SEND INFORMATION REPORT
Ovingham Middle School
|TYPE OF SCHOOL:||Mainstream with specialist provision||Middle School|
|ACCESSIBILITY:||Our school is on one level, with ramps at specified fire exits, and is fully wheelchair accessible. Two classrooms have fire exits with a small set of stairs outside. A personal evacuation plan is in place for these exits. We have a disabled toilet (located within a fully equipped hygiene room) which is large enough to accommodate changing. The bungalow, which is used for some interventions, is also fully wheelchair accessible and also has a disabled toilet. In July 2014 the school was assessed for accessibility for the visually impaired and the relevant changes were made to the school buildings and external areas.|
|CORE OFFER:||Are you currently able to deliver your core offer consistently over all areas of your school?
|POLICIES:||Are the school policies available on the website for:||SEN||YES|
|EQUALITY & DIVERSITY||YES|
|Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?||YES|
|RANGE OF PROVISION:||Please indicate what your school has to offer (over and above your core offer) in each of the following areas:|
|Areas of strength
All teachers have had Level 1 Autism Awareness training
The SENCO and HLTA have had Level 2 Autism Awareness training
All teaching staff have had 2 sessions of ‘Attachment’ training
We have a TA who is a qualified counsellor and 0.2 of his timetable is used for this
|SpecialistFacilities/Equipment to support SEND
In the main building there is a fully accessible hygiene room/changing room with a disabled toilet and a shower
There is a fully accessible disabled toilet in the Teacher Learning Centre (TLC).
Access to Projectability inclusive sports training and equipment.
|Input from Therapists/Advisory Teachers/other specialist support services
We have access to specialist support and advice from the Locality Inclusion Support Team (LIST), which includes;
An Educational Welfare Officer (EWO), Educational Psychologists, Inclusion Support Workers, Specialist Teaching Assistants, Specialist Advisory teachers (Autism /Social communication /Behaviour/Literacy/ Speech, Language and Communication .
We also use the services of the Children and Young People’s Service (CYPS) and our School Nurse to help children with emotional issues.
|Breakfast and After School support
Lunchtime homework clubs available for all year groups.
|INCLUSION:||How do you promote inclusion within the school? Including day and residential trips?
At OMS we strive to make lessons inclusive, making adjustments, where needed, to help pupils access the curriculum. We aim to make activities outside of school and school residential trips inclusive and carry out risk assessments, site visits (where possible) and procedures are put in place to enable all pupils to participate.
|What proportion of children currently at the school has an SEND?
|How do you involve/support the parents of children/YP with an SEND regarding and meeting their needs? How do you communicate their progress and areas of difficulty?
Children with SEND work closely with the SENCO, form teachers, Leaders of Learning, TAs and external agencies. Parents/carers are informed of their child’s progress on a regular basis. They are encouraged to be involved in agreeing targets on Individual Support Plans (ISPs). Home/school planners can also be used as a form of communication between Parents/Carers and teachers.
The SENCO shares information on a child with SEND with teaching staff via a Pupil Profile, which details his/her strengths, difficulties and strategies to help and support him/her.
We hold parents’ evenings twice a year, provide an interim report on all subjects twice a year and a written report once a year. Parents/Carers are welcome at any time to make an appointment to see the form teacher or SENCO.
|How will school prepare children with SEND to join their next setting/college/stage of education or life?
We have carefully planned and structured transition programmes between key stages and between our feeder first schools and the High School. We liaise with the SENCOs and Year 4 teachers from our feeder first schools and with the SENCO and the Student Welfare Officer from Prudhoe Community High School.
|OTHER INFORMATION:||What else do you think parents carers would like to know about your school?
At OMS we use our best endeavours to ensure that the necessary provision is made for children with SEND. We can offer the following;
· SENCO is a qualified teacher and is accredited with the National SENCO Award
· TA accredited as an ELSA (Emotional Literacy Support Assistant
· TA qualified as a counsellor
· TA trained in supporting pupils with Hearing /visual impairments
· TA trained in delivering speech and language programmes
· TAs trained in working with children with behavioural difficulties
· Key staff trained to support pupils with diabetes
· SENCO and 2x TAs trained in ‘Positive handling’
· Most TAs are trained to deliver spelling and phonics programmes
· All TAs, SENCO and 2 teachers trained to deliver the Better Reading Partners programme (BRP) 1:1)
· 2 TAs currently learning British Sign Language (BSL
OMS offers inclusive residential visits, including Lakes trip(Year 5), Robinwood (Year 6) French trip (Year7), Ski trip (Y7/8), Cumbria trip (Y7/8) and a Belgium trip(Y8). There is financial support available for children who are eligible for Pupil Premium.
(Name and position)
|Mrs D. Ellison SENCO|
|DATE COMPLETED:||5th JULY 2014|
|REVIEWED:||13th June 2016|