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.
Tiverton High School’s SENDCo is Mrs Tania Mayes. To contact Tania please email TMayes@tiverton.devon.sch.uk or call (01884) 256655.
SEND Information Report 2019-20 (282.9 KiB)
Tiverton High School Summary 2019 (233.1 KiB)
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 2017 – 19|
|Level of Provision||COMMUNICATION AND INTERACTION INCLUDING AUTISTIC
|TIVERTON HIGH SCHOOL|
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|
|Student Support (SEND)||
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 2017 – 19|
|Level of Provision||COGNITION AND LEARNING||TIVERTON HIGH SCHOOL|
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 ongoing 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 highly trained and experienced in working with students who experience challenges relating to Communication & Interaction. 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. 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.babcockeducation.co.uk/ldp/learnersupport
Currently our provision is at full capacity.
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 have completed ASC training provided by the C&I Team in addition to the TA training provided in line with the school’s Appraisal system.
The C&IRB Lead Teacher has done additional training, including the Post-Graduate Certificate in Education (Autism) from Plymouth University, which included achieving recognition as an outstanding practitioner by the Autism Education Trust (AET).
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 Adlem, Teacher in Charge of the C&IRB.
Mrs Liz Adlem
Teacher for Autism
- Small group learning
- Outdoor Education one day a week reflecting on personal effectiveness
- Funfit for students with physical disabilities
- Just Right State programme
- Equine Care under the guidance of the CAIRB
- In house and offsite social skills development, leading to successful work experience placements as well as transition to college
- Travel training (in preparation for independent travelling)
- Living skills
- Entry Level Cooking courses
- Health and hygiene certificates
- Homework support for all levels and all students within SEN
- ASDAN bronze, silver and gold.
- ARROW and SoundsWrite interventions