Warrington SEND Programme - Local Offer / Education
Local Offer TemplateWarrington Education providers (0-25)
Full Name of Education setting
Penketh High School
Physical address
Heath Road
Town
Warrington
District or Borough
Cheshire
Postcode
WA5 2BY
Contact Person
Emma Ogg - Director of Learning SEND / SENDCo
Telephone Number
01925 722298
Email address
[email protected]
[email protected]
Website address
www.penkethhigh.com
Facebook address
NA
Twitter address
www.twitter.com/@PenkethSchool
Logo or picture
Short Headline
Penketh High School School SEND Offer
Brief overview of your service (30 words)
Penketh High School prides itself on offering an inclusive
learning environment that endeavours to ensure all pupils have the
opportunity to achieve their potential outcomes.
The following details will help users of the website to find
your information quickly and easily.
Type of education setting
Preschool aged 0-2
Secondary school
Preschool aged 2-3
Nursery School
Preschool aged 3-5
Secondary with 6th form
Infant school
Post 16 provision (Colleges)
Primary school
Special school 2-19 years
Junior school
Higher Education (Universities)
Which of the following best describes your education setting?
(tick all that apply)
Mainstream
Special
Resourced Provision (Mainstream with resourced unit)
Academy
Community school
Foundation
Free school
Alternative Provision (pupil referral unit)
Faith school
Residential 38/44 weeks
Early years SEN provision
Residential 48/52 weeks
Hospital school
Independent
Opportunity school
SEN Hub
Childminder (Early years education)
School Nursery
Day Nursery ( 38/50 weeks)
Preschool playgroup
What communication methods do you offer? (Tick all that
apply)
Signs and symbols
PECS (Picture exchange communication system )
British Sign Language
Braille
AAC (Augmentative and Alternative Communication)
Sign supported English
Makaton
What facilities does your education setting have? (tick all that
apply)
Hydrotherapy pool
Sensory room or area
Wheelchair Access
Accessible changing area
Accessible toilets
Low stimulus environment
Secure environment
Soft play facility
Sensory adaptations (such as colour scheme)
Physical adaptations (such as hand rails)
Accessible parking
Any further comments regarding these statements (e.g. Not all
toilets are accessible)
Not all toilets are accessible.
Not all teaching areas are accessible.
If you are a special school, do you specialise in any of the
following?
Complex Health needs
Autistic Spectrum Conditions
MLD (Moderate Learning Difficulties)
PMLD (Profound and multiple learning Difficulties)
SLD (Severe Learning Difficulties)
Social, mental and emotional health
SpLD (Specific learning Difficulties)
Hearing Impairment
Challenging Behaviour
Visual impairment
Physical Disabilities
Personal Care Needs
Communication needs (Speech, Language and Communication)
Any Impairment (Any condition or impairment)
Are any of the following made available on site at your
education setting? (Needs led refers to resources that are
allocated according to assessed need)
Needs led school nurse
Needs led SALT (speech and language therapy)
Needs led O/T (Occupational therapy)
Needs led physiotherapy
Personal Care
Key search words.
The website will use keywords to search for information. Please
provide a list of the key words that users of the website may use
to find your setting? e.g. special needs, impairment, inclusion.
(maximum of 30)
Key words
Special Needs, Inclusion, Provision, Learning, Well-being,
Learning Mentor, Transition, Agencies, Barriers
Sections and subsections
The website will have a number of sections to assist navigation.
Please advise which of the following sections you would expect
users to look for your information? (Please do not tick them all
only the ones that are relevant to this service)
Respite & Support
Respite & Short Breaks
Funding and Direct Payments
Common Assessment Framework (CAF)
Emotional Wellbeing
Advocacy
Support groups and Voluntary Organisations
Disabled Children fostering and adoption
Support and family members
Health
Childrens Nurses
Specialist Clinics
Sensory
Pre-birth & birth
Dental Care
Complex health needs
Doctors and Hospitals
Emotional Health & Wellbeing
Equipment and Therapies
Wheelchair Services
Speech & Language
Continence Services
Occupational Therapy
Physiotherapy
Other Equipment
Other therapies
Grants
Education & Childcare
In school therapies
SEN Support
Childcare & Early yrs.
