SEND Information

	Whole School Response Quality First Teaching	Targeted support for individuals or small groups – short / medium term	Specialised individual support Medium / longer term
Teaching Approaches	All students receive Quality First Teaching. The school regularly monitors your child’s progress in meeting their targets. If they are not making enough progress they will be highlighted for attention/intervention from departmental staff.	Assessment for learning is used to plan for different levels of attainment. In some instances small groups may be supported by either the class teacher, Higher Level Teaching Assistants (HLTAs) or Teaching Assistants (TAs).	Work is differentiated to meet the individual needs of children. There is careful targeting of individual support for pupils identified with a Special Educational Need or Disability (SEND). Pupil provision maps are completed and provided for all staff to access.
Learning and Curriculum Approaches	Students will have full access to the National Curriculum. The National Curriculum will be differentiated to take account of each child’s particular needs, through differentiation to suit each child’s academic need.	The school identifies students with SEND in a number of ways. Students are assessed regularly and parents informed of any concerns with regards to their progress.	The school always responds to concerns raised by parents. The SENCO may carry out additional testing when needs are identified. Outside agencies may also be involved. Pupil Provision Maps are written and reviewed regularly as appropriate.
Support	Students with SEND or additional needs have a Pupil Provision Map which is available to all teaching staff. All staff are made aware of the strengths and needs of the students and advised on specific teaching strategies for Quality First Teaching. Ercall Wood is an inclusive school, where all teachers are teachers of children with SEND.	The Learning Support Department can offer access to small group work to develop literacy and numeracy skills, offering opportunity to develop and consolidate foundation skills. The department provides selected students with access to a lunch club.	Students with SEND may also be supported by external agencies. The primary contact for these agencies is the SENCO, although teachers and support staff are also involved. It is the responsibility of the SENCO to organise external support for SEND and maintain records.
Environment and Physical Resources	All students are welcome at Ercall wood regardless of their abilities. Reasonable adjustments are made to include all members of the school community	Ercall Wood prepares students for changes and provides support to manage unpredictable events and at times of transition between primary, secondary and post 16 education.	The SENCO co-ordinates the liaison and multi-agency working to support children with SEND.
Emotional	Ercall Wood works hard with families to meet the needs of all pupils with their social, emotional and behavioural development. All students have access to a committed pastoral team to support their needs.	For some students extra support may be needed. This may be in the form of a learning mentor to offer short term focused intervention to address barriers to learning.	For students who may require extra, long term support they may be provided with a Key Worker with whom they will meet regularly, including liaison with parents/carers to support the students.

How does the school know if students need extra help and what should I do if I think my child may have special educational needs?		· Ercall Wood work together as a team, if teachers are concerned about the progress your child is making they will seek advice from the SENCO on strategies to support. Evidence will be collected through assessments, across the whole curriculum; a decision will be made as to whether your child requires additional or different provision. · If you are concerned about your child you should speak to the class tutor, or contact the SENCO.
How will school staff support my child?		All students access Quality First Teaching. For your child this would mean: · The teacher has the highest expectations for all pupils. · Teaching is based on building on what your child already knows and can understand. · Differentiation of work is used to ensure all pupils are involved in learning. · Where necessary specific strategies are in place to support your child. These may be suggested by the SENCO or outside agencies. · Your child’s progress is regularly monitored and reviewed to ensure they make the best possible progress. · If intervention is identified, dependant on the intervention require, you child, may at times, work in a small group aimed at supporting literacy/numeracy. · Sometimes a student may need extra support for literacy, numeracy, social, emotional or behavioural needs, or to work on their social skills in order to access the curriculum. In some of these instances a TA may provide in-class support.
How will the curriculum be matched to my child’s needs?		· All teachers are teachers of SEND, and plan lessons according to the specific needs of all groups through differentiation. This allows for all students to access the curriculum. · Support staff may work with the teacher to adapt work to support the needs of your child where necessary. · Teaching and learning is monitored regularly in the school.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?		· Students’ progress is regularly monitored and assessed by their class teachers. · There are regular parent evenings and you can ask for an appointment to speak with your child’s class teacher, tutor or the SENCO at a mutually convenient time. · You will receive regular reports to enable you to monitor your child’s progress. · If your child has a Statement of SEND or an Educational Health Care Plan (EHCP) an annual review is held according to the guidance in the code of practice.
What support will there be for my child’s overall well-being?		The school have the following staff who are available to support your child’s overall well-being: · Class tutor · Head of Year · Senior Leadership Team If there is an identified need for extra support the school can refer to the following for extra support: · SENCO – who may provide a Key worker for a period of time · Educational Welfare Officer · Learning Mentor · School nurse
What specialist services and expertise are available at or accessed by the school?		Where necessary the school can refer to the following services for advice and support: · Sensory Inclusion Services – for hearing and visually impaired students. Teachers of the deaf/visually implied, on occasion, will work with students in the school. · Autism Outreach – the school can ask for support from staff in the local authority to carry out specific work, if required, with students. · Occupational Therapy – for students who are having difficulties with fine/gross motor skills, there is opportunity for referral. If this is required please contact the SENCO to discuss further. · Speech and Language Therapy – For students who are having difficulties with their receptive or expressive communication skills there is opportunity for referral. If this is required please contact the SENCO to discuss further. · If your child needs access to any further expert services please contact the SENCO to discuss.
What training are the staff supporting children with SEND had or are having?		The SENCO is a qualified teacher, who holds the masters level National Accredited SENCO award. · All staff have access to training run throughout the year. Staff have recently received training in: Phonics, EAL, SpLD; ASD, ABI. · In addition, when required, staff have opportunities to develop their skills by accessing courses out of school. · Staff also have access to information to support students with medical conditions: Hydrocephalus; Diabetes; ABI. · If you child has a specific need please contact the SENCO who will discuss their needs further.
How will my child be included in activities outside of the classroom including school trips?		Every effort is made to include all students in school trips. · Extra support on trips can be arranged where necessary. · All trips are subject to a Risk Assessment. · If you have any concerns about your child please contact the school to discuss.
How accessible is the school environment?		The school is fully DDA compliant. There is a lift to all floors and disabled toilets on each floor. Disabled parking spaces are available to the front of the school. If you require further information about accessibility please contact the school directly.
How will the school prepare and support my child to join the school and transfer to post 16 education?		We acknowledge that transition can be a difficult for a child with SEND, to support this we offer: · If your child is moving to another school we will contact the school SENCO and ensure that they are aware of any special arrangements or support that is needed. · We will ensure that all records are transferred as soon as possible. · Year 6 Students with SEND may have access to extended transition – if you think this is required please discuss directly with the SENCO. · Students transferring to post 16 education will be supported by the school and future focus to ensure all information is passed on and a successful placement is identified.
How are the school’s resources allocated and matched to children’s special educational needs?		· The Local Authority provides funding for schools to meet the needs of children with SEND. · For students with a Statement of SEND or an EHCP for complex learning difficulties extra funding may be available to support meeting your child’s additional needs. This is identified in Part 3 of the statement. · Support is allocated according to need. Your child’s need will be discussed prior to starting at Ercall Wood and reviewed regularly.
How is the decision made about what type and how much support my child will receive?		· If your child has a Statement of SEND this will be in Part 3. · If extra support is required this will be discussed by all stakeholders to agree the type of intervention that will best support the progress of your child.
How are parents involved with the school? How can I be involved?		As a parent you are encouraged to support your child in school. Friends of Ercall Wood (FEW) meet regularly to support the school by arranging fund raising events, providing refreshments at school social events and much more. If you are interested in supporting the school please contact us for more information.
Who can I contact for further information?		Your first point of contact, in most instances, will be your child’s tutor. Other roles within the school that may be relevant are: Headteacher – responsible for: · Day to day management of all aspects of the school. · Responsibility for certain areas of the school may be dissipated to other members of staff · Making sure that the Governing Body is kept up to date about all issues in the school including SEND. Deputy Head – responsible for: · Management of the school in the absence of the headteacher. Head of Year – each year group has a designated member of staff, to monitor and support your child whilst at Ercall Wood. SENCO and Asst to the SENCO – · Co-ordinate all the support for students with SEND. · Liaise with all stakeholders who are involved with supporting your child. · Maintaining the SEND register and monitoring progress. For more information e-mail – admin@ercallwood.co.uk

