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Archbishop Tenison's

Church of England High School

Archbishop Tenison's CE High School
Selborne Road
Croydon
CR0 5JQ

A Parent/ Carer Guide to Special Educational Needs at Archbishop Tenison’s CE School

What is our aim?

Archbishop Tenison’s CE School is a Christian community where every individual is valued and where we are concerned to promote the learning and development of all our pupils.

We aim to:

• Ensure that every pupil at Tenison’s should have access to a broad, balanced and relevant curriculum.
• Foster a learning environment that enables all children and young adults to reach their full potential.
• Raise the autonomy and to improve the school life of children with SEN and to recognise and reward their achievements
• Educate all pupils and students alongside other pupils and students, recognising the diversity of children’s learning experiences and needs.

Who should I contact if I want to discuss the needs of my child?

The Subject Teacher If I have a question about the teaching and learning in a particular subject area
The Form Tutor If I want to discuss the personal Development of my Child

If my child needs support with organisation, self-respect, self-esteem or something similar

If I need to let the school know about a change at home

If I'm not sure who to talk to and would like advice
The Head of Year If I have a concern about my child which is more serious
The Learning Support Manager Mrs Sutton If I have a question about the support provided for my child from the SEN Department
The Curriculum Leader for SEN Mrs Robinson If I want to discuss a specific intervention programme for my child or an alternative curriculum or course

How can I find out how well my child is doing?

Form tutors, subject teachers and the Curriculum Leader for SEN all monitor student levels to identify students who are not making adequate progress.

If you are concerned about the progress of your child, or want to find out more about how they are doing outside of the normal reporting process and parents’ evenings, you can contact either their form tutor, the Curriculum Leader for SEN or a specific subject teacher.

If your child is not making adequate progress, further assessments and discussions with key staff and parents may result in extra support being put into place depending on the individual situation. In some cases, for students who already have Statements of Educational Need or Education Health Care Plans, Learning Support Assistant support might be allocated. There is always an expectation that students will develop independent learning skills rather than becoming reliant on adult support. For students on the SEN Support Register, review meetings are held termly. Parents will be invited annually to a formal review meeting where the level of progress and success of any support and intervention is discussed and revised accordingly.

If your child continues to make little or no progress, an Education Health Care Plan may be requested. Further details about this process will be explained by the Learning Support Manager and information will be published in the LA Local Offer.

Will my child get special arrangements in tests and exams? 

For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks, reader, prompt, separate rooming or use of a scribe. Students on the SEN Support Register are all tested automatically to see if they are eligible for any additional arrangements at the start of Years 7 and 12 and the end of Year 9. Your child does not qualify for additional arrangements purely as a result of being on the SEN Support Register.

How will teaching be adapted to meet the needs of my child?

Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupils’ needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all. Additional adults are used flexibly to help groups and individual pupils, with a long term goal of developing independent learning skills. In addition to planned differentiation in the classroom the following range of interventions are in place to help overcome a range of difficulties.

Intervention What is it?
Learning: Dyspraxia Support Programe 6 week programme (1 form time a week) to develop effective strategies for managing dyspraxia
Learning: Dyslexia SupportProgramme 6 week programme (1 lesson a week) to develop strategies to overcome difficulties with dyslexia
Communication: Speech and
Language Support Programe
6 week programme (1 lesson a week) to develop word recognition and memory
Literacy: Lexia 1 form time a week to develop students' spelling and reading
skills
Literacy: Booster 10 or 20 lesson programme to boost reading and writing
skills
Literacy: Intensive literacyprogramme Alternative to one MFL to help students to improve their English skills
Numeracy: Booster 10 or 20 lesson programme to boost math skills
Numeracy: Intensivenumeracy programme Alternative to one MFL to help students to improve their Maths kills
Social and Emotional: AngerManagement Programme 6 week programme (1 lesson a week) to help students to manage their anger
Social and Emotional: SelfEsteem Programme 6 week programme (1 lesson a week) to help students develop healthy self esteem
Social and Emotional: Social Stories Program 6 week programme (1 lesson a week) to help students with ASD to develop their social understanding
Social and Emotional: Counselling Service one to one sessions with school counsellor
Lunchtime haven club Supervised games club to eat and chat with friends

How skilled are staff at meeting the needs of my child?

An on-going programme of training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for children with SEN.
Recent training for new teachers has covered differentiation and teaching students with SEN and EAL. Our Curriculum Leader for SEN actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEN.
The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.

What support from outside does the school use to help support my child?

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

Agency Description of support
Educational Psychology
Service
Our attached Educational
Psychologist is
Hannah Flemming
Observations of students, advice on teaching and support stratergies. Meetings with students and parents.assessment on needs. Referral to outside agencies where appropriate.
Speech and LanguageTherapy Advice on intervention, teaching and support strategies. Referral to one to one therapy.
CAMHS (Child and AdolescentMental Health Service) Advice on intervention, teaching and support strategies. Additional support and assessment on need where appropriate.
Family Lives Parent Partnership Service. Tel: 020 3131 3150 The Parent Partnership Services provides independent information, advice and guidance for parents/carers of children and young people with SEND.
Virtual School for Children who are Looked After  This email address is being protected from spambots. You need JavaScript enabled to view it. This service oversees and monitors provision for children who are in the care of the Local Authority.

 

How will the school help my child in the transition from Primary to Secondary or when moving to or from another school?

Children and young people with SEN can become particularly anxious about ‘moving on’ so we seek to support successful transition.

When moving to another school: We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals. We will ensure that all records are passed on as soon as possible.

In Year 6 /7 Transition: The Curriculum Leader for SEN or Learning Support Manager attends the Primary to Secondary Transition day meeting to discuss the specific needs of your child and the nature and level of support which has had the most impact. In some cases additional multi-agency meetings maybe arranged to create a more detailed ‘transition’ plan which may include more visits to or from Archbishop Tenison’s School. Every student with a Statement of SEN is offered a one to one tour of the school before the summer and the opportunity to meet key staff.

Further information about support and services for families can be found at http://www.croydon.gov.uk/education/schools-new/

Here is a link to Croydon’s Local Offer for SEN

https://www.croydon.gov.uk/education/special-educational-needs


Our full SEN policy is available from the school on request.

© Archbishop Tenison's CE High School