SEN

The SEN department is divided into four areas of needs with each area having a lead teaching assistant in charge.  We are a dedicated, passionate and caring team who strongly believe in Every Child Matters and a Child Centred Approach to learning.  Every child regardless of whether they have additional needs are part of THS community in every way, we simply enhance their learning, self-belief and self-confidence.   

SEND Information Report 2018-19

  • Speech, Language & Communication Needs (SLCN)

    In the SLCN department, we work in small groups with students on their specific targets that have been set by agencies such as the Speech and Language Service. We work on many areas including social skills, language skills, understanding autism and confidence building. We also have a gardening project, life skills programme and cookery award that link with the ASDAN award programme.

    PROVISION MAPPING – TIVERTON HIGH SCHOOL 2018 - 19
    Level of Provision COMMUNICATION AND INTERACTION INCLUDING AUTISTIC
    SPECTRUM CONDITIONS
    TIVERTON HIGH SCHOOL
    Universal
    Provision
    • Student records sheet.
    • Recognition and use of different learning styles; differentiated delivery.
    • Modified language; consideration of pace, saying/understanding/processing.
    • Awareness of over/under sensitivity to senses.
    • Preparation for change of activity/lesson.
    • Moderate use of visual aids. 
    • In class support from subject TAs.
    • Clear classroom routines.
    • Calm learning environment.
    • Use of IT; Spellcheckers, digital camera to record practical work, use of laptop. 
    • Use of writing frames and mind maps.
    • Exams / tests access arrangements available. 
    • Literacy intervention; comprehension, decoding.
    • Lunch club/Sanctuary provision.
    • Whole school awareness and training.
    • Yr6 Transition programme from Primary to High School.
    • Pupil Passport indicates a) Strengths includes hobbies, areas of interest b) identifies areas of difficulties; specific information to help with class planning, organization. c) strategies; specific to the student.
    • Rehearsal of knowing how to talk and listen in a conversation, explanation of double meanings, sarcasm etc. 
    • Strategies to reduce anxiety; seating plan, plans in non- structured times, personalised exit cards.
    • Use of visual prompt/cues across the curriculum; these may include Communicate in Print.
    • Systematic organisation of independent learning tasks eg. task sheets.
    • Clear rewards/sanctions including motivators.
    • Key instructions from subject TAs and teaching staff.
    • Pre-teaching of subject vocabulary.
    • Use of mini-whiteboards.
    • Emotional literacy; emotion cards and activities.
    • Buddy system.
    • Simple social stories.
    • Role play scenarios. 
    • Support for organisation.
    • Broad range of sentence activities eg. description, news telling.
    • Name cueing
    • Chunked information
    • Monitoring cards. 
    • ASC Awareness week, Department training from ASC Outreach teacher & HLTA.
    • SLCN staff training from teacher & HLTA.
    • Lunch times/break times; students can access the sanctuary rooms located in the Support Centre.
    • SLCN & ASC classroom audit; response to audit requests.
    • Specialist Resources used in best practice teaching & learning: Visual timetables eg. Communicate in Print, Literacy packs, 5 point scale, Task sheets. 
    • Enhanced Transition in Year 9 & Year 11.
    Student Support (SEND)
    • Subject or SEND Support in class to facilitate access to the curriculum.
    • •Small group sessions (SLCN & ASC)
    • Differentiated Timetable
    • Differentiated expectation of Homework.
    • TEACH principles.
    • De-sensitised/calm safe place.
    • Enhanced use of visual aids ‘Communicate in Print’ resources.
    • 1:1 Social Story Programme.
    • Elklan approaches.
    • Enhanced emotional literacy.
    • Visual reward/sanction system with close monitoring.
    • Visual Prompt cards
    • Speech Therapy Programme as identified from SLCN report.
    • Pre teaching vocabulary/topic in a group.
    • Counselling support.
    • Whole School awareness and training.
    • Support in CAIRB
    • External agency support.

