Welcome to St George´s Special School

Local Offer

Isle of Wight School SEND OFFER

Name of school : St. George’s School
Address :
Watergate Road
Newport
I.O.W.
Telephone No. 524634
Website Address:
www.stgeorges-school.co.uk
Type of school Secondary Special School (aged 11-19 yrs)
Specialist provision on site Communication Co-ordinator, Sensory Room,
1 ELSA, 4 Proact SCIPr-UK Instructors,
Makaton Regional Trainer

All Isle of Wight providers will use their best endeavours and adopt a similar approach to meeting the needs of pupils with Special Educational Needs. Schools are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as proactive and inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen

Admissions

Children and young people, with SEND are allocated places in two separate & distinct ways:

Those children and young people with Statements/Education Health and Care Plans have a separate admissions procedure overseen by the IW SEND Assessment and Review team.

Those children and young people who have SEND but do not have an Education, Health and Care Plan are admitted via the normal school admissions criteria.

Detailed information and guidance of how to apply for a place at an Isle of Wight School both if your child/young person has statement of special educational needs/Education Health Care Plan, or if he/she has special needs but does not have a statement Educational Health Care Plan, can be found on the following links:

Links to Admissions and SEND Assessment Teams here

PEOPLE WHO SUPPORT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS/ DIFFICULTIES WITH LEARNING
IN THIS SCHOOL:

School Based Information

Staff

Summary of Responsibilities

1.a) Who are the best people to talk to in the early years setting about my child’s development needs? N/A 1.b)Who are the best people to talk to in the school about my child’s/young person’s difficulties with learning / Special Educational Needs/Disabilities (SEND)?

Head Teacher She is responsible for:
Safeguarding
Health and Safety
Exclusions
Data
Annual Reviews
Moderation / IEP’s/ Quality of Teaching & Learning
Assessment, recording, reporting
Quality assurance of all paperwork
Deputy Head She is responsible for:
Child Protection/Safeguarding
Looked After Children
Liaison with external agencies
Continued Professional Development
Attendance
Educational Visits
Behaviour Management
Annual Reviews Moderation / IEP’s/ Quality of Teaching & Learning
Deputising in the absence of Head Teacher
Timetable
NQT Induction
HLTA Induction
Quality assurance of all paperwork
Proact SCIPr-Uk Instructor
Overview of Phoenix Nurture base
New staff induction
Assistant Head She is responsible for:
Curriculum
Key Stage 5
6th form options
Sensory class provision
HLTA Induction
Outreach Provision
Assistant Head Staff well being
Key Stage 3
Transition from primary school at Y6/7
Transition into adult services / work experience
ASD specialist provision
NQT Induction
Proact SCIPr-Uk Instructor
Volunteer / student placements & induction
Head of Key Stage Responsible for staff at Key Stage level
Proact SCIPr-Uk Instructor
Pastoral Support
Behaviour Management
Class teacher Differentiation within the classroom
Planning, teaching and learning for all pupils in the class
Implementing individual plans / strategies
Writing IEP’s
Writing Annual review reports
Parents evenings
Attendance at relevant meetings
Annual report to parents
Day to day monitoring of student well being

Communication Co-ordinator

Promoting total communication throughout the school
Direct liaison and work with Speech and Language therapists
Support & advice for class teacher / speech and language link worker in every class
Delivering Makaton training to all staff/ external colleagues
Delivering Makaton training to parents

HOW COULD MY CHILD GET HELP IN THE SCHOOL? :

Children and young people in St George’s will get support that is specific to their individual needs. This may be all provided by one or a number of people/agencies the class teacher or may involve:

  • Other staff in the school
  • Staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)
  • Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service
Types of support provided also showing the stage of the SEN Code of Practice children will be at when receiving this input What would this mean for your child? Who can get this kind of support?
2. What are the different types of support available for children and young people with SEND in this school? WAVE 1
Individualised programmes of study
Differentiated curriculum
Behaviour support
Speech / language therapy/ social skills groups interventions
Physiotherapy programmes
Occupational Therapy programmes
Sensory support
Outside agencies including social services, respite services, CCAMHS, Choices, careers interventions.
Extra-curricular enrichment; horseriding, swimming, Dragon Project.
2 x residential trips (KS4/5) WAVE 2
Targeted intervention programmes for students who are not reaching potential / targets. This is met through small / individual sessions usually to support Literacy / numeracy.
Input from ELSA via Phoenix, support with behaviour management or emotional issues.
Peer mediation programme to support students with anti-bullying strategies.
Physiotherapy /OT WAVE 3
Specific bespoke programmes set up for individuals who need either
1 : 1 or 2 : 1 support and an individualised programme that helps to meet their specific needs.
LSA support within the classroom.
Ability to access all areas of the curriculum regardless of ability.
Strategies to help students manage behaviours.
Specific targeted support and set programmes Sp/Lang therapist and communication team in school.
Support in those non–curriculum areas where needed to help students and families.
Regular educational visits within the local community
Access to a total communication environment.
Students are given support from teacher, HLTA‘s who work on areas of concern identified by school through target setting results. Daily / weekly input is given to help areas of difficulty to ensure that students can meet their potential.
Students are identified as requiring additional support with emotional literacy / behaviour management usually through Annual Review, LAC or CiN meetings.

