King’s School SEN Information Report
King’s School is a mainstream secondary school that currently has children in Key Stage 3 and Key Stage 4. The school believes that all children and young people are entitled to an education that enables them to:
- Achieve their best
- Become confident individuals living fulfilling lives
- Make a successful transition into adulthood, whether into employment, further or higher education or training
Under section 65(3)(a) of the Children and Families Act 2014 the Governing Body is required to publish information about Special Educational Needs policy and provision. This information is updated annually and was last updated in August 2017.
1. The kinds of special educational needs for which provision is made at the school:
We currently support children with the following Special Educational Needs, and do so in line with the 2014 Code of Practice: ASD, dyslexia, dyspraxia, dyscalculia, hearing impairment, visual impairment, SLD (Literacy), medical conditions.
2. The school's policies for the identification and assessment of pupils with special educational needs:
The school’s policy for identifying children with SEN is in line with the SEND Code of Practice 2014. The school recognises that a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. As defined in the 2014 Code of Practice, the school accepts that a young person has a learning difficulty or disability if they: have a significantly greater difficulty in learning than the majority of others of the same age; or if they have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
3. Information about the school’s policies for making provision for students with special educational needs whether or not pupils have Education and Health Care Plans, including:
(a) how the school evaluates the effectiveness of its provision for such pupils;
The school evaluates the effectiveness of its provision for all students, regardless of SEN, through the outcomes they achieve and their progression to further stages of education. All students are set challenging progress targets for their learning achievements and the impact of teaching and additional support is measured by the school through student outcomes. Children with SEN are expected to make the same progress as their peers. SEN students also receive regular progress reviews through the monitoring of personalised ‘Learning Support Plans’. The school monitors the effectiveness of its main and wider curriculum through the take up of and participation in additional activities. The evaluation of all aspects of provision includes input from students and parents.
(b) the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
Whole school assessment and monitoring procedures are in place and apply to all students at all levels. SEN children are assessed in the same way as all other children. The school follows the Code of Practice to assess, plan, do and review when undertaking any specific areas of support, and has structures in place to ensure on-going regular assessment of outcomes which are discussed with the child and parents. Students are also assessed following any periods of intensive targeted intervention.
The school’s assessment procedures ensure that all progress is closely monitored at all times and that any concerns are rapidly raised and the necessary support made available through the class teacher to enable progress (please refer to the SEN policy – available on the school website). Parents are informed when additional learning provision is provided for their child (as per the SEND Code of Practice, section 6.39). The SENCO works together with the SLT to ensure standards are maintained across the school.
(c) the school’s approach to teaching students with special educational needs;
Children with SEN are expected to be able to work within mainstream classes, given high quality teaching and work clearly differentiated to their level of ability. Specific specialist help may be made available for short term support to raise levels where there is a clear indication that this will achieve expected outcomes.
(d) how the school adapts the curriculum and learning environment for students with special educational needs;
The school would not expect to make significant adaptations to the curriculum to enable children to succeed but would make any necessary adaptations to the learning environment to ensure children have opportunity wherever possible to progress at the same level as the rest of the class. The school has an open door policy for all students and supportive conversations with appropriate members of staff are always available in addition to regular planned meetings.
(e) additional support for learning that is available to pupils with special educational needs;
Additional support is provided through short term targeted interventions which may be in class or require withdrawal from some lessons. The majority of students, who are identified as having SEN, have learning support plans that are discussed with them and their parents and, where appropriate, these include arrangements for accessing the curriculum.
(f) activities that are available for students with special educational needs in addition to those available in accordance with the curriculum;
All children are expected to be involved in the full range of school activities. Should a particular disability mean that any activity is less accessible to a student who wishes to take part in it then the school will use its best endeavours to enable participation. Where it is not possible to adapt the activity to enable the student to take part then the school will provide an alternative activity and engage the student in determining and planning this.
(g) support that is available for improving the emotional and social development of students with special educational needs.
