S.E.N.D.

All interventions are thoroughly evaluated so that we can see the impact they have had. We regularly monitor the progress of SEND students make using the whole school tracking system. If a SEND student is not making reasonable progress, we will intervene using a graduated approach advocated by the Code of Practice (2015). This may be by offering additional strategies to subject teachers or to remedy more entrenched difficulties, deploying additional resources such as assistive technology or individual teaching programmes.

We would hope that our actions would never give rise to the need to complain. However, if you are dissatisfied with our work, we would first expect you to make contact with the SENDCO in the Inclusion Department. There is also a school complaints procedure available on request should the issue not be resolved to your satisfaction

Primary school information is a key source for us in identifying new pupils with learning needs. At the start of year 7 all pupils have their reading and spelling assessed so we can establish who might need additional support to help them catch up. In addition, we have a referral process whereby staff can raise students who they believe may have additional learning needs.

We have an extremely successful and thorough transition programme to ensure that the correct support is put in place for students joining us in year 7. The SENDCO has a dedicated transition date where our feeder school primary SENDCOs are invited to inform us of students intending to transfer. We exchange verbal and written information which is then shared with all Light Hall staff on the first day of the new academic year. In addition, the SENDCOs attend transition reviews for Year 6 students wherever possible.

For our most vulnerable students we operate an extended transition programme coordinated by our LSAs. This involves Year 6 students visiting Light Hall School for an extra morning and experiencing “taster sessions” in some subjects.

We share our information with post 16 providers so that we can ensure our students get the best possible start to their college education.

All pupils receive written reports once a year, however staff formally log attainment at regular intervals throughout the year on each pupil’s record. Parents receive a termly breakdown of their child’s achievement and a half termly breakdown of English, Maths and Science progress. If you have concerns about your child’s progress in a particular curriculum area, it is advisable to contact the subject teacher or the Head of Faculty. However, if you have more holistic concerns, you may wish to contact the Inclusion Department for advice.

Pupils who have an EHCP will have a review annually and at that point feedback from individual subject areas is shared with parents. Similarly, pupils with identified needs are also given the opportunity of an annual progress review. This usually takes place at parents’ evening.

At secondary school, face to face contact with the SENDCO is likely to be less frequent than that experienced in primary school, however the Inclusion Department staff are easily contactable by telephone on 0121 746 5075. Please be aware our SENDCO has classroom commitments and cannot always respond immediately to messages. However, they will endeavour to call you back as promptly as possible.