Special Education Needs & Disability
Here at Lowton Church of England High School we believe that every teacher is a teacher of all our young people, including those with Special Educational Needs. Our aim is to work with, and for, our young people and their families. We have high expectations and are committed to developing our young people academically, socially, morally, spiritually and culturally. We aim to foster a ‘can do’ and independent attitude that will help to equip them for school life and beyond.
Mrs J Shaw, SENCO & Assistant Headteacher – Curriculum
The SENCO has 10 plus years of experience as a secondary SENCO, and is a member of the schools senior leadership team. She has attended National SEND Co-ordinator training in addition to Post Graduate studies in teaching students with specific learning difficulties.
Please contact the school on 01942 767040 and speak to the following members of staff for further information:
Mrs Carol Brown – SEND Support Manager – Cedar & Willow Houses
Mrs Tracey Joyce – SEND Support Manager – Elm & Oak Houses
The Governing Body’s Principles, Aims And Objectives In Making Special Educational Needs Provision
To operate a ‘whole pupil, whole school’ approach to the management and provision of special needs.
Here at Lowton we believe that every teacher is a teacher of all our young people, including those with Special Educational Needs. Our aim is to work with, and for, our young people and their families. We have high expectations and are committed to developing our young people academically, socially, morally, spiritually and culturally. We aim to foster a ‘can do’ and independent attitude that will help to equip them for school life and beyond.
We welcome the new SEND reform and whole-heartedly support its child and family centred ethos, and extended provision across the age range 0-25.
How will my child’s needs be identified?
All children are entitled to receive help according to their needs. It is recognised that, as levels of severity increase, so does the input from the school. There is no time restriction for a child to be regarded as having Special Educational Needs so movement up and down the SEND Register is fluid and monitored by the Governors.
The areas of need are:
- Cognition and learning – including specific learning difficulties/dyslexia (literacy);
- Emotional, behavioural and social;
- Sensory/physical and/or medical;
- Communication and interaction.
In addition to liaison with primary schools to gather information, all Year 6 Key Stage results are passed to Lowton C of E High School as students transfer from their feeder primaries along with any SEND files. During their first term all students are given a standardised reading, comprehension, spelling and numeracy, and where appropriate, the full range of Cognitive Abilities Test. Pupils with low reading, spelling or numeracy scores will be identified for personalised learning support strategies. Parents will be informed about precise interventions to be delivered though out the academic year.
Your child’s progress can be discussed with the SENCO, Assistant Head Teacher or relevant SEND Manager at any point.
Your child’s needs may warrant inclusion on the school’s SEND Register which is reviewed termly, to ensure that all pupils’ needs are being met.
To ensure no child’s needs are missed the school adopts the primaries inclusion onto the SEND register.
In the first instance until all baseline data is completed. The Year 7 SEND register is adjusted once we are in receipt of all baseline data and have seen the children settle during the first half term.
What should I do if I think my child/young person may have special educational needs?
If you think that your child may have a special educational need, you can contact the SENCO/Assistant Head Teacher for curriculum or the relevant SEND manager for your child’s house at any time.
What communication with parents and other stakeholders can be expected?
It is essential that parents are kept closely informed about their children’s progress or needs. Such communication will usually take place via the whole school systems such as Statement or Education and Health Care Plan (EHC Plan) Review meetings, parents’ evenings and the reporting process.
Other situations may arise where it is necessary to contact home:
- To arrange an annual Statement or EHC Plan review or discuss issues from a current Statement or EHC Plan.
- To request parental permission for specialist assessment of a pupil. To be followed by a formal letter and Wigan LEA forms.
- To discuss new/arising issues regarding a pupil’s behavioural or academic need not presently identified.
- To discuss case notes following external intervention from a service e.g. Speech and Language Service.
- To share key intervention strategies planned with parents via letter.
- To informally ‘check-in’ with parents regarding their child’s needs and progress.
The admission arrangements detailed in the school prospectus apply to all students for whom the Local Education Authority consider a mainstream placement to be appropriate. Students who hold a statement or EHC are given priority placement above siblings and geographical location. A young person with EHC/Statement from outside the Local Authority will also take priority, including mid-year admissions.