    As above and include:

    • Enhanced transition arrangements in Yr 5 to Yr 6 at
    • Primary school.
    • Application of specific speech targets.
    • Specific & regular small group attention & listening activities.
    • Specific & regular small group oral blending and segmentation linked to reading & spelling.
    • Specific phonemic awareness programme.
    • Mentoring including adult and peer.
    • Chaperone
    • Access to sensory room
    • ASC & SLCN baseline assessment ‘I can’ statements:
    • social skills learning.
    • Non-literal language training eg. idioms, jokes.
    • Social skills: Personalised social stories, complex in nature.
    • Social skills Comic strip conversations , small group discussions, role-play,
    • School grounds training, Travel training.
    • Social skills: Predicting and understanding others, facial expressions, rigid thinking, social interaction, extreme reactions.
    • Social Skill: small group visits.
    • Specialised adaption to uniform.
    • Opportunities for students to complete homework in
      Support Centre/defer from homework completely.
    • Exit cards; movement between lessons, early access to break time/lunch time queues.
    • Sanctuary provision supported by TAs.
    • Specific interest clubs.
    • Enhanced use of Communication in Print.
    • Pre-teaching for GCSE & Btec courses.
    • Exam arrangements including sensory identification.
    • College vocational courses.
    • Transition reviews (Year 9) for those students without a statement/EHCP plan.
    • Resources: Language for thinking, Speechlink resources, Personalised keyrings/fobs, Talkabout, Talkabout Teenagers, I am special, Volcano in my Tummy, 50 self-esteem games, Looking and Thinking, Toe by Toe, Managing Anxiety, Teen Issues, Clinical Language intervention, Emotional Intelligence, Developing Social Communication skills, SEAL, Role Play packs, Numicon, Counting to Calculate, ASC Fiction (Bluebottle), Finish the Story, Barrier Games.
    EHCP
    • Advice from ASC specialists in addition to School CAIRB (Communication and Interaction Resources Base)
    • Bespoke Timetable (as agreed by all partners).
    • Support package from ASC base; physically challenging behaviour, social, mental & emotional behaviours, high anxiety needs.
    • Transport (as agreed by Devon County Transport Dept).
    • Increased contact with parents/carers.
    • Scheduled long term study skills support.
    • Termly review meetings.
    • Enhanced outside agency intervention.
    • Therapy based approach.
    • Speech Therapy 1:1 long term programme.
    • Makaton/Total Communication

    As above and include:

    • Multiple specialist involvement; paediatricians, CAMHS, Social Services, police etc.
    • Bespoke timetable to incorporate advise from NHS
      partners and response to identified additional needs.
    • Additional & regular access to education and employment partners; Petroc, Exeter College, Local employers.
    • Access to Alternative education packages; AEC.

    Provision map review date: September 2019 Staff responsible for review: Mrs Tania Mayes SENDCO, Mrs Kath Matthews Area Lead

  • Social, Emotional and Mental Health Needs

    Some of our children may have emotional needs and/or social problems that interfere with their own ability to learn effectively. In some instances, the difficulties they experience may cause disruption to the learning of other children or young people.  Social difficulties, in this context, occur when students have problems managing interactions with others in school effectively and appropriately.  They may have difficulty making the necessary adjustments to conform to the expectations of others in a variety of settings. There are many difficulties and conditions falling under SEMH, including Depression, Anxiety Disorders, and ADHD. 

