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Home | Information | Reports Surveys Results | Peterborough Schools: SEND Provision / Local Offer |

Peterborough Schools: SEND Provision / Local Offer

The Local Authority is committed to all pupils, regardless of their specific needs, making the best possible progress in their educational setting which, wherever possible and with the agreement of the family or the young person, will be in a mainstream setting. 

All Peterborough’s schools have a similar approach to meeting the needs of pupils with special educational needs and disabilities. Maintained schools have access to a range of professional services provided by the Local Authority which include the Educational Psychology Service, the Autism Outreach Service, the Sensory Support Service and the Specialist Teacher for pupils with ADHD. 
Academies and Free Schools within the city also have access to these services though the funding mechanisms differ to those in place for maintained schools. 

An inclusive school may offer the following ‘additional and different’ arrangements to support children with SEND.  This provision is over and above ‘Quality First Teaching’ which is the entitlement for all children.

Children/ Young People in school will get support that is specific to their individual needs. This may all be provided by the class teacher or may involve:

  • Advice and support from the School’s Special Educational Needs Co-ordinator and other members of staff within the school.
  • Staff who visit the school from the Local Authority central services such as the Educational Psychologist, Specialist Teachers for autism, ADHD or from the Sensory Service (for students with a hearing or visual need).
  • Staff who visit from outside agencies such as the Speech and Language Therapy (S&LT) Service.

The chart on page 2 provides some general information about the different approaches, interventions and professionals who may be involved where children present with different levels of difficulty and complexity.

 

 

 

 

Note of any additional considerations e.g. Looked After Child/English as an additional language / Child in Need/ Child Protection

EHC Plan

 

 

 

Highly Specialist

Where a child or young person’s needs are highly complex and require a bespoke placement or highly individualised long term arrangements.

 

Specialist

Special Schools for children and young people with long term complex needs. These are supported by a range of outside professionals. 
Children with long term complex needs who are educated in mainstream settings who are supported by relevant specialist services through consultation, advice or intervention as appropriate.

 

 

Co-ordinated Plan

 

 

 

 

SEN SUPPORT

Targeted Specialist

 

Enhanced resource bases located in mainstream schools. Specialist support from a range of professional services such as Autism Outreach, Sensory Support, Educational Psychology, Occupational Therapy, Physiotherapy. Consultation, Intervention advice and training. Pupil Referral Units.

Targeted

 

 

Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Involvement of professionals from outside the school (e.g. educational psychologists, speech and language therapists, paediatricians) through consultation, assessment and training. Evidence based interventions and child specific approaches in place and reviewed.

 

 

 

Universal Targeted

Quality first teaching. School’s best endeavours. Differentiated curriculum. Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Evidence -based interventions run in class and in small groups (plan, do, review cycle). Personalised learning. Consultation. Training.

 

 

 

 

Universal

 

A GUIDE TO OUR PROVISION AT KEN STIMPSON COMMUNITY SCHOOL

Identification of SEND at our School

 

Our school identifies children/ young people with special educational needs/ disability (SEND) by

KS2 Results, Baseline assessments on intake (English, Maths, Reading) – Referrals from teachers, parents, students and other outside agencies.

We encourage you to raise your concerns by

 

Our school has specialist provision for children/ young people with

We fully support inclusive education.
BSL Level 1 – Hearing Impairment

 

 

Support for your Child/ Young Person

 

The education plan for your child/ young person will be explained to you and overseen by

Tutor.

Staff who may be working with your child/ young person are

Tutor, Subject teacher, Head of Faculty, Teaching Assistant, Student Support Officer, Head of House, Learning Mentor, Intervention Assistant, Restorative Justice staff

We monitor the effectiveness of our SEND arrangements/ provision by

Monitoring academic progress of students half termly.

 

The roles and responsibilities of our governors are

To oversee the quantity and effectiveness of the provision for SEND students.

 

 

Curriculum Concerns

 

Our approach to differentiation is to

Whole school approach to lesson planning, WALT/WILF, All/most/some approach

Extra support is allocated according to

Funding, need, availability.

 

 

Partnership: Planning, Monitoring and Review

 

We offer the following opportunities, in addition to the normal reporting arrangements, to parents/ carers, children and young people to discuss progress, to plan and review support, specific approaches and/or programmes.

