Inclusion Department - La Mare De Carteret High School€¦ · Inclusion Department LMDC High School 1. ... Data recorded on SIMS in assessment module ... guage structure if they

Inclusion Department

LMDC High School


LMDC High School

1. General principles underpinning current SEN practice

2. SEN at LMDC High School

3. Overview

4. Roles and responsibilities

5. Intervention cycle

6. Referral form

7. Intervention outline

Literacy

Numeracy

EAL

Handwriting

Learning/cognition

ASD/SLCN

Medical/Physical/Sensory

Attendance

Behaviour

Social/Emotional

Curriculum +

Alternative to Fixed Term Exclusion & Fixed Term Exclusion

from day 5 provision

Protocol

General principles underpinning

current SEN practice

Ofstead Special Education needs and disability review (2010)

found that :

As many as half of all pupils identified for School Action would not be

identified as having special educational needs if schools focused on im-

proving teaching and learning for all, with individual goals for improve-

ment.

Students were underachieving sometimes simply because the expecta-

tions of pupils were too low

SEND code of practice: 0-25 years (2014):

Teachers are responsible and accountable for the progress and devel-

opment of the pupils in their class, even where pupils access support

from teaching assistants or specialist staff

Teachers should set high expectations for every pupil and aim to teach

them the full curriculum, whatever their prior attainment

High quality teaching, differentiated for individual pupils, is the first step

in responding to pupils who have or may have SEN.

The identification of SEN should be built into the overall approach to

monitoring the progress and development of all pupils

SEN at La Mare De Carteret High

School

In line with current recommendations the Inclusion Department will:

1. Support teaching and learning and pastoral interventions at Wave 1:

‘Inclusive Strategies’ booklet for all staff to use in their planning and

delivery alongside advice from the Inclusion Manager, Inclusion Co-

ordinator and identified key staff for areas of need.

Greater emphasis on LSA/ Learning Mentor/ teacher planning

where in class support is available, so that it’s impact can be moni-

tored more rigorously

Needs led training opportunities for staff at ‘Teach In’s’

2. Ensure that where additional support is provided at Wave 2 and 3, it is

effective:

Offering a greater variety of time limited interventions with clear re-

ferral and next steps guidelines

Regular assessment, planning and review meetings to evaluate im-

pact

Data recorded on SIMS in assessment module, reports attached to

SEN module


LMDC High School

Assessment, planning and review

week

Learner profiling

NC attainment

Reading score

Behaviour points

Achievement points

SC, ATFE & FTE

Attendance

R2L effort score

(average)

Standardised tests (as

appropriate)

ID Meeting

Additional needs—twice termly (including

EPS, HoY’s, agencies as appropriate)

Vulnerable cohorts—weekly

Intervention

Provision Map

SEN register

Intervention log

Assess

Plan

Do

Review

Inclusion Department Referral Form

Student TG:

Referred by: Date:

Overview of concern:

Desired outcomes:

Evidence of interventions at

Wave 1 attached:

Referral criteria met:

(to be completed by I.D. Staff)

Referral discussed at I.D. plan-

ning meeting.


Actions to be taken:


Wave 2 intervention requested:

Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +

ASD/SLCN Medical/Physical/

Sensory

Attendance Behaviour Social/ Emotional AFTE


Target Key Stage: KS3 Intervention Leader: KC

Overview of intervention:

Targeted intervention using the Literacy Progress Units which will focus on:

Writing and spelling

Phonics and skills for reading

Comprehension skills

Self esteem

Referral criteria: Reading age three years below chronological age

Length of intervention: Up to two cycles Frequency: Up to three times a week

Group size: Maximum of 8 Assessment method: Teacher assessment.

Single word spelling test

Expected outcomes and pro-

gress:

Progress in two cycles:

0-3 months = below expected progress

4-7 months = expected progress

8+ = accelerated progress

Improved ‘working at’ level.

Assessment information re-

garding frequency, method

and recording mechanism

Assessment data recorded on SIMS.

Next steps if intervention is

not successful:

1:1 targeted literacy intervention (up to two cycles)

↓

EPS referral




Sensory

Attendance Behaviour Social/ Emotional AFTE/FTE—from

day 5 provision


Target Key Stage: KS3 Intervention Leader: KC


Springboard 7 consists of 15 units of work. These units cover the teaching objectives es-

sential to moving pupils from Level 3 to Level 4 in mathematics.