How will SEND provision be delivered?
Following identification of learning needs, the Director of Teaching and Learning Support will initiate personalised intervention pathways.
Interventions may include:
- Y7 literacy classes, these are based on ability literacy grouping from October half term.
- Y7 Catch Up Premium numeracy classes, additional small group provision from entry.
- Teaching Assistant withdrawal 1:1 or small group to work on individualised programmes following a multi-sensory approach based on phonics such as sounds write, multi-sensory or further corrective reading.
- 1:1 reading sessions with higher trained pupil volunteers from Key Stage 4 twice weekly.
- External agency involvement.
- In class Teaching Assistant support.
All pupils will sit reading and spelling tests annually to track and monitor progress and ensure that effective and timely intervention is delivered. Termly teacher data is also scrutinised by the Assistant Head Teacher for achievement and the Assistant Head Teacher for curriculum to track pupil progression across all subject areas.
Where a child has a high level of need but is not in receipt of a Statement or on Education Health Care Plan (EHC Plan), it may be possible that a Teaching Assistant will work on a 1:1 basis with the child providing in class support for a number of lessons every week.
For a child in receipt of a Statement or EHC Plan, the child can expect to receive 1:1 in class Teaching Assistant support in line with the recommended hours outlined by the LEA in accordance with the SEND Code of Practice.
How will my child’s SEND needs be shared with the teaching staff?
Children with moderate to severe SEND needs will be placed on the school’s SEND Register which is reviewed each term and used to track pupil progression and monitor effective provision. Children on the register with an increasing need for SEND support will also have an Individual Education Plan outlining the following: key pupil outcomes, brief pupil background, core data and teaching and learning strategies. Both SEND Register and the IEP’s are shared with teaching staff to ensure information has been communicated and acted upon.
In addition the SENCO/Assistant Headteacher for Curriculum delivers training every September in conjunction with the Assistant Head for Student Welfare on our vulnerable students including those with SEND or medical needs.
In accordance with the school’s Child Protection Policy, all pupil data and personal information will not be shared or discussed unless it is professionally pertinent to do so and in line with the school’s Child Safeguarding policy.
My child has a Statement/Education and Health Care Plan. How will this be reviewed?
- The Annual Review ensures that, once a year, the parents, the pupil, the LA, the school, and all the professionals involved consider both the progress the pupil has made over the previous 12 months and whether any amendments need to be made to the Statement or EHC Plan.
- It is a way of monitoring and evaluating the continued effectiveness and appropriateness of the Statement or EHC Plan.
What will happen during an annual Statement/Education and Health Care Plan review?
The Annual Review should aim:
- To assess the pupil’s progress towards meeting the objectives or outcomes specified in the Statement/EHC Plan; and to collate and record information that the school and other professionals can use in planning their support;
- In the case of the first Annual Review, to assess the pupil’s progress towards meeting targets agreed and recorded in the Individual Education Plan, or its equivalent, following the issuing of the Statement/EHC Plan; and in the case of all other reviews to assess progress towards the targets in the IEP, or its equivalent, set at the previous review;
- To review the special provision made, including appropriateness of special equipment provided, in the context of the National Curriculum and assessment and reporting arrangements. Where appropriate, school will provide a profile of current levels of attainment in basic literacy, numeracy and a summary of progress achieved in other curriculum areas, including National Curriculum;
- To ensure that, where the Statement/EHC Plan involves a modification or disapplication of the National Curriculum, the school should indicate whar special arrangements have been made for the pupil;
- To consider the continuing appropriateness of the Statement/EHC Plan in the light of the pupil’s performance during the previous year, and any additional special educational needs which may have become apparent in that time, and thus to consider whether to cease to maintain the Statement/EHC Plan or whether to make any amendments, including any further modifications or disapplication of the National Curriculum;
- To set new targets/pupil outcomes for the coming year in conjunction with the young person and their family, if the Statement is to be maintained. Progress towards those targets/outcomes can be considered at the next review meeting.
