Wednesday, March 29, 2017
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As part of the SEND Code of Practice 2014 each local authority has to publish a local offer. Devon County Council's local offer can be found by following the link https://new.devon.gov.uk/send/.

 

At Tiverton High School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our students, whatever their needs or abilities. Not all students with disabilities have SEN and not all students with SEN meet the definition of disability, but this policy covers all of these students.

Students with a disability have SEN if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in that area.

This offer should be read in conjunction with the Provision Maps for each area of need, located within the SEND PROVISION tab.

 

Staff

The SEN Coordinator (SENCO) for Tiverton High School is Mrs. Tania Mayes.

A member of the Governing body takes a special interest in SEND, although the Governing Body as a whole is responsible for ensuring provision is made for students with SEN.

The Support Centre also has a number of staff with additional responsibility for coordinating aspects of SEND. These include:

A Team of SEN Teachers and Higher Level Teaching Assistants in each area of need identified in the SEN Code of Practice:

  • Cognition & Learning
  • Social, Mental & Emotional Health
  • Communication and Interaction, including Autistic Spectrum Conditions
  • Physical & Sensory 

 

Support Centre

The Support Centre provides a range of facilities to meet the needs of students within each area of need. The 12 rooms consist of:

Cognition & Learning- Literacy and learning support. Each classroom is resourced with specialist materials  and resources, including appropriate IT. 

Social, Mental & Emotional Health (SMEH) - Classrooms that provide teaching and intervention programmes.  This area comprises of three classrooms resourced with curriculum and intervention programmes.

Speech, Language & Communication and Autism –  Two classrooms that provide an environment for small group work, curriculum focus and social skills intervention.

Communication & Interaction Resource Base (CAIRB) – A specialist classroom for curriculum and social skills intervention for students with a diagnosis of Autistic Spectrum Disorder/Condition. This classroom also includes a sensory room.

Life Skills Room – A modified classroom that provides a range of life skills programmes. The room consists of a fitted kitchen area, social area and teaching area.

Toilet/Shower for wheel chair users - Toilet and shower facilities for students with physical disabilities are available. These facilities include a bed, changing area and electronic hoist.

Stair/Lifts, Ramps-The school has key areas fitted with lifts and ramps to allow access for all students.

 

Identification of Need

The school is committed to early identification of SEN and adopts a graduated response to meeting SEN in line with the New Code of Practice. There is no need for students to be registered or identified as having SEN unless the school is taking additional or different action. Students for whom English is an additional language will only be added to the SEN register should they have some additional learning needs.

 Students may be identified as having special educational needs through one or more of the following methods:

  • Year 6/7 Transition: discussions with primary feeder schools and support agencies
  • Information reported formally through regular Learning Manager meetings
  • Information highlighted by Teachers/Teaching Assistants
  • Parent consultations
  • Outside professionals who may be in contact with a student and family

The SEN department uses IEPs/PSPs (Individual Education Plans/ Pastoral Support Programmes) & the DAF system (Devon Assessment Framework) for students who have an identified SEND. The plans will be written by the SENCo, SEN teachers or Lead Teaching Assistant but always in consultation with the students, parents/carers and teachers. They may also involve consultation and recommendations from external agencies.

The targets will be SMART (Specific. Measurable. Achievable. Realistic. and Time related) and will detail:

  • The short-term targets set for or by the student
  • The teaching strategies to be used
  • When the plan is to be reviewed
  • Success and/or exit criteria
  • The agreed actions by parent/carer, school staff and external agencies

Plans will be reviewed (DAF) at least once a term or every six months (IEP).

 

Transition

The school will liaise with the Careers South West Service and other agencies to arrange Transition Plans for students with statements/EHCP plans in Year 9 and Year 11. When students move to another school their records will be transferred to the next school within 15 days of the student ceasing to be registered, as required under the Education (pupil information) Regulations 2000.

 

Staff training

The school uses a range of training providers, in house and external, to ensure staff are equipped with the skills to teach and support students with special educational needs and disabilities. An audit of training needs for Teaching Assistants is made following completion of the annual Appraisal cycle.

The Assistant Head, Mr Mark Barlow, takes responsibility for prioritising the training needs of staff in liaison with the SENCO.

 

Links with other schools and other agencies.

The Support Centre has strong links with local primary schools.

External support services play an important part in helping the school identify, assess and make provision for students with SEN e.g.

  • The school receives regular visits from the nominated Education Welfare Officer (EWO) and Educational Psychologist for the area.
  • The school may seek advice from the Specialist Advisory Teaching Services for children with Communication and Interaction Difficulties, Physical and Sensory Difficulties and Specific Literacy difficulties.
  • Social Services.
  • Careers South West; a Personal Adviser is invited to attend all Annual Reviews in Year 9 & Year 11 in order to contribute to theTransition Plan. Mrs Mary Penning is the advisor for Tiverton High School.
  • The school adheres to the Supporting Pupils at School with Medical Needs – statutory guidance Sept 2014 and liaises with health and other services to obtain confirmation re reduced attendance at school.

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