Referral criteria: Working at below level 4.

Length of intervention: Up to four cycles Frequency: Up to three sessions per week

Group size: Maximum of 8 Assessment method: Springboard 7 assess and review


gress:

Working at level 4 or above



Assessment data recorded on SIMS


not successful:

1:1 targeted intervention (one cycle)

↓

EPS referral




Sensory


day 5 provision


Target Key Stage: KS3/4 Intervention Leader: EAL Peripatetic Teacher


Activities are largely communicative and focus mainly on the skills of speaking and listen-

ing. Class teachers can also request that EAL sessions focus on a particular topic or lan-

guage structure if they see it as useful to their scheme of work.

Referral criteria: Service Level Agreement

NASSEA EAL steps

Length of intervention: Short term measure Frequency: One session weekly

Group size: Small group or 1:1. Assessment method: EAL ladder


gress:

Some pupils will require more input that others however the support of the EAL teacher

is intended to be a short-term measure and will be reviewed at the end of a cycle to as-

sess whether it is still necessary.




Initial assessment of ability level shared with all staff.

Half termly report to IM from EAL peripatetic teacher.

EAL progress ladder used to monitor individual stepped progress.


not successful:

Referral to Literacy intervention (two cycles)

↓

Referral to EPS




Sensory


day 5 provision


Target Key Stage: 3/4 Intervention Leader: ME


Short term programme of support that will focus on:

Forming letters correctly

Controlling the size, shape and position of letters

Developing a legible handwriting style

Increasing fluency and speed

Referral criteria: Evidence of examples of poor handwriting across curriculum areas.

Student consistently demonstrates difficulties with neatness, spacing , letter for-

mation, comfort, pressure, speed, motivation.

Student with a formal diagnosis of dyspraxia.

Length of intervention: One cycle Frequency: One session weekly

Group size: Up to 4 Assessment method: Speed of Handwriting Test.


gress:

Legible handwriting

Appropriate word spacing

Correct letter formation

Improved fine motor and pencil control




Feedback to teaching staff from intervention lead.

Assessment data recorded on SIMS.


not successful:

Referral to EPS or OT




Sensory


day 5 provision


TargetKey Stage: KS3/4 Intervention Leader: LA


Graduated approach to Identification and Assessment of Special Educational Needs. Inter-

ventions are devised which are in addition to or different from those provided as part of

LMDC Highs usual differentiated curriculum offer.

Referral criteria: Evidence from teacher observation and assessment

Performance against the level descriptions within the National Curriculum

Length of intervention: Frequency:

Group size: Assessment method: Standardised screening or as-

sessment tools


gress:

Interventions additional to or different from those provided as part of the school’s

usual differentiated curriculum offer will be devised.

An ILP will usually be devised






not successful:

Graduated response:

School Action

↓

School Action +

↓

Request for assessment for a determination




Sensory


day 5 provision


Target Key Stage: KS3/4 Intervention Lead: ME

Overview of intervention: teaches basic social communication skills and self-awareness

allows students to apply these skills to difficult social situations

focuses on supporting students in real-life contexts

Referral criteria: Observed difficulties :

with social interaction and communication and

in the understanding or use of language which affects progress in school

Length of intervention: Up to one cycle for students

without an ASD diagnosis. As

required for students with diag-

Frequency: Minimum one session weekly

Group size: Maximum of 4 students Assessment method: SULP-R


gress:

Observed impact on students’

self-esteem social behaviour






not successful:

Referral to CASS for:

Advice

Assessment

Support

or

Referral to EPS




Sensory


day 5 provision


Target Key Stage: KS3/4 Intervention Lead: LA


Advice to staff in adapting programs,

Sourcing and provision of adaptive/assistive equipment,

Facilitating access to the school environment and arranging for therapeutic ser-

vices if required.

Referral criteria: Formal diagnosis of a permanent or temporary physical, medical or sensory disability by a

health care professional.