How will the curriculum be matched to my child’s needs?
All children will be set in Mathematics upon arrival at the school based on KS2 attainment and Primary Teacher Assessed levels, this will be adjusted following numeracy screening and CAT’s Quantitive results. They study this for 4 hours per week.
In literacy lessons for the first half term students complete screening and assessment tests in conjunction with Grange Endes a level aimed at Y7 pupils starting high school to and the transition process. Initially this grouping is by form, but this changes to ability grouping following assessment by Ocober half term. Your son/daughter will then follow an appropriate literacy programme such as corrective reading or read to achieve depending on their assessments and all data held by the school at that point.
PE is taught by Gender and all other subjects are taught in their mixed ability forms. We feel this helps students develop a strong form house and school ethics, which in turn helps them to develop socially and sportily, as well as academically. The balance of lessons taught as ability grouping increases as the young person progresses through school.
We are happy to discuss your child’s curriculum needs at any time. The majority of students needs can be met by high quality first teaching and appropriate differentiation.
How do you assess and evaluate the effectiveness of the provision you make with SEN and Disability?
- Progress of all students including SEND is monitored half termly in line with school assessment procedures. Internal tracking systems are used to highlight progress of individuals as well as identified groups.
- Progress data is shared with parents three times each year, in written format as well as face to face at parent’s evenings.
- Additional questions or concerns can always be dealt with by contacting the Director of Teaching and Learning Support.
What support will there be for my child’s/young person’s overall wellbeing?
We at Lowton believe in developing the whole child and our school is based on transition values on ethos of core and support.
The school firmly believes in clear, consistent and open communication and positive school – parents/carers – child relationships. Communication usually takes place via face to face meetings, telephone, letter, text parent and email.
Any sensitive issues will be dealt with by the pastoral team in accordance with child safeguarding procedure.
What happens when my child requires support during unstructured time?
The school offer a range of activities during unstructured times and after school, including access to the Learning Resource Centre, sporting activities, general hobbies and interests, and the SEND base or student support for more vulnerable children. Please see our extra curricular timetable for a further idea of what’s on offer.
How will school support my child when there are behavioural, social or emotional problems?
A range of behaviour management and attendance interventions are in place for pupils who require additional support in these areas. Support package include 1:1 mentoring, targeted group work and external agency intervention where appropriate. We offer an Internal Exclusion Centre which provides targeted behavioural support, engages pupils with a restorative approach and reduces exclusions.
How does school manage transitions between activities during the day?
Personalised transition arrangements can be discussed with the SENCO, Head of House or SEND Manager for your child’s house.
How do you manage safe keeping and administration of medication?
- Medication is routinely administered by trained First Aiders but in emergencies may be authorised by members of SLT or the Pastoral Support team.
- All medication is kept under lock and key in two centrally located places in A block or SSS/K5. For the safety of the community, students are not allowed to carry medicines in school. The locked cabinet is clearly labelled and designated staff have access to the key.
- Medications are all clearly labelled to identify the student it belongs to. Names are checked carefully and instructions read before a record of any administration is noted.
- Instructions for administration are kept with the Medication/Health Care Plan.
- All medication is checked regularly for expiry dates, and parents contacted to replace if necessary.
- Some rescue medications are required to be kept refrigerated. These are kept in a clearly marked area of the refrigerator.
How do you work with the family to draw up a care plan and ensure that all relevant staff are aware of the plan?
- A Health Care Plan is drawn up in conjunction between the parents, child, inclusion staff and medical professionals. The care plans are co-ordinated and managed by our Student Support Managers in conjunction with social/educational and health practitioners when needed. A meeting is called in school when the plan is agreed and signed by responsible staff.
- Care Plans are held centrally in K5/Student Support and one available for all teaching staff on the school system. They are reviewed by the Student Support Manager responsible for medical needs at least annually or if circumstances change.
- The staff are briefed by the school nurse regularly about students with medical needs. Additional training for staff or first aiders is arranged via the school nurse, or specialist nurse practitioners, at least annual training for all staff on pupils with medical needs takes place each September by Mrs Grimshaw the Assistantb Headteacher for Student Welfare.
