Minsthorpe Community College. - Wakefield

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Minsthorpe Community College.

Support for Achievement – Specialist Support

Polices and Procedures

Janet Blackburn Rachael Merritt Virginia Sibley Vice Principal Assistant Principal Cross Curricular Team Leader – Specialist Support December 2008


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Page

1. Introduction 3

2. Equal Opportunities including Community Cohesion and English as an Additional Language. 7

3. Specialist Support for SEN students. 9

4. Support for students with disabilities. 20

5. Basic Skills. 22

6. Cross Curricular Links. 24

7. Stage 2 Alternative Curriculum. 30 8. The Transition Programme – Key Stage 2 to Stage 1

(Key Stage 3) for Specialist Support students. 33

9. Minsthorpe Community College as a Specialist Science College. 35

10. Every Child Matters. 37

11. Pastoral Care. 39

12. The involvement of Specialist Support with Looked After Students. 41

13. Medical and Healthcare. 43

14. Parental Support. 45

15. The Community Dimension. 47

16. Complaints Procedure. 50

17. Current staff Roles and Responsibilities. 52

CONTENTS


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MINSTHORPE COMMUNITY COLLEGE

SUPPORT FOR ACHIEVEMENT – SPECIALIST SUPPORT 1.

INTRODUCTION


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At Minsthorpe Community College Specialist Support is part of the Continuum of Support for Achievement which begins in Year 6 and extends to Year 13 – see diagram on page 5. This Continuum covers three tiers of support, ie Universal Support, Targeted Support and Specialist Support. Within each tier of support are the various strands of the Support for Achievement Strategy. Universal Support includes the entitlement of all students to support, advice and guidance to maximise their achievement and aspirations. Targeted Support includes the strands of support for identified students who require specific intervention at specific times during their learning journey. Specialist Support includes the strands of support for the students with the highest level of need, in terms of learning and/or behaviour as well as students with Special Educational Needs. The overriding aim of the Support for Achievement Strategy is to raise the academic achievement and aspirations of all students, by ensuring individuals receive support, information and guidance, which is well timed and at an appropriate level and type to meet their needs. The ‘Whole College Student Support, Information and Guidance Policy’ includes further details about universal and targeted support. This document aims:-

- To outline how the College meets its statutory requirements in terms of the SEN Code of Practice.

- To clarify procedures, roles and responsibilities and working practices of the Specialist Support team.

- To indicate how the work of the Specialist Support team seeks to support other areas of College life.

- To cite important links within the college and with outside agencies (see Specialist Support diagram – page 6)

This document and the ‘Whole College Student Support, Information and Guidance Policies’ reflect the inclusive aims of the College and as such serve as our Inclusion Policy.


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Vice Principal For Life Long Learning,

Inclusion and Child Protection

External Agencies, Community Dimension

& Targeted Support

Assistant Principal Pastoral Care

CCTLs

Alternative Curriculum Programme,

CCTL/WRLG

KS4 Alternative CurriculumProvision Behaviour Support (ST 1)

Teaching Assistants In Curriculum Areas

CCTL Specialist Support

+ TLR 1.2 (SENCO)

Heads of Curriculum Area

Specialist Support Assistance

from teaching & non-teaching staff

(as needed)

ACCTL Teacher + TLR 2.1

Higher Level

Teaching Assistant(HLTA)


Higher Level Teaching Assistant

(HLTA)


Higher Level

Teaching Assistant(HLTA)

Support in Mainstream

Special Educational Needs (SEN, ST 2)



(as needed)



(as needed)

Assistant Principal Support for

Achievement

Links With Specialist Support

Senior Learning Support Assistants in Core Curriculum areas


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MINSTHORPE COMMUNITY COLLEGE SUPPORT FOR ACHIEVEMENT – SPECIALIST SUPPORT

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EQUAL OPPORTUNITIES INCLUDING COMMUNITY CONHESION AND ENGLISH

AS AN ADDITIONAL LANGUAGE


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Equal Opportunities At Minsthorpe Community College the promotion of equality and of good relations between people of different groups is considered to be of prime importance. This applies to students, staff and other users of the College, including the Community Dimensions. The Equal Opportunities Policy is available on the VLE which includes the race equality policy, the disability equality scheme and the Gender Equality Scheme. Community Cohesion A new document was developed in Summer 2008 to be taken to Governors in Autumn 2008. The document regarding ‘The Duty to Promote Community Cohesion – policy, procedure, review and future plans’ includes the aims for the college; background information; definitions of terms used; aspects of community cohesion within the college; an outline of the college’s contribution to community cohesion and an Action Plan. English as an Additional Language (EAL)

- The College works within the DCSF Primary and Secondary National Strategies for new arrivals (2007).