Length of intervention: As required Frequency:

Group size: Assessment method: Formal diagnosis by a health

care professional.


gress:

Access to the curriculum

An ILP will usually be devised

A Health Care Plan may be devised




Diagnosis recorded on SIMS


not successful:

Referral routes: EPS, OT, Multi agency




Sensory


day 5 provision


Target Key Stage: KS3/4 Intervention Lead: HP/ SG


Intervention will seek to target as appropriate:

individual risk factors, such as anxiety/phobia, low self-esteem

social skills

family factors, such as communication and parental support, discipline/

contingency management, parental involvement and communication with the

school,

school factors, such as school climate, relationships between teachers and stu-

dents and bullying.

Access to Curriculum + as appropriate

Alternative curriculum package may be offered at KS4

Referral criteria: SAS involvement.

Length of intervention: Up to three cycles Frequency: As appropriate

Group size: 1:1 Assessment method: Attendance register


gress:

Improved attendance

Engagement with learning




Attendance module in SIMS


not successful:

Referral as appropriate to:

ASET

Convenors

EPS




Sensory


day 5 provision


Target Key Stage: KS3/4 Intervention Lead: HP/SG


Supporting students to overcome their problems or challenges using:

a solution focused approach to explore their strengths and resources

targeted social skills and/or emotional literacy programme which may include

intrapersonal skills, interpersonal skills, adaptability, stress management, anger

management and general mood. problem solving, happiness, flexibility and other

critical emotional and social competencies.



Referral criteria: Continued high number of behaviour points in relation to the norm for year group

despite pastoral interventions

In response to an AFTE or FTE

Length of intervention: Up to two cycles Frequency: Minimum one session weekly

Group size: Maximum of 4 students Assessment method: Analysis of achievement and

behaviour points, detentions


gress:

Reduction in behaviour points for identified behaviours

Reduction in AFTE’s and FTE’s

Engagement with learning




SIMS Modules:

Behaviour Management

Achievement points

Behaviour points

Detentions

Exclusions


not successful:

Referral routes: Les Voies Outreach Team, Multi agency

↓

Referral to EPS




Sensory


day 5 provision


Target Key Stage: 3/4 Intervention Lead: HP/SG


Supporting students to overcome their problems or challenges using:

a solution focused approach to explore their strengths and resources

targeted social skills and/or emotional literacy programme which may include

intrapersonal skills, interpersonal skills, adaptability, stress management, self

harming, anger management and general mood. problem solving, happiness, flexi-

bility and other critical emotional and social competencies.



Referral criteria: In response to a crisis event

Evidenced CP/ welfare concerns

Evidenced concerns with social competence and skills and/or emotional literacy

Length of intervention: Up to two cycles Frequency: Minimum of one session weekly

Group size: Maximum of 4 Assessment method: SDQ, Boxall Profile


gress:

Dependant on focus of intervention



Assessment information attached to SIMS in SEN module


not successful:


↓

Referral to EPS




Sensory


day 5 provision




A short term, part time placement to improve attainment by concentrating not only on curriculum entitlement, but also on strategies aimed at identifying and removing barriers to learning so that re-integration into mainstream lessons can be successfully achieved. LSA support to assist reintegration may be available . Subject teacher(s) are responsible for: providing a relevant, appropriately differentiated curriculum package which

‘shadows’ the curriculum being taught in mainstream and includes a programme of work, accompanying resources and learning objectives and due dates for com-pletion of tasks.

Marking student work in compliance with the Whole School Marking policy Heads of Department are responsible for ensuring that subject teachers meet their obli-gations as outlined above.

Referral criteria: Students who exhibit persistent behavioural difficulties which are impacting upon

their progress to target within a specific subject or subjects

Students who exhibit social and/or emotional difficulties which are impacting upon

their progress to target across the curriculum

Students who are ‘working at’ significantly below NC level descriptors who may

need focused intervention to raise attainment

Students who have been referred to the SAS for poor attendance

As an identified strategy following a professionals meeting for students returning

from a Category 2 exclusion

As an identified appropriate strategy resulting from a professionals meeting for

students undergoing a managed move

Length of intervention: Dependant on individual focus Frequency: As timetabled

Group size: Maximum of 6 Assessment method: Progress to target/attainment,

merits, attendance, behaviour,

SC/ AFTE/ FTE




Sensory


day 5 provision




gress:



Engagement with learning Improved attendance Improved ‘working at’ level (s)




SIMS Modules:

Behaviour Management

Achievment points

Behaviour points

Detentions

Exclusions


not successful:


↓

Referral to EPS




To provide quality alternative provision for students who would be subject to a fixed

term exclusion between 1 and 5 days or ‘from day 5 provision’ for a FTE.