Learning from home
Schools
Colleges & Post 16
Transport
Transition
Higher Education
Other (please specify)
Leisure & Play
Clubs & activities
Things to do
Holidays
Sport & fitness
Friendships & relationships
Gateway
Preparation for Adulthood
Getting involved
Independent living
Parents, siblings and Family carers
University and work
Staying healthy
Money
Getting around
Being an adult
2b) Education settings guidance for completing the Local Offer
questions
All education settings have a statutory requirement to meet the
needs of children and young people with SEND covering 0-25 years.
The answers to the questions need to explain clearly to parent
carers, young people and other interested parties how this works at
your setting. Some education settings have eligibility criteria it
is important to make it clear when, how and by whom these are
applied, as it may be that this happens at an earlier stage before
you meet the family. This might be relevant for Q 7, 12 and 13.
(Please follow the guidance notes for more information about
what to include under each of the questions) We would encourage you
to answer as many of the questions as possible, however it is
recognized that not all the questions are applicable to all
settings.
Parents and Carers would like you to answer the following
questions (Please be careful with your use of acronyms and/ or
specialist terminology ensuring that you answers can be clearly
understood by parent and carers):
1. How does your education setting know if children/young people
need extra help?
Prior information from primary schools/ transition information.
Through our Transition Programme with primary schools, the SEN Team
and the Transition Manager gather detailed information about
pupils. All SEND information is passed to the SENDCo, who then
coordinated the provision for these pupils. The SEN team meets with
pupils in their primary school; their class teachers and parents to
gather as much information as is needed to ensure a smooth
transition.
For students with SEND who transfer mid- term to Penketh High
School, information about their needs is provided by their previous
school and any support plans are shared with staff. Meetings with
parents / carers are held, where possible, prior to the pupils
starting.
The progress of all students is carefully monitored and this
enables the identification of students who may require additional
support / alternative provision.
Concerns can be raised by the teacher, parent / carer, other
agencies or the pupil themselves.
There is a change in the childs behaviour, attitude or
progress
The class teacher should be the initial point of contact for any
concerns
The Learning Mentor/Head of House/SENDCo can also be contacted
the school will respond to all parental concerns
2. What do I do if I think my child has special educational
needs?
Contact the school at the earliest opportunity to raise your
concerns. The class teacher is an initial point of contact to
discuss learning barriers.
The SENDCo, Mrs Ogg can be contacted via telephone/direct email
and a meeting will be arranged if required. The SENDCo will review
the young persons progress , collate pastoral information and
discuss the outcomes with you.
Parents Evenings and SEN drop in sessions are also held for
parents /carers to seek advice and/or raise concerns.
3. How will the education setting staff support my child / young
person?
Every member of staff is aware of pupils who require additional
support; their learning plans identify the strategies that they
will adopt to overcome your childs barrier to learning and help
them to achieve their true potential. The SEN team works with staff
so that they can implement strategies that are specific to your
childs needs.
Each pupil with a Statement/Educational Health Care Plan will
have a Personal Passport to success which will be written with
relevant staff.
Some pupils may need more expert support from an outside agency
eg Speech and Language, occupational therapy, Educational
Psychologist. If this is needed a referral, with parental support,
will be made to the appropriate agency. Following assessments,
recommendations are made to the school, who will use these to write
a programme of support. At all times parent and pupil opinion is
asked for,
Learning Support Assistants and TAs are allocated according to
need and provide in class targeted support.
intervention sessions in the Orchard Centre may be offered with
a member of the SEN team, to target a childs specific need and
barrier to learning
Seating plans highlight key information
Student Intervention Review meetings are held every term, where
relevant staff meet to review pupil progress and the impact of
support/intervention in place
The schools holds weekly Teaching and Learning sessions for
staff; this is an opportunity to share good practice and discuss
strategies that they have used in their classroom / setting to
suppor the needs of students with additional needs.