    PROVISION MAPPING – TIVERTON HIGH SCHOOL 2017 - 19
    Level of Provision SOCIAL, MENTAL & EMOTIONAL HEALTH TIVERTON HIGH SCHOOL
    Universal Provision
    • Student information sheet.
    • Recognition and use of different learning styles;
      differentiated delivery.
    • Preparation for change of activity/lesson.
    • In class support from subject TAs.
    • Calm learning environment.
    • Exams / tests access arrangements available.
    • Lunch club/Sanctuary provision.
    • Whole school awareness and training.
    • Additional tutor/subject teacher mentoring.
    • Buddy system.
    • Consistent use of rewards and sanctions.
    • Flexible approaches to a range of different behaviours.
    • Time out systems within the classroom.
    • Provision mapper for student plans.
    • Support end of year activities.
    • Yr6 Transition programme from Primary to High School every month throughout the year.
    • Clear strategies for working with our students outlined in their personalised Teacher Information Guidance sheets and Student Information Documents.
    • Strategies to reduce anxiety; seating plan, plans in non- structured times, personalised exit cards.
    • Use of visual prompt/cues across the curriculum.
    • Clear rewards/sanctions including motivators.
    • Key instructions from TAs and teaching staff.
    • Pre-teaching of subject vocabulary.
    • Use of mini-whiteboards.
    • Emotional literacy; emotion cards and activities.
    • Buddy system.
    • Simple social stories.
    • Role play scenarios.
    • Support for organisation.
    • Monitoring cards.
    • Staff training from teacher and HLTA
    • Lunch times/break times; students can access the sanctuary room located in the Support Centre.
    • Enhanced Transition in Year 9 & Year 11.
    Student Support (SEND)
    • Visual reward/sanction system with close monitoring.
    • Counselling support.
    • Whole School awareness and training.
    • External agency support.
    • Risk assessment.
    • Personal Support Plan (PSP)
    • Individual Behaviour Plan with SMART targets monitored by support centre.
    • Flexible approaches to a range of different behaviours.
    • Behaviour code
    • Pupil coaching/mentoring.
    • TAF

    As above and include:

    • Enhanced transition arrangements in Yr 5 to Yr 6 at Primary school.
    • Social Skill: small group visits.
    • Exit cards; time out, Support.
    • Specific interest clubs.
    • Pre-teaching for GCSE & Btec courses.
    • Exam arrangements.
    • College vocational courses.
    • Transition reviews (Year 9) for those students without a statement/EHCP plan.
    • Resources may include: THRIVE principles, SEAL, Myself as a learner, Managing Emotions, Self Esteem.
    EHCP
    • Bespoke Timetable (as agreed by all partners).
    • Transport (as agreed by Devon County Transport Dept).
    • Increased contact with parents/carers.
    • Scheduled long term study skills support.
    • Termly review meetings.
    • Enhanced outside agency intervention.
    • Therapy based approach.
    • Keyworker.
    • EP consultation.
    • Outdoor Education.
    • AEC.
    • Alternative Pathway at Tiverton High (APATH)
    • Support Centre registration.
    • Support Centre Curriculum delivery.
    • Subject or SEND Support in class to facilitate access to the curriculum.

    As above and include:

    • Multiple specialist involvement; paediatricians, CAMHS, Social Services, Police etc.
    • Bespoke timetable to incorporate advise from NHS
      partners and response to identified additional needs.
    • Additional & regular access to education and employment partners; Petroc, Exeter College, Local employers.
    • Access to Alternative education packages; AEC.

    Provision map review date: September 2019 Staff responsible for review: Mrs Tania Mayes SENDCO, Mr Cotter Assistant SENDCo

  • Literacy Support - Cognition and Learning

    Literacy Support is offered to students who struggle with reading and/or writing, to build their confidence in the classroom environment.  We offer individualised support in the form of intervention with regard to reading, comprehension, spelling and memory work.  Computer based programmes such as ARROW are specifically helpful in aiding students with spellings needs, and we offer this programme to our students alongside phonics work through Sounds Write.  Each student is treated as an individual which ensures that their needs are met and they are able to access the curriculum with support in place be it visual aids, word banks and coloured paged exercise books.  The long term aim is to enable students and give them physical and emotional support to thrive in the classroom. 