The school’s pastoral system supports all children with close focus on their social, emotional moral and spiritual development. Where necessary the school has access to external support services who can be used for short term intervention. In the case of more severe need, outside agency support would be sought as a matter of course.
The school has an anti-bullying policy which applies to all students and operates in line with the school’s Character Education approach to behaviour management.
The school has links to health bodies and social care bodies through the local authority and can draw on these if there is a significant need.
4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator:
The school’s SENCO is Mrs Dale, who can be contacted using the main contact details for the school which are available here. The school also has a full time Learning Support Manager, Mrs Morley.
5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.
The school goes out of its way to employ outstanding teachers to ensure that all children receive the highest possible quality of education. All recent research has shown that progress is made in direct relationship to the quality of teaching. Support staff, including Teaching Assistants, Higher Level Teaching Assistants and qualified teachers normally work within areas where they have specific expertise to enable children to make expected levels of progress at all times and to ensure all programmes of support are tailored to specific need. All staff receive induction and regular update training on supporting children with SEND. Where appropriate, specialist expertise is sought through the Local Authority, Russell Education Trust and other relevant agencies (e.g. hearing impairment).
6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.
Specialist equipment to support individual needs is secured on a case by case basis with the advice, where appropriate, of external specialist agencies.
7.The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.
We consult with parents of children identified as having SEN at least every term when academic assessments are made. In the first term, Year 7 parents will meet with the form teacher; in the second a written report will be sent home and parents are welcome to come to the school to discuss any concerns they may have; in the third term students with statements or EHCPs will have an annual review and parents of all other SEND students will be able to meet with the SENCO.
8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.
Wherever possible and advisable, children are involved in the review process and that of setting targets for the next session. The school believes that young people have a right to be involved in making decisions and exercising choices. They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the child, parents, carers and outside agencies to identify needs.
9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of students with special educational needs concerning the provision made at the school.
In the event that a parent or carer is concerned about the progress that their child is making at the school they should contact the SENCO in the first instance. If the parent or carer remains unhappy about the outcome, the Headteacher should be contacted. These are the first stages of the school’s complaints policy which is available in full on the website.
10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
Where a student with SEND is not making appropriate progress and we feel that they need advice and support from external professionals, we will discuss such a need with parents. If it is felt appropriate, we will then refer a student to an external agency and/or professionals for diagnosis, support or advice. Subsequent to such a referral, we will work with the external agency to support such students, using agency support and advice. We use the Local Authority Educational Psychology Service to make referrals to Advisory Support Teachers and Educational Psychologists. We also work with other external agencies such as the Child and Adolescent Mental Health Services (CAMHS), Speech and Language Service, Literacy Support Service, Counsellors and the Autism Support Service.
11. Contact details of support services for the parents of students with special educational needs:
- ASCSS: Autistic Spectrum Conidian Support Service, Brighton and Hove. Downs Park School, Foredown Road, Portslade BN41 2FU.
- Off the Fence: Off The Fence Trust, 132 Portland Road, Hove, BN3 5QL
- Safety Net: Safety Net, Manor Offices, Emmaus, Drove Road, Portslade, Brighton, BN41 2PA
- Integrated Team for Families: Brighton & Hove City Council, King's House, Grand Avenue, Hove BN3 2LS
- Language Support Service: LSS Office, County Oak Avenue, Brighton, BN1 8LU
- Literacy Support Service: Goldstone Primary School, Laburnam Avenue, Hove BN3 8JS
12. The school’s arrangements for supporting students with special educational needs in transferring between phases of education or in preparing for adulthood and independent , living.
The school works closely with all children as they approach times of transition. There is close co-ordination with all feeder primary schools to ensure smooth transition from KS2 to KS3, which includes visits to the primary schools concerned and a range of induction visits for new children. At the end of KS3, meetings will be focussed on transition to KS4 and ensuring the right pathways are established and clearly understood by a child and their parents/carers.
13. Information on where the local authority’s local offer is published
The local authority’s local offer is published on its website: