SEN

Special Educational Needs and Disability (SEND)

Most students at various stages in their learning require additional support, some more than others, and at Putteridge High School we adhere to the national code of practice for SEND to ensure that students’ individual needs are met in line with the local authority offer which outlines what is expected on behalf of the local authority.

Please click here for the Luton Borough Council Local Offer.

We are committed to ensuring all students make exceptional progress, regardless of any learning barriers they may face and we do this by embedding high standards and expectations for every child and supporting students to achieve these.

How do we identify children with SEND?

 The identification process is critical in ensuring both accurate and specific support is put in place. The various methods of effective and individualised identification of SEND include:

  • Vigorous tracking and monitoring of the progress of all students.
  • Pupil observations including diagnostic assessments.
  • Effective communication between the child, parents and other stakeholders.
  • Our accessibility plans are aimed at increasing the extent to which disabled pupils can participate in the curriculum.
  • We have improved the physical environment to enable disabled pupils to take better advantage and have better access to education opportunities, facilities and services at the school.
  • Skilled teachers and support staff who are trained to identify students with SEND.

How do we support and ensure high achievement for children with SEND?

Support for each child is personalised based on their individual needs and ability. Some examples of the way in which we ensure high achievement for children with SEND include:

  • Having high standards and expectations for all.
  • Ensuring that high quality teaching is a relentless focus for every teacher.
  • Regular professional development for teachers and teaching assistants to support the achievement of children with SEND.
  • Highly skilled and effectively deployed teaching and assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.

How do we evaluate the effectiveness of our provision for such students?

  • The SENDCo and/or other member of the SLT hold regular Learning Walks and observations to review effectiveness of teaching for children with SEND.
  • We value the feedback and views from the child and their parents; this is completed through 1:1 consultations as well as pupil and parent surveys.
  • Scrutiny of provision through internal and external audits as well as quality assurance reviews.

How do we assess and review the progress of children with SEND?

  • Vigorous tracking and monitoring of their progress.
  • Pupil progress meetings are held at subject and at a senior level to review pupil progress.
  • The SENDCo produces a report three times a year for Pastoral Governor Committee meetings with regards to progress for children with SEND.
  • Subject review meetings are held termly which address the progress of children with SEND across the curriculum.

What is our approach to teaching children with SEND?

  • Every teacher is a teacher of SEND.
  • High standards and expectations for all children, including those with SEND.
  • High quality teaching in the classroom is always the core focus.
  • Effective differentiation to meet the individual needs of children with SEND and ensure appropriate challenge and support.
  • When additional support and intervention is required, it is evidence-based and has high levels of impact.

How do we adapt the curriculum and learning environment for students with SEND?

  • We provide alternative curriculum pathways that suit student's abilities and aspirations.
  • We ensure a greater focus on improving reading, writing, communication and mathematics.
  • There is specific support for transition from KS2 and to KS5.
  • We are proud of our wider curriculum opportunities that enhance students understanding of the world Learning.
  • When required, learning is supported by Teaching Assistants in the classroom.
  • Targeted children receive additional intervention as part of the Support for Learning literacy and numeracy programme.
  • Our curriculum has innovative pathways to meet complex needs in both key stages.

What additional support for learning is available to children with SEND?

  • Evidence-based intervention for numeracy, literacy, emotional resilience and social communication.
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Support from external agencies.
  • Emotional, behavioural and social support from the Learning Mentor Team.

What activities are available for children with SEND?

  • Homework club for all students takes place in the library every day during lunch time and after school. 

What support is available for improving the emotional and social development of children with SEND?

  • Regular home school liaison.
  • Key workers are identified for children who need access to 1:1 support during their time in school.

Who can you speak to with regards to SEND at Putteridge High School High School?

Every teacher will welcome discussions about your child and their SEND; however you may need to speak to specialists within the Support for Learning Team who work more closely with children that have SEND. Members of the Support for Learning Team may be contacted through the SEND administrator: Maria Lishman mlishman@putteridgehigh.org.  You may also want to refer to the local authority information outlining what their expectations are in terms of the local offer.

How is expertise secured in relation to those working with children that have a SEND?

Every teacher is a teacher of SEND; however, we recognised the importance of having a highly skilled Support for Learning Team who work intensively with specific children. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning:

  • There is regular training, which is disseminated amongst staff
  • Specific training takes place across the support staff
  • Outreach work with external agencies supports the expertise that children access

How does the school’s equipment and facilities support children with SEND?

  • The sports hall features a dedicated lift that provides access to the whole building for students with disabilities.  The main building also includes a lift for students who need it and there are two chair lifts to access the Drama Studio and between the main school and the sports centre.
  • The SENDCo informs the Facilities Manager and staff, through the SEND Register, which students would need special assistance for any reason i.e. during an evacuation or other emergency. 

What are the arrangements for consulting parents of children with SEND, and involving such parents in, the education of their child?

  • In order to shape the provision for SEND students we work closely with parents to obtain their views, both prior to them attending Putteridge High School, in addition to regular consultation throughout their five years here.  
  • Home school liaison through various adults working with children that have SEND.
  • Relevant information about how parents can support their child at home. 

What are the arrangements for consulting young people with SEND about, and involving them in, their education?

  • The child is kept at the heart of everything we do; this means we will always seek the views of a child when discussing their education and provision.
  • Any decision regarding additional support or intervention is made with the child and their parents.
  • We involve the child in many wider areas of the school including the school council, the form tutor role and other leadership roles.

What are the arrangements relating to the treatment of complaints from parents of students with SEND concerning the provision made at the school?

A copy of the complaints policy can be found on the school website for any parent of students with SEND concerning the provision made at the school.

How do we involve external support services and voluntary organisations, in meeting the needs of children with SEND and in supporting the families of such children?

As part of our service level agreement with the Local Authority, we have access to a wide range of external services that specialise in specific SEND areas, this includes:

  • Speech and language therapist
  • Children and Mental Health Team
  • Autism Team
  • Educational Psychologist
  • Psychotherapist

 If you require contact details for any of the above agencies, please do not hesitate to contact Mrs M Lishman SEND Administrator on mlishman@putteidgehigh.org