Students have undertaken training to enable them to support peers during difficult times.
Individualised programmes are set up for students who do not learn in the conventional classroom setting and need activities that are often taught through life skills or off site supported by other identified providers.
All students
Annual Review Objectives All students will have annual objectives set at the Annual Review of their statement / EHC plan which will then be broken down into IEP Targets.
IEP (Individual Education Plan) All students will have an IEP with targets set for Literacy, Numeracy and PSHE. Targets are based on objectives agreed at the Annual Review.
Sensory Room Students with identified additional sensory needs will have access to our state of the art Sensory Room.
3. How can I let the school know I am concerned about the progress of my child/young person in school?
  • Via home / school diary, phone call home, e-mail or arranged visit initially
  • Meeting with class teacher, Head of Dept, Deputy/ Assistant Head, Headteacher
4. How will the school let me know if they have any concerns about my child/young person?
  • Phone call home, invite family in for meeting, through Annual Review meetings, letter home
5. How is extra support allocated to children and young people and how do they move between the different levels?
  • Students have SEN statement which identifies and sets out what school has to provide
  • Annual Reviews which set new targets for school and student to work on
  • APP for Literacy which sets out next steps for targets
  • Identified students are given targeted interventions to address specific difficulties
6. What specialist services are available at or accessed by the school?
  • Directly funded by
the school
  • Careers advice / Bronze package Choices
  • School Nurse
  • Occupational Therapy services
  • Educational Psychologist
  • Paid for centrally by the Local Authority but delivered in school
  • CCAMHS
  • Choices – statutory element
  • Speech and Language Therapy
  • Statutory Educational Psychologist
  • Provided and paid for by the Health Service but delivered in school
  • Physiotherapy services
  • Occupational Therapy
  • Wheelchair Services
7. How are staff in the school supported to work with children& young people with an SEND?
  • What training have the staff supporting children/young people with SEND had or have available?
  • Through continued professional development within the school setting. This is done through Performance Management/ Appraisal and identifies school development needs and some personal development needs. This can be supported by in house training or from external professional training /consultancy. Training is highly valued and is offered extensively to all staff.
Some generic examples of training :
  • Autism Awareness
  • TEACCH
  • PECS training
  • Total communication
  • Makaton
  • Proact SCIP ®-UK
  • First Aid at work
  • Epi – pen
  • Social stories
  • Safeguarding
  • Manual handling training
  • Travel training
8. How will activities/teaching be adapted for my child/young person with learning needs?
a) How will the curriculum be
matched to my child’s/young
person’s needs?
b) How will I know how my
child/young person is doing
and how will you help me to
support my child/young
person’s learning?
  • Base line assessments carried out with appropriate activities and interventions identified
  • Range of communication needs supported – ie. Makaton, visual supports, PECS, VOCAS
  • Different learning styles
  • Personalised learning programmes
  • IEP’s updated regularly through year and sent home
  • Regular home / school contact including access to school VLE
  • Homework if appropriate
  • Parents evening
9. How will the school measure the progress of my child/young person?
  • BSQUARED assessment system
  • Key skills
  • Functional skills
  • Personal progress
  • I.E.P.’s
  • Accreditation
  • Target setting
  • Moderation process
10. What is the pastoral, medical and social support available in the school?
a)What support will there be
for my child/young person’s
overallwellbeing?
b)What support is there for behaviour, avoiding exclusion and increasing attendance?
c) What approaches are used in
early year’s settings to
manage behaviour?
  • School nurse
  • Dental Clinics
  • Paediatrician Clinics
  • Open communication between staff / home
  • School council
  • Peer mentoring
  • CIN, LAC, TAC meetings to support families.
  • Continual monitoring by class teams and wider school staff.
  • Individualised behaviour plans / programmes
  • Increased staff support numbers
  • Working closely with families and support agencies to develop effective programmes to enable students to successfully access school FT / PT.
N/A
11. What support does the school have for me as a parent of child/young person with a SEND?
  • How are young people with SEND currently involved in their education at your setting
  • Communication with other agencies to support parents / families
  • Guidance for additional support from external agencies
  • Regular coffee mornings
  • Regular parents evenings
  • Moving on evening
  • Identified meetings with Educational Psychologist
  • Annual Reviews
  • Informal and formal meetings as required
12. How does the school manage the administration of medicines?
  • Through medical protocols set up by Nurse / Paediatrician
  • Trained first aiders on site
  • First aiders draw up meds and keep records of administered drugs
  • Two staff sign for meds given to students
13. How accessible is the school environment? (including after school clubs and school trips)
  • School trips / visits during normal school day that supports aspects of the curriculum
  • Residential trips on Island and mainland accessible to all students within appropriate Key Stage
  • School site is adapted for wheelchair users
  • Horse riding / swimming as part of the curriculum
  • Accessing community facilities in preparation for transition to adult services
  • Supported work experience
14. How will the school support my child/young person when they are leaving?
OR moving to another Year?
  • Careers advice
  • Support with accessing personal budgets
  • Moving on evening for outside providers to showcase their placements
  • Close communication and transition support to college and other outside adult placements
  • Liaison with adult / college placements
  • Supported transition visits
  • Help with form filling / applications
  • Regular meetings with Social Care Transition Team
15. Where can I get further information about services for my child/young person?
  • FIZZ
  • Short Breaks
  • SEN Department
  • Disabled Children’s Team