What other professional agencies might be involved in my child’s development?
When it is considered necessary, colleagues from the following LEA support services will be involved with SEND pupils:
- Targeted Education Support Service
- Educational Psychologists
- Health specialists
- Speech and language therapists
- Hearing impairment services
- Visual impairment services
- Behavioural support service
- Autism outreach
In addition, important links are in place with the following organisations:
- The Careers Advisory Service
- The LEA
- Specialist services
- The business community
- Attendance development Officer
- Social Services
External agency support will only be delivered in accordance with the SEND Code of Practice and following detailed discussions between the SENCO/SEND Manager and parents/carers of pupils. Parent/carer consent is always sought before inviting external agency support.
What staff specialism/expertise in SEN and disability do you have?
The school has not been awarded with a particular SEND specialism. However, teaching support staff are experienced in working with children with a range of SEND needs including ASC, ADHD and specific learning difficulties including dyslexia. Teaching Assistants are all appropriately qualified for their roles, including Maths Recovery Tutors, Reading Therapists, ENKLAN qualified Speech and Language tutors and qualified synthetic phonics tutors. In addition to Assistant Head Teacher/SENCO has 10+ years service as a SENCO, and has attended a post graduate programmes of study on teaching students with specific learning difficulties and the National SENCO training.
In addition to students with complex sensory needs in relation to both visual and hearing impairments.
What arrangements are made for reasonable adjustments in the curriculum and support to the pupil during exams?
The school works within the examination board guidelines to put into place access arrangements that are appropriate and meet the needs of the individual students.
What training are the staff supporting children and young people with SEND having?
All training needs are identified through annual Performance Management reviews with staff. Wigan LEA provide a range of training courses and packages to offer the full variety of SEND training opportunities.
In addition the Assistant Head Teacher for curriculum/SENCO delivers regular whole school SEND training through our CPD programme.
How will my child/young person be included in activities outside the classroom, including school trips?
As an inclusive school, all activities are available to all pupils. All pupils are encouraged to take part in activities, including school trips and fully immerse themselves in all school life here at Lowton has to offer.
The SENCO/Assistant Head Teacher for curriculum has overall responsibility for the schools extra curricular offer.
How accessible is the school environment?
There are disabled access toilet areas in school located in J block, A block and K block, two hygiene suites and a number of ramps for wheelchair access. The school is built on a two storey village approach with accessible ground floor teaching spaces in all subject areas. The open plan layout of the site combined with ramps make the site fully accessible and we have recently made adaptations for a VI pupil.
Additionally we have an EAL Co-Ordinator who will arrange personal meetings with a translator to ensure parental understanding and involvement in key decision such as option choices, and at least an annual progress meeting.
Disabled parking is also available in the visitor and staff car parking areas. Please see our Accessibility Plan and Equality Schemes for further information.
How will my child’s transition to Lowton C of E High School be made successful?
Our aim is to ensure that children at Lowton C of E High School experience a smooth transition through their time at our school, so that they feel happy, confident and secure within their environment. We want to ensure that they make and continue to make the very best social, emotional, spiritual and academic progress.
For Year 6 pupils:
|Timescale||Action by Primary and Secondary School|
|Autumn term Y6||Local prospectuses sent out by secondary schools.|
|Autumn term Y6||Parents made aware of Open Evenings of local secondary schools including completion dates of secondary school application forms. Support for parents in completion of form if required. Lowton High Schools open evening is in September each year.|
|Autumn term Y6||All potential pupils to visit a ‘taster day’ at Lowton High School in early October as Y5.|
|Spring/summer term Y6||
|Throughout the year. Y6||Children will visit Lowton High School through other ‘taster’ events, G&T programmes, sports initiatives, Olympics, theatre productions etc|
|Summer term Y6||SEND children will have additional visits to Lowton High School and sessions in the SEND base to support pupil confidence, introduce the teaching staff and make new friends with pupils from other primary schools to reduce transition stress where appropriate.|
|Summer term Y6||All Y6 pupils will visit their new tutor groups at Lowton High School. They will be introduced to their form tutors, peers and also their personal buddies (who have received training and guidance in supporting new Y7 pupils).|
|Autumn term Y7||Based on primary school liaison visits, parental discussions and careful monitoring of new Y7 children additional support programmes will be implemented for pupils who are finding the transition period difficult.|
For all other year groups – mid term admissions
Parents can apply for a place at the school via Wigan LEA. The school follows the LEA local protocol for admissions. Once the school receives an application, your child’s previous school will be contacted for key information relevant to your child’s education and wellbeing.