    PROVISION MAPPING – TIVERTON HIGH SCHOOL 2018 - 19
    Level of Provision COGNITION AND LEARNING TIVERTON HIGH SCHOOL
    Universal Provision 
    • Student information documents.
    • Recognition and use of different learning styles; differentiated delivery.
    • Alternative means of recording including use of laptop for extended writing
    • Use of IT including laptops
    • Dyslexia friendly interventions (overlays, enlarged text, simplified text, visual support)
    • In class support from TAs.
    • Spelling techniques eg. soundspelling
    • Use of writing frames and mind maps
    • Exams / tests access arrangements available.
    • Literacy intervention; comprehension, decoding
    • Whole school awareness and training.
    • Homework intervention in the support centre
    • Reading and spelling assessment for age equivalent scores
    • Consistent use of rewards and sanctions.
    • Multi-sensory approach to learning (visual, auditory and kinaesthetic)
    • Handwriting club
    • Targeted/guided sessions – Literacy and Numeracy for 1 50 min session weekly)
    • Reinforcement and practice input
    • Reduced homework to core subjects
    • LUCID assessment
    • Yr5/6 Transition programme from Primary to High School.
    • Student Information Document (SID); the SID indicates
    • Strengths including hobbies, areas of interest
    • TIG (Teacher Information Guidance Sheet) supports teachers within the classroom, identifies areas of difficulties; specific information to help with class planning. Along with strategies specific to the student.
    • Use of visual prompt/cues across the curriculum.
    • Clear rewards/sanctions including motivators.
    • Key instructions from subject TAs and teaching staff
    • Literacy intervention
    • Pre-teaching of subject vocabulary.
    • Use of mini-whiteboards.
    • Support for organization using Mind Maps.
    • Chunked information
    • Department training from Babcock
    • Learning walks/classroom observations
    • Specialist Resources used in best practice teaching & learning: Visual timetables, Literacy packs.
    • Enhanced Transition in Year 9 & Year 11
    Student Support
    (COG)
    • Subject or SEND support in class to facilitate access to the curriculum
    • Small group Literacy intervention programmes
    • Differentiated Timetable
    • Differentiated expectation of homework
    • Enhanced use of visual aids ‘Communicate in print’ resources
    • Developing touch typing
    • Study skills
    • Specialist support and intervention (Eps, Advisory teacher, 0T)
    • Develop a range of working memory strategies
    • Pre teaching vocabulary/topic in a group
    • Whole school awareness training
    • External agency support
    • A.R.R.O.W
    • EP cognitive assessment
    • Support for core subjects (12 x 50 mins)
    • Access arrangements for tests and exams
    • Individual mentoring/counselling

    As above and include:

    • Range of specialised programme, eg. Specific phonemic awareness programme, ARROW and Fresh Start
    • Mentoring including adult and peer
    • Pre teaching for GCSE
    • Exam arrangements including sensory identification
    • College vocational courses.
    • Read Write Gold software used to support spelling and within exams
    • Equipment such as laptops and coloured overlays are given to students once assessed
    EHCP
    • Curriculum support for greater than 12 x 50 mins
    • Increased contact with parents/carers.
    • Scheduled long term study skills support.
    • Termly review meetings.
    • Enhanced outside agency intervention.

    As above and include:

    • Annual reviews to include parental feedback and outside agency intervention
    • All staff that are involved in the student’s education offer feedback prior to meetings
    • All teaching staff are given the opportunity to meet with parents

    Provision map review date: September 2019 Staff responsible for review: Mrs Tania Mayes SENDCO, Mrs Ruth Roberts Area Lead

  • Communication & Interaction Resource Base (CAIRB)

    CAIRB Local Offer 2018-19

    Our C&IRB (CAIRB) here at Tiverton High School is one of only three secondary provisions in Devon. We welcome young people who have Communication & Interaction needs as their primary need, and provide individualised interventions to support them through their secondary education as they head towards Post-16 and beyond…  Interventions may include differentiated access to the curriculum, skills development, and the development of increased independence.  We use our knowledge of the young people’s own interests, strengths and aspirations to inform our work. 

    What does your service do?

    What is the key purpose of your service and how does it contribute to better outcomes for children and young people with special educational needs and disabilities and their families? What are the typical activities that you do? Do you have any limitations on the amount of time your service will support a child or young person? Do you provide any on- going support?

    Our service provides bespoke support for young people who have Communication & Interaction Needs, working in collaboration with families to break down barriers to learning for our students in accordance with their Education, Health and Care Plan.

    When students access main lessons they are provided with initial support which is decreased as their confidence grows and their skills improve.  Specific learning in the C&IRB might include individual or small-group activities designed to develop the students’ individual knowledge, skills and attitudes to learning.