Academic mentoring on a half termly basis.
Achievement for All programme for identified students in Year 9.
Learning Mentors.
School Nurse. Key Stage Four and Five Differentiated Intervention Programme within school holidays in the main.

 

 

General Support for Wellbeing

 

Our school offers pastoral, medical and social support to the children/ young people by

Student Support Services, Form Tutor, HOH, Trained First Aid staff, Restorative Justice officers, School Nurse service through HYPA support group, small group only within our ½ day allocation of a Youth Officer from the LA agreed for 2014/15,  ½ day counselling again for small group of students each half-term by the YMCA – which the school is funding for 2014/15.

We encourage the children/ young people to contribute their views by

Student Voice activities, House and School Councils, Student Leader positions.

 

 

Specialist Services/ Expertise Available

 

We employ specialist staff in the areas of

TA with considerable experience of working with students with barriers to learning.
Councillor services, Restorative Justice Officers, PCSO, Learning Mentors, SSO/HOH, IEU staff.

 

Our school accesses the following services

Educational Psychology, Community Paediatrician, School Nurse, Physiotherapy, Sensory Support, Autism Outreach Services, MASG, PCSO, NSPCC, PASP, CAF, CAMH, Virtual School CIC.

 

 

Training

 

We have staff that have the following qualifications.

All staff in school have a qualification ranging from Masters (or PHD) --> Degrees to Teaching Assistant Level 1.

Staff have recently attended the following training.

SEND Staff – ADHD, Tourette’s Syndrome, ASD, SEND changes.
Teaching staff undertake ongoing training relevant to their own department.

We plan to undertake the following training/ disability awareness sessions(s).

ADHD
Ongoing training in departments, new staff training, SEND changes, Annual updates and ongoing training.

All --> allocated according to need.

 

 

Accessibility

 

We provide the following to ensure that all children/ young people in our school can access all of the activities offered.

Lifts in all areas, disabled toilet facilities.
Wheelchair access to all areas.

 

We enable children/ young people to access all activities by

Differentiated, interaction programmes, communicating, ensure all buildings are accessible.
Behaviour Policy.

We involve parents and carers in the planning by

Parent Consultation Evenings.
Meetings – Annual Review.
Form Tutor, SSO, HOH contact.
Personal contact from teaching staff.

Parents and carers can give their feedback by;

In person, phone, email, letter, tutor, HOF, HOH, Student Support Officer.

Parents/carers can make a complaint by

Contacting/writing to Tutor, HOH, member of SLT, Student Support Officer.

Transitions

 

The following arrangements help children/ young people and their parents/ carers to make a successful transfer to our setting/ school.

Yellow SEND forms from feeder primaries.
SENCO meetings to discuss individual students
Attendance at Annual Review IEP in Year 6
HOY7 visits to primaries
Primary visits annually from Year 5
Transition sessions for identified students
Transition parent evenings, year group assembles to discuss changes.
Open evening.
Meeting/visit.

We prepare children and young people to make their next move by

Information evenings, KS3 transition meetings, 0 – 19 Service, KS4 transition meetings, College visits, Careers Fair and Career appointments, UCAS mentors for Post 16 students, Higher education specialist for weekly student advice in Post 16, Mentoring and Intervention services.

 

 

 

 

Resource Allocation

 

Our SEND budget is allocated according to

Governors/Finance Committee, delegated budget PCC, High needs top up funding PCC.
Pupil Premium and matched to level of need.

Funding is matched to SEND by

Level of need.

Our decision making process when matching support to need is

Based on numbers and levels.
Matched to levels of need following discussion and advice with local authority.

Parents/ carers are involved through

Annual Reviews, Newsletters, consultations, letter, phone calls.

 

 

 

 

Contact Details

 

Your first point of contact is

Tutor or Students Support Officer.

Our Special Educational Needs Co-ordinator  is

Katherine Surman (till December 2014)

Other people in our setting/ school who might be contacted include

Student Support Officer
Head of House, Subject teacher, Head of Faculty, SLT.

External support services for information/ advice are

Parent Partnership Officer, Bayard Place.
Educational Psychology.
Educational Lead for Health, CAMH.
SEN Manager PCC.
Head of Inclusion PCC.
Family Voice.

 

Ken Stimpson Community School
Staniland Way
Werrington
PE4 6JT
(Sat Nav users: PE4 6WR)