Full time provision ‘shadowing’ the curriculum

Support for students to identify problems and challenges and strategies/interventions to assist successful readmission

Flexible hours between 8.30 am and 4 pm.

Referral criteria: Referral by a member of SLT only using AFTE and FTE from day 5 Provision protocol and

Length of intervention: Up to 20 days Frequency:

Group size: Maximum of 4 Assessment method: Attendance, engagement, be-

haviour


gress:

Successful re admission

Following re admission



Engagement with learning Improved attendance




Assessment information attached to SIMS in SEN module


not successful:

School Action: Referral to Behaviour, Social/Emotional, Curriculum + Interventions

↓

School Action + referral routes: Les Voies Outreach Team, Multi agency

↓

Referral to EPS




Sensory

Attendance Behaviour Social/ Emotional AFTE/ FTE—from

day 5 provision


LMDC High School

Alternative to Fixed Term Exclusion &

Fixed Term Exclusion from day 5

Provision protocol

Aims and objectives:

1. To reduce the number of incidents of misbehaviour

2. To provide secluded pupils with a quiet environment to reflect upon their behav-

iour/attitude

3. To prevent individual behaviour escalating to the point of exclusion

4. To reinforce the schools expectations and values

General protocol guidelines

ATFE is used as an alternative to a formal exclusion from school. It is a sanction which re-

places short Fixed Term Exclusion and is in response to serious acts of inappropriate be-

haviour. Students may be placed in seclusion by a member of SLT through the agreed

referral process.

FTE from day 5 Provision meets the schools obligations as outlined in the States of Guern-

sey Education Department Managing Exclusions policy (November 2012).

Booked in referrals will be limited to 4.

Procedure:

1. Only a member of SLT may make the decision to place a student in seclusion.

2. Member of SLT will inform the parents/guardians of the student of the seclusion peri-

od and the reason why by a meeting/ phone call and letter.

3. Member of SLT will book in students through the Learning Mentor prior to seclusion—

where possible.

4. Ideally placement in the unit will begin as soon as a place is available and all stages

of the referral process are in place—in some exceptional circumstances as in inci-

dents o fighting on ‘instant sanction’ will take place with immediate placement in

the seclusion room.

5. Students will follow the Ready to Learn policy while in seclusion *For very challenging

and difficult pupils other provision may be sought

6. On completion of the fixed time in seclusion the parents/guardians will meet with a

member of SLT/HoY

6. HoY will monitor a return to mainstream lessons via report

7. Whilst in seclusion students will ‘shadow’ the curriculum

Attendance

1. Whilst in seclusion students will be marked in as present in school by duty staff with a

note added re seclusion

2. Non attendance will be reported immediately to the School Office and parents will

be contacted by front office staff

3. A register of pupils in seclusion will be kept by the Learning Mentor

Arrangements for seclusion

1. Seclusion takes place in the Inclusion Department

2. Students will be given regular opportunities to use the toilet

3. Drinking water will be available

4. Students will be given time to eat lunch—this can be collected from the school can-

teen or a packed lunch can be brought in

5. Appropriate work will be provided for the student

6. Students will be allowed a lunch break at a different time to other students in the

school

Curriculum / Pastoral Support

1. The Learning Mentor will contact subject teachers prior to seclusion—where possi-

ble—requesting that work is provided

2. Subject teachers will provide relevant, appropriately differentiated work which

‘shadows’ the curriculum being taught in mainstream and includes accompanying

resources and learning objectives

3. The Learning Mentor will conduct one to one mentoring with students with work on

specific behaviour issues

Exit Strategies

1. Students will exit seclusion when they have successfully completed their period of

isolation. This will be determined by the Learning Mentor

2. Other strategies to support reintegration may be initiated at this time

3. Any other issues raised within seclusion will be signposted to the appropriate staff by

the Learning Mentor

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Inclusion Department - La Mare De Carteret High School€¦ · Inclusion Department LMDC High School 1. ... Data recorded on SIMS in assessment module ... guage structure if they