who are at risk of becoming disaffected through repeated fixed-term exclusions or who have been involved in a single very serious incident.

The PSP is a school-based, young person centred approach to address the inclusion of young people with challenging/concerning behaviour from a range of perspectives. SMART targets are set for both the young person and for the range of agencies who will be involved with the young person ( if appropriate).

Key to this process is the regular review of the PSP that enables close monitoring of the young person within the school environment. The process allows the school as well as parents and Outreach agencies ( if appropriate)  involved with the young person to monitor their progress and the impact of all support agreed.

A PSP:

  • is school based
  • is time-limited
  • has smart targets with practical strategies
  • is owned by the school and is overseen by a key member of staff, e.g. SLT/YCT/Social Inclusion officer etc.
  • follows a standard format and monitored across 16 weeks (This can be extended depending on exceptional circumstances)
  • is agreed with parents and carers

We strive to look after every child and go the extra mile whenever possible. We monitor all the students to ensure their education is as consistent as possible depending on the individual circumstances.

In-Class Support

In-class support takes place as focussed intervention groups with targeted students. Support is prioritised for students with Special Educational Needs and EHC Plans. There is also general support for students on SEN Support. Learning Support Assistants in class provide additional support for students that require it.

SEND monitoring

Interventions – School

Interventions – Outside Agencies

Primary Phase

Reading Age – Salford,

English – York Assessment of Reading Comprehension (YARC & Early Years YARC)

Understanding – (British Picture Vocabulary Scale – BPVS)

Mathematics – Sandwell Early Numeracy Test (SENT)

SIMs – data analysis

SIMs Behave – behaviour analysis

Class teacher / year leader feedback

Feedback

LSA feedback

Year Team Meetings

Weekly LSA / TA meetings

Early Warning Meetings

Secondary Phase

All new students tested for Reading Age –

Salford, and New Group Reading Test

SIMs – raise on line (for grade predictions)

SIMs Behave – behaviour analysis

ATL feedback

Link Teacher

Teacher feedback

LSA feedback

Year Team Meetings

Weekly SEND meetings

Reading – Lexia Reading Recovery

Handwriting group

Literacy – Support Sets

Numeracy – Intervention groups

Numeracy – Support Sets

Behaviour Intervention Groups

Managing emotions groups

Mental health and peer mentoring

Social Skills Group

ICT Software :

  • Lexia
  • Secondary Language Link
  • Mathswatch
  • Maths ninja
  • MyMaths

Link and Registration LSA for students with an EHC plan or Statement of SEN

In class teacher and LSA

Homework Club

Lunchtime Support

Educational Learning difficulties- SEATSS

Social Emotional Mental Health support-SEATSS

Speech and Language Therapy

Special Education Resource Centre

Playback MentoringEmotional literacy support group,

Speech and language targeted support

Hearing and vision support via SEATSS

Youth Offending and Targeted Prevention Service (YOTPS)

School Nurse

Social Services

 

SEND in the Primary

SEND monitoring Interventions – School Interventions – Outside Agencies

Reading Age – Salford,

English – York Assessment of Reading Comprehension (YARC & Early Years YARC)

Understanding – (British Picture Vocabulary Scale – BPVS)

Mathematics – Sandwell Early Numeracy Test (SENT)

SIMs – data analysis

SIMs Behave – behaviour analysis

Class teacher / year leader feedback

Feedback

LSA feedback

Year Team Meetings

Weekly LSA / TA meetings

Early Warning Meetings

Reading – Reading Recovery

Literacy Skills – Code X (KS2)

English and Maths Interventions

EAL support

Numeracy

Behaviour Intervention

Social Skills Group

ICT Software :

  • Lexia
  • Maths Base
  • Communicate in Print
  • Cloze Pro
  • Clicker 5 / 6
  • 2 Type

In class LSA

After school clubs

Lunchtime clubs

Educational Psychologist

Hatton Outreach

Early Years Support and Advisory Service

New Rush Hall Outreach

Newbridge Outreach

Speech and Language Therapy

Special Education Resource Centre

Roding Hearing Impaired Outreach Service

Joseph Clarke Vision Impaired Educational Welfare Service

Child and Family Consultation Centre

School Nurse

Social Services

 

Secondary  Liaison

During the Summer Term liaison meetings will be held with the primary schools. This allows information about Year 6 pupils with SEN to be transferred so that it can be used in setting targets and to inform the Year 7 grouping process.

Pupils with statements / EHCP of SEND

Following the Year 5 Annual Review the local authority receives the paperwork they need so that Secondary Schools can be consulted over secondary school placements.

Reading Recovery

During allocated times during the school day pupils use an age appropriate Lexia computer programme to improve reading, spelling, and comprehension.

In-Class Support

The majority of support takes place within the classroom. Support is prioritised for pupils with Statements of Special Educational Needs and EHC Plans. There is also general support for other pupils as well as those who are on SEN Support. Teaching Assistants in class provide additional support for pupils that require it.

Social Skills Group

Pupils are identified through discussions with class teachers along with the analysis of SIMS data.

Lunchtime and Afterschool Club

Various clubs run either during at lunchtime or after school. Some pupils will be identified to attend these clubs.

Primary Liaison

The transfer from primary to secondary school can be daunting, in order to make things as smooth as possible for our students we have a transition programme in place. During the Summer Term, liaison meetings are held with the primary schools. This allows information about students with SEN to be transferred so that it can be used in Student Support Summaries and to inform the Year 7 grouping.

New Group Reading Test

All new students take the New Group reading test in the Autumn Term when they join Loxford. This enables us to identify students who, for instance, are competent readers with weak comprehension skills. The results are used to help us identify students who would benefit from inclusion on the Reading Recovery scheme.

Reading Recovery

The Reading Recovery scheme is a computer-based programme to support literacy. During afternoon registration a group of identified students use the age appropriate Lexia computer programme to improve reading, spelling, and comprehension.

Literacy Skills Group

Literacy skills groups run for years 7, 8 and 9 wherever a need is identified.

Skills covered in these sessions can include:

  • Reading (stories/plays)
  • Writing (handwriting, written expression)
  • Speaking (retelling stories, being able to justify an opinion, telling a story in chronological order)
  • Listening ( listening, understanding and remembering what someone else says)
  • Spelling ( 100/200 most common words)
  • Reference skills ( being able to use a dictionary, an atlas, an index)
  • Memory
  • Self-esteem (We KNOW you CAN do well, we need to convince you!)

CATs Testing

CATs is an assessment of a range of reasoning skills. The tests looks at reasoning in three types of symbols: words, numbers and shapes or figures, i.e. verbal, quantitative, and non- verbal reasoning. All students complete the tests in the Autumn Term when they join year 7.

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