- The College adheres to the Wakefield Family Service (Equality and Diversity Services) common framework for Newly Arrived students with EAL. Minsthorpe took a leading role in devising this document through the EAL learning network.

- There is an ongoing process within the College to implement and share strategies for the support of EAL students within mainstream lessons.


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3.

SPECIALIST SUPPORT FOR SEN STUDENTS. “students with emotional; behavioural and social difficulties as well

as those with cognition and learning; communication and interaction; sensory

and/or physical difficulties. (As defined in the SEN Code of Practice 2001)


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3. i. General Information

1. The definition of Special Education Needs is as set out in the Special Educational Needs Code of Practice, November 2002 (DfES 581/2001)

“Children have special education needs if they have a learning difficulty which calls for special educational provision to be made for them”. Children have a learning difficulty if they:

a) have a significantly greater difficulty in learning than the majority of children of the same age; or

b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

c) Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

2. At Minsthorpe Community College we recognise that special educational

needs students have more in common with other children than differences and that there is no such thing as a dividing line but rather a continuum of need.

3. The term Special Educational Needs embraces a wide diversity of need

including the particular needs of students with communication and interaction difficulties; cognition and learning difficulties; behavioural, emotional and social; developmental difficulties; sensory and/or physical difficulties.

4. Special Educational Provision means:

“Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area”. (Special Educational Needs Code of Practice).

5. All teachers in accordance with the National Curriculum Inclusion Statement,

should acknowledge and respond to the notion that the key to meeting the needs of all students lies in the individual teacher’s ability to find ways of providing appropriate access to the curriculum for every student.

6. Teaching students with SEN is a whole College responsibility, requiring a

whole College response in such areas as effective management; school ethos; the learning environment; Community Dimension; curricular and pastoral arrangements. All these can help prevent some SEN arising and minimise others.

7. The College believes that:

a) Every student is an individual. b) Every student has an equal right to care and attention, regardless of

gender, race, social background, physical disability or ability.


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c) Every student has a variety of educational needs – some of which will be shared with other students, some of which will be specific to that student.

d) We have a responsibility to provide for the needs of all students as far as resources will allow.

e) Every student should have the opportunity to obtain access to a broad, balanced curriculum.

8. The views and wishes of individual students will be taken into account.

9. Parents have a vital role to play in supporting the individual student’s

education.

10. There is an essential need to work in close co-operation with all agencies concerned to ensure a multi-agency approach.

11. The Governing Body will aim to fulfil its responsibilities as outlined in

paragraph 21, page 11 of the Code of Practice.

12. The funding of Specialist Support is from the College budget supported by the LS devolved and central budgets for SEN. It is co-ordinated by the Cross Curriculum Team Leader for Specialist Support under the auspices of the Principal for the maximum benefit of the students.

13. Inclusion – The Every Child Matters Agenda, as laid out in The Children Act

2004, is a fundamental principle for the ethos and working practice within Specialist Support.

14. SEN Register – The SEN Register is part of the Additional Needs Register and

can be found on the VLE Curriculum Areas online –Specialist Support.

15. Further information and advice on SEN, eg. dyslexia – this can be found on Curriculum Areas online –Specialist Support.

16. Further information and advice on individual students can be obtained from a

variety of sources within College, including teaching and non-teaching staff.

17. Minsthorpe Support Plans have been developed in recent years. These are used in place of a variety of different plans, including IEPS. They are used

i) Internally by all staff to enable them to meet students’ additional needs.

ii) Externally as a common plan provided by the College for all outside agencies seeking additional information.

18. SEN information, MSPs and relevant advice sheets for individual students can

be located on the SIMS system, to which all staff have access via wireless laptops.

19. Risk Assessments- The LA PG102 Student Risk Assessment is a tool used in

College to ensure the health and safety of students, staff and others. It


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evaluates the impact that a student and their situation has upon themselves, other students and staff and the impact that other students and staff may have upon the student. Student Risk Assessments are only completed in College for those students whose behaviour presents a risk to themselves or others and the intervention that needs to be applied is over and above the standard preventative measures in College. To ensure that the risk assessment is suitable and sufficient it should draw upon opinions, advice and guidance from all stakeholders, including students and the student themselves.