Additional support before and after school provides homework
assistance and practical lesson support assistance
Disability accessibility and support is through a designated TA
allocated by our SENCo
Governors are involved in developing, monitoring and reviewing
our SEND policy which is available on our website. They are kept up
to date and knowledgeable about provision, deployment of funding,
equipment and personnel resources.
Designated Provision: For pupils who are offered a place in our
designated C and L provision, their educational programme will be
overseen by our specialist teacher. A programme of inclusion will
be designed to cater for each students specific needs. Staff will
be in close contact with parents and carers to discuss these and
agree these plans.
4. How will the curriculum at your education setting be matched
to my child / young persons needs?
When a child has been identified as having Special Educational
Needs, work will continue to be differentiated by the class teacher
to enable them to meet the curriculum more easily.
All teachers will adapt their teaching of the curriculum and
resources used to engage pupils and ensure they provide the
opportunity for pupils to achieve potential outcomes.
Teaching Assistants/other teaching staff may be allocated to
work with a child as part of a small focused group within a class
and/or department to target more specific needs.
Additional liasion with parents during key decision making
processes such as option choices at the end of year 8 this allows
for an effective key stage transition
Intervention session maybe attended in the schools Orchard
Centre
If a child has an EHCP, a Pupil Passport will be written. The
child will contribute to their passport. This PP will have agreed
targets on, that will be reviewed at agreed times with parents. The
SENDCo will also liaise regularly with class teachers and Special
Needs teachers. Parents will be involved in the planning and
reviewing process.
If appropriate, specialist equipment may be given to a pupil to
support their progress eg writing slope, talking tins, visual
timetable, laptop etc
Designated Provision: the students are supported with
personalised programmes which ensures that pupils access a broad
and balanced curriculum.
5. How will both you and I know how my child/young person is
doing and how will you help me to support my child / young persons
learning?
Parents will receive progress review reports termly and can
discuss the content with relevant staff.
All homework set is published on Show My homework, which can be
accessed at home.
Each student has a planner which can allow communication between
home and school.
Data tracking takes place half-termly to ensure barriers of
learning can be identified and addressed.
Parents will be able to discuss their childs progress at Parent
Evenings/SEN drop in sessions.
Through the tracking process and data collection, information
will be sent to you as a report.
E mails, texts or letters may be sent home.
Appointments with the class teacher, Form Tutor, Head of House
and/or SENCo can be made via email/telephone/pupil planner.
The class teacher, Form Tutor, Head of House/ SENCo may suggest
ways in which you can support your child at home.
Any recommendations received from an external agency are
discussed with pupils and parents.
Designated Provision: Staff contact parents as needed to ensure
that the learning progress and emotional well- being of students is
communicated between home and school. If concerns are identified
school and home can work together to resolve them.
If a child has medical needs, relevant staff will meet with
their health worker and a Care Plan and Risk Assessment is written
and mutually agreed.
6. What support will there be for my childs/young persons
overall emotional health and wellbeing?
At Penketh High School we have a team of staff to support the
emotional health and well- being of every member of the school
community.
Attached to each House is a Learning Mentor who offers pastoral
support working closely with both parents and pupils.
Behaviour / Inclusion Support team
We have a Pupil Welfare Co-coordinator who works closely with
our Learning Mentors, SENDCO and outside health agencies.
We have an on-site part-time trained counsellor whom pupils may
be referred to for emotional related issues. In addition we have
voluntary groups who offer similar support.
Form tutors
An attendance officer works closely with relevant pastoral staff
in liaising with families to support pupils in attending
school.
Safeguarding Team
Orchard Centre (our inclusion facility) Pupils can access
identified classrooms within our Inclusion area before school and
at break and lunch times. These areas offer a quiet zone for pupils
to access support from Teaching assistants and/or focus themselves
for the morning/afternoon ahead. This also allows for small group
interaction away from the crowded areas.