School then contact parents and arrange an admissions interview where any additional SEND needs will be identified and will be referred to the SENCO/SEND Manager and/or Assistant Head Teacher for student welfare for further consultation.
Mrs Collier or EAL Co-Ordinator will arrange a transition programme for children with English as additional or second language. New pupils will receive induction consisting of meet and greet; allocation of a buddy; a tour of the school and baseline assessment tests to chart current progress. Mrs M Harrison provides courtesy calls to parents to help keep parents involved and informed of how their child is settling into school over there first few weeks.
How will transition to Post 16 provision be managed?
The schools SENCO/Assistant Head Teacher for curriculum is also in charge of Independent Careers Advice and Guidance of the school. Here at Lowton we provide
- All pupils with at least two 1:1 career sessions over Year 10 and 11 with our careers advisor – available on Wednesdays and Fridays.
- Opportunities for trips to local colleges and university taster days in years 9 and 10.
- A dedicated Post 16 evening for y11 pupils held in October of each year with local colleges from Wigan, Leigh, Bolton, St Helens, Pendleton and Salford. In addition to representations from local employers and Apprenticeship Ambassadors.
- Additionally students receive Post 16 planning and careers opportunities through a careers detective programme and a Y9 careers convention and transition review.
- Students in Y10 benefit from a two week work placement helping inform them about post 16 choices and opportunities.
Students can also
- All pupils can attend presentations given by all local post 16 providers in the authority.
- Travel training sessions are provided by Wigan LEA for pupils with specific needs.
- Post 16 provision is organised through annual Statement or Education and health care plan.
How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
The school’s SEND budget is allocated according to pupil need. The budget covers both human and material resources. When need is addressed, specific equipment can be provided.
How are parents involved in the school? How can I be involved?
Prospective parents/carers are welcome to visit the school and discuss the child’s needs with staff.
We offer a variety of after school events for parents to discuss their child’s progress or concerns. At every event parents are asked to complete feedback questionnaires expressing their views.
The pastoral team work closely with parents in all aspects of the child’s education and wellbeing.
The school actively promotes parental involvement in day to day school life including parent literacy volunteers, parent governors and charity events.
Parents are welcome at our Friends of Lowton meeting to work with us to develop the school.
Who do I contact?
If you are considering a place for your child contact Mrs M Harrison in the first instance who can direct your enquiry to the most appropriate person.
|Headteacher||Mr J Pollard|
|AHT Curriculum/SEND/IAG/PPG Co-ordinator||Mrs J Shaw|
|AHT Student Welfare/Designated Officer/LAC||Mrs J Grimshaw|
|AHT Standards & Achievement||Ms E Sheehan|
|AHT Teaching & Learning||Ms H Clare|
|SEND Support Managers – Responsible to SENCO
T&L Foundation Degree & HLTA Status
Phonics and Corrective Reading Tutors
Mrs T JoyceCedar/Willow
Mrs C Brown
|Student Support Manager – Elm House (Prefect & Base Co-ordinator)||Mrs L Mackin|
|Student Support Manager – Cedar/Willow House (Responsible for Medical needs)||Mrs P Jordan|
|Student Support Manager – Oak House (Responsible for Attendance)||Mrs K Hindley|
|Careers Advisor||Mrs J Whitham|
|EAL Co-ordinator||Mrs L Calland|
|Work Related Learning Assistant||Ms D Hampson|
|School Nurse||Mrs A Holt|