Please click here to view the SEN Policy.
SEND at The Helix
SENCO: Charmaine Moseley: • telephone: 020 8353 4170 • email: firstname.lastname@example.org
The Induction Process:
Referring schools send information about pupils’ academic levels, behaviour and any concerns about SEN. Pupils arrive with parent/carers for an induction interview with the Assistant Head Teacher or Deputy Head Teacher and a Transitional Support Officer. Parents/carers and pupils are encouraged to present concerns about support needs for the curriculum. Pupils are allocated a Key Worker, who will mentor them and be the first link, between home and school. During the induction each pupil’s progression from The Helix is also planned.
After the interview, pupils come to the Helix and take assessments in English, Maths and Science, Cognitive Ability and PASS. Teachers will then:
Assess your child’s needs
Plan the most effective and appropriate intervention
Do the intervention
Review the impact on your child’s progress towards individual learning outcomes.
Pupil Progress is assessed on a half termly basis and all parents/carers are encouraged to attend target setting days held each term in order to discuss their child’s progress and next steps.
Pupils are allocated 1:1 review sessions with their Key Workers once a week to review their progress against their targets and express concerns about access to the curriculum. Key workers make regular contact with home to report on pupil’s progress. Subject teachers make summative half termly assessments of pupil’s learning to monitor their progress. There is a termly target setting parents/carers consultation day, where subject teachers, Education Support Workers and the SENCo can discuss the pupils’ progress. The SENCo is available to discuss individual pupils at all times, just call The Helix and he will arrange a meeting.
Each pupil’s learning needs will be met first by the highest quality teaching delivered by his/her subject teachers, supported by Educational Support Workers in each class. Our curriculum is planned carefully and specifically to match each pupils needs and any additional needs. All pupils are offered the same curriculum and support is provided where it is needed. It may also be appropriate to adopt different strategies or resources and to adapt outcomes to meet pupil’s learning needs, which may involve taking them out of class for intensive 1:1 support. Additional specialist advice may be sought eg: Educational Psychologist, Speech and Language Therapist, when appropriate and, when necessary, technology will be used to support learning.
The Helix strives to be inclusive in all areas of the curriculum. All pupils are encouraged to engage with the wider curriculum in afternoon enrichment activities, involving sports and games. All activities are risk assessed and if the activity is safe, all pupils are included.
1. Small classes (10 pupils per class)
2. ESW in every class
3. Key Worker Regular specialist support 4. Inclusion Manager (Full-time)
4. Specialist literacy support (1:1 or small groups)
5. Art Therapist
6. Careers, further education and training advice Specialist support as required
7. Educational Psychology Service
8. The Virtual School (for CLA)
10. Speech, Language and Communication Needs
11. Children’s Sensory Team
12. ASD support
13. Occupational Health
We believe that the transition, either between Key Stages or re-integrating from the Helix into mainstream school or college can be difficult and stressful for both learners and parents/carers. We plan carefully for these changes throughout the school year. Depending on the assessed need, this can be on a set date or it can involve a gradual integration over a planned time period, with ESW support, either in class or through mentoring sessions. We are aware that many schools begin their GCSE courses in year 9 and take this into consideration when planning pupil transitions. For year 11 transition, we arrange for all pupils to meet with a Careers Adviser from Prospects to be interviewed and receive a transition plan.
We support pupils’ applications for college places.
All staff are encouraged to apply for training for both personal professional development and the development of The Helix. Whole school training needs are identified in the School Improvement Plan and individual needs are identified in the appraisal process. All Staff have received level 2 training in Safeguarding. Staff receive on-going training in developing teaching and learning good practice and the holistic needs of pupils. Teaching Staff and Educational Support Workers meet on a weekly basis to further develop professional good practice.
The well-being and happiness of our learners is essential. All members of staff take this aspect of school life very seriously. Your child’s Key Worker, Subject Teachers, Educational Support Workers, senior members of staff, therapists and all members of the wider adult school community are available to provide support to match each pupils needs. Learner and Parent/Carer feedback is encouraged and welcomed.
The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person in order to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. An EHC Plan will contain:
• The views and aspirations of you and your child
• A full description of his/her special educational needs and any health and social care needs
• A route to establish outcomes for your child’s progress
• Specifications of the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes.
You, and/or the school, usually the SENCO or Headteacher, can request that the Local Authority conduct an assessment of your child’s needs. This may, if agreed, then lead to an EHC Plan.
Looked After Children:
The SENCO is the designated teacher for Looked After Children and responsible for the pastoral work in The Helix Education Centre.
All Looked After Children are supported by the Harrow Virtual School.
Contact Details Harrow Virtual School 020 8736 6645 email@example.com
Any questions or complaints about the special educational provision in the school should in the first instance be addressed to the SENCO, Charmaine Moseley. If the issue is unresolved contact should then be made with the Deputy Head, who may direct you to the school’s Complaints Policy and procedure.