Form classes for vulnerable/volatile pupils are currently lead
by teaching assistants who offer emotional support with the daily
routines of school and /or provide guidance and support for family
and peer issues
Some aspects of Emotional Health and Wellbeing will be addressed
in the curriculum content.
The school canteen is open prior to school starting allowing
pupils to have breakfast and socialise with peers. Pupil premium
pupils (pupils entitled to free school meals) are given a free
breakfast
Social skill groups may be accessed on a needs basis. Such
groups may be delivered by Teaching Assistants or SEN teachers.
Designated Provision:
7. What specialist services and expertise are available at or
accessed by the education setting?
A Pupil Welfare Coordinator is based on site and referrals to
this service are made on a needs basis.
The school also accesses various outside services including:
CAMHS
Vulnerable Pupils Unit- New Horizons
Relationships Centre
St Joseph Centre
Speech and Language
Occupational Therapy
Child Development Centre
LA safeguarding advice team
Social Services
Educational Psychologist
Hearing and Visually impaired (Local Authority)
School Health Advisor (Local Health Centre)
Specific Learning Difficulties Clinic (Warrington Hospital)
Voluntary Groups
Youth service
Warrington Peace Centre
8. What training are the staff supporting children and young
people with SEND had or are having?
SENDCo, Designated Provision Teacher and some T/As have accessed
various courses in teaching and supporting pupils with learning
difficulties.
Mrs Parker Dyslexia Assessor July 2017
Some Teaching Assistants have accessed Speech and Language
training (specific to pupil) Training for this is accessed on a
needs basis
Some Teaching Assistants have accessed training for delivering
social skills programmes Training for this is accessed on a needs
basis
Some teaching Assistant have accessed training for supporting
pupils who are visually/hearing impaired
Both SENDCos has achieved the accredited SEN National Award.
SENCo has and continues to access training for SEND reforms
(delivered by Local Authority and/or NASEN) / attend local training
sessions for SENDCos
Miss Woodward JCQ Specialist Assessor Course July 2017
Ms Ogg NPQML award June 2017
Relevant SEN training programmes have been used as part of
school professional development INSET for Teaching Assistants and
Inclusion staff.
9. How will my child/young person be included in activities
outside the classroom including school trips and provision for
access to Afterschool clubs?
We do our best to ensure that all activities are offered to all
pupils though our support network in school. Activities,
residential and school trips are available to all, however if it is
deemed that 1:1. Risk assessments are written, which takes account
the needs and requirements of all pupils - procedures are put in
place to meet the needs of all pupils. If support is required, a
parent / carer may be asked to accompany their child on the
activity.
The Learning Resource Centre (library/computers) is available at
breaks and after school.
After school learning is offered on an agreed needs basis.
Homework Club and other enrichment activities are offered within
the Orchard Centre.
Designated Provision: We aim to fully include our children in
all the activities that the mainstream school offers. We will work
with staff and pupils to ensure that this runs as smoothly as
possible .
10. How accessible is the education setting environment?
The school building has been adapted in some areas to
accommodate wheel chair access. Lifts are accessible in some
buildings.
Disabled toilets/changing areas can be accessed in some
buildings on site.
Equipment/facilities are sought and adapted (where possible) to
enable pupils to access learning and general school life.
Timetabled lessons are matched to rooms that take account of
pupils individual needs.
Designated Provision: The designated provision provides a
friendly and supportive environment which helps our students access
a broad and balanced curriculum.
11. How will the education setting prepare and support my child/
young person to join the education setting, transfer to a new
education setting or the next stage of education and life?
Parent/pupil visits are offered for those transferring schools
(including mid-term transfers)
SENCo attends meetings for pupils at Primary School (includes
Annual Review meetings, transfer of information)
Member of the SEN team meets with pupils (if required)
Additional visits offered for SEND/vulnerable pupils
Personal pupil visits offered (needs basis)
Transition Road shows (selected schools) delivered by transition
manager
Primary pupils are given the opportunity to communicate with
Penketh High pupils to share concerns etc (communication is
monitored by transition manager and Primary teachers)
Pupil intervention work (if required) prior to starting at
Penketh High
Summer school open to pupils (Usually in August prior to
starting in September) organized by transition manager
Y5 Taster Days offered (selected schools) organized by
transition manager
Y6 Master classes offered (selected schools) organized by
transition manager
Peer mentors are assigned to Year 7 forms to act as buddies.