    Our team form part of a wider SEND Support Team here at Tiverton High School, and are experienced in working with students who experience challenges with Communication & Interaction needs. All staff are committed to their role and develop warm professional relationships with our students.

    In some circumstances draw upon a wider skill-set through a multi-agency approach, for example in therapeutic interventions.  We believe in a student-centred approach and this is at the heart of our work.  Above all, we work with families and value our relationships with them.

    Where is it located, and what areas does it cover?

    Where are your main locations and do you work across the whole local authority area? Are there any differences in your offer in different parts of the local authority area?

    We are located at Tiverton high School in the Support Centre, and work with the Local Authority across the region.  Our Service Level Agreement is standard across the county; however, there are local variations in provision in order to respond best to the needs of our young people.

    Who does your service provide for?

    What types of need and age ranges do you cover? What are the eligibility criteria to use your service? Are there any types of disabilities that you do not provide for?

    We welcome young people in Year 7 who have a Communication & Interaction need and usually have a diagnosis indicating that they are on the Autistic Spectrum. Students who are given a place would be expected to have an Education, health & Care Plan in place.

    Our C&IRB also offers support to children in the locality with Communication & Interaction needs who are educated in mainstream provision. 

    How can I start using the service?

    Can I make direct contact myself or would there need to be a referral from someone else and if so, who? Do you charge for the service and if so, what are the costs? Can I use my personal budget to pay for the service or to add to the service? Are there any waiting lists and if so, how long are they?

    We have capacity for eight students and are happy to answer initial enquiries about the possibility of a young person attending the C&IRB. Parents/carers are invited to visit by arrangement. Places are funded by the Local Authority, and the final decision rests with them in consultation with school.  Once a place has been confirmed, C&IRB staff will facilitate an enhanced transition prior to admission.

    Schools within the locality can contact the central Communication & Interaction Team for support, advice, guidance and training from Specialist Teachers:   http://www.babcock- education.co.uk/ldp/learnersupport

    How do you communicate with service users and how are they involved in decision making/planning?

    What are your usual methods of seeking the views of service users? Do you use any specialist communication system e.g. signing? What leaflets and information do you have? How does the service communicate with parent carers whose first language is not English? How will I know how well my child or young person is doing? Do you offer any parent training or learning events? 

    Students are encouraged to take part in decision-making in relation to their learning programmes:  their aspirations form the heart of our work along with families, carers, and other professionals.  We are open to the use of alternative and augmentative communication strategies (AACs) and this can include signing.  A leaflet on the Support Centre is available on request, or direct contact can be made via the school and staff would be happy to assist.

    Regular reports are sent home from school as a matter of course, and there are additional meetings with C&IRB staff so that parents/carers are up-to-date with their young person’s progress.

    Parent support and/or training can be arranged if there is interest.

    Is your service fully accessible?

    Is the building fully wheelchair accessible? Have there been improvements in the auditory and visual environment? Are there disabled changing and toilet facilities? Do you have a changing places facility? What support is there for a child with additional needs in

    general areas e.g. waiting rooms? How will my child or young person be able to access all of the activities of the service and how will you assist him or her to do so?

    Tiverton High School outlines our commitment to a fully accessible school via our accessibility plan.

    What training are the staff supporting young people with SEND had or are having?

    Are there any specialist staff? Do any other services work closely with yours?

    Staff in the C&IRB complete ASC training provided by the C&I Team in addition to the TA training provided in line with the school's Appraisal system.

    We work closely with the Communication & Interaction Team, and use the AET framework to monitor our provision.

    Who can I contact for further information?

    Who would be my first point of contact if I want to discuss something about my child/young person? Who else has a role in my child’s/young person support? Who can I talk to if I am worried? Who should I contact if I am considering whether child/young person would benefit from the service?

    Any member of the SEND team will be happy to answer general questions about the C&IRB. For more detailed information please contact Mrs Liz Adler, Teacher in Charge of the C&IRB or Mrs Katie Butler – Area Lead for the C&IRB.

    Mrs Liz Adler

    Teacher in Charge – C&IRB
    (To be reviewed September 2019)

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