If you require further information please follow the following link to Local Authority SEND Local Offer:

http://www.telford.gov.uk/info/20027/special_educational_needs_and_disability_send

From the week commencing 15th June, the government announced plans for a phased return of some students to school. The students this impacts are:

Year 10
vulnerable students and students of critical workers – they have been supported since the end of March

EWA will continue to be open to vulnerable students and key workers. From the 15^th of June, provided it is considered safe to do so, we will open further to the above year groups.

For students who have an Education Health and Care Plan (EHCP), attendance is expected where it is determined, following a risk assessment, that their needs can be as safely or more safely met in the educational environment. If it is determined that their needs can be met in school EWA will be providing the following:

Students will be within a small group of their peers.
Students will have access to the curriculum through planned lessons, set by class teachers, which take into account the needs of the students.
Students will have access to technology where appropriate, such as laptops and iPads. These will be restricted to a limited number of students to reduce transference.
Students will continue to have access to online provisions such as Show My Homework, SENECA, My Maths.
Due to staffing capacity, other provisions will not be possible at this time.
Support will be limited due to social distancing restrictions, each case will be assessed individually.
Annual Reviews will be held remotely via telephone or video calling.

The previous offer (shown below) still applies to SEND students who remain at home.

Following the closure of schools from the 23^rd March 2020 Government guidelines stated:

Vulnerable students include those who have a social worker and those students and young people up to the age of 25 with education, health and care (EHC) plans.

Those with an EHC plan should be risk-assessed by their school in consultation with the local authority (LA) and parents, to decide whether they need to continue to be offered a school or college place in order to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many students and young people with EHC plans can safely remain at home.

In order to ensure that our pupils with EHC plans are supported we have consulted families with regards to whether or not their child needs to attend school. We have ensured that the expectations for work being done at home is understood and that pupils can access the work being set by school staff. As a school we are undertaking weekly check ins to ensure that pupils outcomes are kept at the forefront and that their emotional needs are being met. Work set by class teachers takes in to account the needs of the pupils in their classes and is open-ended in nature to allow pupils to engage with and further their own learning.

Parents of SEND pupils may require our support at this time and can contact the SENCO through the school website contact form.

We are aware that the transition period for our pupils with SEND has been greatly affected by the current situation and we continue to work alongside our primary colleagues to ensure that the information needed is shared. We will keep you informed as to any other transition opportunities that might be available as the summer term continues.

Resources that support our pupils’ SEND needs during this unprecedented time have been uploaded on to the school website in the SEND section. These will continue to be updated as time passes.

External agencies will only become involved if necessary following the usual graduated response process detailed above.