KS4 KS5: We are developing links with the local colleges who
come into school to deliver information on academic and vocational
courses.
Designated Provision: Once notified by the LA that your child
has a place, the staff will implement a package of support to meet
the needs of you r child. This might include a programme of visits
to their current school and opportunities to try out sessions in
the provision. The designated provision will work with parents and
students to access appropriate pathways post 16
12. How are the education settings resources allocated and
matched to childrens/young peoples special educational needs?
The SEN budget is allocated every financial year. The money is
used to provide resources or additional support dependent upon
need.
Resources may include deployment of staff depending upon
need.
Some children with an ECHC plan will have an agreed personal
budget to support them. Parents, school and health will work
closely to ensure budgets are used to ensure the needs of the child
(as outlined in the plan) are met.
Provision mapping will provide an overview of allocation of
resourced intervention/support.
13. How is the decision made about what type and how much
support my child/young person will receive?
Decisions are made following discussions with relevant
identified staff; these may include SENCo, Assistant Principal,
Personalised Learning Manager, class teachers and Head of House.
Consideration will be given to advice from outside agencies (where
appropriate).
Decisions are made as a result of pupil tracking/assessments and
termly progress meetings and/or pupil review meetings. In addition
assessment reports offered by outside agencies will be
considered.
If a childs educational needs or emotional well-being changes
other interventions will be put in place.
Designated Provision: The LA make the decision to offer a place
at the designated provision. Once the school has been notified that
a place has been offered, meetings will be held to discuss the
support and educational programmed that will be put in place for
your child. This will be reviewed regularly so that progress and
inclusion can be ensured.
14. How are parents involved in the setting / school / college?
How can I be involved?
We strive to have a strong working relationship with home and we
recognize the importance of home / school liaison.
Parents are represented on the Governing Body.
Parents will be informed of our Penketh Charter which details
the expectations of all stakeholders.
Parent forums/SEN drop in sessions can be accessed during the
school year (refer to school website calendar).
Parents are encouraged to communicate concerns regarding
schooling with relevant staff members
Formal review meetings are scheduled as part of the monitoring,
assessment and reporting process.
Pupil Voice is an important way to gather the views of our
learners
Designated Provision: Staff will contact home as needed to keep
parents and carers updated on aspects of your childs learning
journey.
15. Who can I contact for further information?
If the concern is subject based then the class teacher would be
the first contact point.
If the concern is of a pastoral nature then the Learning Mentor,
Form Tutor and/or Head of House would be the first contact
point.
If the concern is in regards to your childs educational needs
and barriers to learning, please contact the SENDCo Mrs Ogg
[email protected]
[email protected]
Telephone number: 01925 722298
Designated Provision teacher: Mrs S Parker
[email protected]
Children and Young people would like you to answer the following
questions (please answer these questions in a manner that you feel
is appropriate for children and young people):
1. How does the education setting know if I need extra help?
We have information from your primary school
We might notice that you are finding the work difficult.
You might not be achieving what we would expect you to do.
Your behaviour and / or attitude might have changed.
You may have informed a member of staff about your
worries/difficulties
2. What should I do if I think I need extra help?
Any adult in school will listen to you. Have a think about who
you would feel comfortable talking to.
You may discuss your worries/difficulties with :
Form Tutor
Subject Teacher
Learning Mentor
Head of House
Your adult at home can also contact school and let us know how
are feeling.
3. How will my course work be organised to meet my individual
needs?
Staff will have the information that they need about you to help
personalise your learning when they are planning. We will always
differentiate teaching in the classroom to meet the needs of all
students. Sometimes we might feel that some help in a small group
or on a 1:1 with a teacher or TA might help you. We will always
talk to you about why this is happening.
4. How will I be involved in planning for my needs and who will
explain it and help me?
All children will get the chance to discuss their progress and
targets with their class teacher. If you have an Education and
Health Care Plan you will have a Pupil Passport, this is where we
tell staff a little more about you, including what you like and
find harder in the classroom.
5. Who will tell me what I can do to help myself and be more
independent?
Your class teacher or other adults who help you will support
you. You will be given the tools to help you become more
independent this might include a visual timetable, key word
vocabulary books, visual checklists, revision guides and/or adapted
guidance sheets to prompt your ideas and understanding. Your
planner is a really good way to help organise yourself.
6. What should I do if I am worried about something?
Talk to someone and share how you are feeling as soon as you
can. You can talk to your Form Tutor, Subject Teacher, Learning
Mentor, Teaching Assistant and/or Head of House however you may
wish to talk to another preferred adult in school. You will soon
know the rooms of your key members of staff but remember, anyone
will listen to your worries. We want to help you to be happy and
learn.
You can record worries/concerns in a log book/diary which you
may choose to discuss.
7. How will I know if I am doing as well as I should?
You will have progress/review meetings with adults who
teach/support you.
You will review your learning progress with you Form Tutor
and/or subject teacher.
Your books will have feedback and next steps to support your
progress
You will receive 4LP postcards to celebrate your success
We may use additional assessment tools to show you the small
steps of progress you have made.
Any adult that helps you will inform you of your progress and
how they have measured the progress made.
You can ask the adult you are working with to tell you how you
are getting on.
8. How can I get help if I am worried about things other than my
course?
Your Learning Mentor will be the first place to go as there is
always someone there. There job is to help you overcome any
emotional barriers that are preventing you from working to your
full potential. They can also guide you to relevant staff who will
support you with managing/overcoming other issues.
We can arrange for you to see the school nurse if needed.
Your form tutor is also there to help
9. Are there staff in school who have had special training to
help young people who need extra help?
Mrs Walsh Pupil Welfare Coordinator
Mrs Kane Supporting well-being
Teaching Assistants (some) Sensory (hearing and visual) impaired
training/Speech and Language training/Social communication
training.
Mrs Ogg (SENCo)/Miss Woodward (SENCO) Mrs Parker (Lead Teacher
of Provision for Cognition and Learning) Supporting pupils with
barriers to Learning (specific and complex learning
difficulties)
10. Can school staff get extra help from experts outside the
college if they need to? (e.g. advice and training on medical
conditions)
If any child has a medical condition the school will liaise with
their parents and health professionals (where appropriate).
Together we write a care plan and risk assessment (where
required).
Sometimes children with medical needs may need additional
support and school will apply to get CLASP medical from the LA
We can also get help and support from the School Nurse,
Occupational Therapy, Speech and language, Educational Psychologist
and CAHMS
11. If I have difficulty in taking part in school activities
what different arrangements can be made?
1. How will I know who can help me?
You and your parents can talk to the class teacher, Learning
Mentor or Head of House.
1. Who can I talk to about getting involved in student
activities if I need extra help?
Any adult in school will help you. Usually if you need extra
help we will already know about it and will have made the necessary
steps to support you
1. If I have a disability or additional need how can I join in
school activities? Is the building fully wheelchair accessible? Are
there disabled changing and toilet facilities? Have there been
improvements in the auditory and visual environment?
There are some accessible toilets and changing areas. The
building is wheelchair accessible in some areas on the school site.
Activities can be arranged in these areas (where appropriate).The
visual and auditory environment will be reviewed and adapted on a
needs basis (where appropriate).
12. What help is there to help me get ready to start
college?
In year 11, your final year with us, a review will take place
with the SENDCo and other key workers. During this review, you can
talk about your next steps and any barriers or fears that you think
might be there in the next phase of you r education. There will be
lots of people to help you make this transition, including parents,
school staff and any other external agencies. As long as your
parents/ guardians give us the consent to do so, we will send over
all your SEND information and access arrangements to your new
setting.
13. I am coming to school to prepare for employment how will I
be supported?
NA
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Education provision Local Offer Template