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3.ii PROCEDURES REGARDING THE SUPPORT OF STUDENTS WITH

EMOTIONAL, BEHAVIOURAL AND SOCIAL DIFFICULTIES

1. Definition Students who have emotional, behavioural and/or social difficulties are defined as those that present persistent difficulties whose needs are not met by the behavioural management techniques usually employed in the College. These difficulties could present as students being withdrawn or isolated; ‘school refusers’; disruptive and disturbing; hyperactive and lacking concentration; having immature social skills; demonstrating challenging behaviour arising from other complex special needs. 2. Identification Of Needs Students are identified on admission: a) From the Transfer Information given by previous schools including phase

transfer reviews. b) From information provided by outside agencies such as EPS; SENSS; EWO’s;

Special Schools/Medical Services. c) From information given by parents/carers/Social Services. Students already in College are identified: a) Through Cross Curriculum Team Leaders (Head of Year) in consultation with

ACCTL for behaviour Support, using information from classroom teachers and tutors and referrals to the Midroom.

b) Through JCM following advice from Wakefield Pupil Referral Services. c) From parental information. d) Self-referral by students, followed by consultation with Cross Curriculum Team

Leaders (Heads of Year). e) Through professional concern from other members of the Specialist Support Team.


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3. The Levels Of Provision To Support Students With Emotional Behaviour And/Or Social Difficulties As a result of information obtained from the various appropriate sources the ACCTL for Behaviour Support is responsible for identifying which level and type of provision of support is appropriate for individual students. The provision for students will be at one or more of the following levels:- a) CLASSROOM MANAGEMENT Teachers are expected to follow procedures as set out in the College’s Learning to Behave, Behaving to Learn (L2B B2L) documents. Many of these students have learning difficulties, which could exacerbate their behavioural problems. Learning difficulties should be addressed through a differentiated curriculum. b) SCHOOL ACTION Specialist Support (Behaviour) will provide interventions that are additional to or different from those usually provided as part of the College’s behavioural procedures. c) SCHOOL ACTION PLUS Students that require intervention at the level of School Action Plus are those that despite having an individualised behaviour management programme have emotional, behavioural and/or social difficulties which substantially and regularly interfere with their own learning and that of other students. Having consulted parents/carers for assessment advice, these students will be referred for support and/or direct teaching from external specialists, to external specialists such as:- Wakefield Pupil Referral Unit; EPS; EWO; Child and Adolescent Mental Health Service; Child and Adolescent Therapy Services; School Health; Young Offending Team; Social Services; SENSS; Reach; Connexions. d) STATEMENT – STATUTORY ASSESSMENT OF SEN Students who have demonstrated significant cause for concern and have followed any action specifically planned for that student as part of School Action Plus for a reasonable period of time without success, will be referred to be considered for statutory assessment by the LA. This will be in consultation with parents and any external agencies already involved.


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4. The Types Of Intervention Available At The Different Levels Of Need a) CLASSROOM MANGEMENT The CCTL for Specialist Support and appropriate Specialist Support Staff as part of their role, can offer support, information and advice to teachers and students, who are difficult to manage in mainstream classrooms. b) SCHOOL ACTION Behaviour Management Programmes are taught in ST1. Further details are available from staff in ST1. c) SCHOOL ACTION PLUS The intervention by outside agencies could take place on site in classrooms/ST1/ST Meeting Room or offsite. d) STATEMENTS Once statemented, the LA will describe the student’s educational needs and set out any disapplications or modifications to the National Curriculum, together with details as to how a broad and balanced curriculum is to be maintained. The LA must ensure that a student is educated in a mainstream school unless that is incompatible with the efficient education of others and there are no other reasonable steps which can be taken. LAs must consider parental representations. The LA is also responsible for the provision of alternative arrangements for students educated otherwise than at mainstream school, unless parents have made suitable arrangements of their own.


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3.iii

PROCEDURES REGARDING THE SUPPORT OF STUDENTS WITH COGNITION AND LEARNING; COMMUNICATION AND INTERACTION;

SENSORY AND/OR PHYSICAL DIFFICULTIES

1. Definition Included in this category are students who demonstrate a significantly greater difficulty in learning or are hindered from making use of educational facilities available for the majority of children of the same age in the following 3 areas:- a) Cognition and learning e.g. MLD; Specific Learning Difficulties (Dyslexia), dyspraxia. b) Communication and interaction e.g. Austism or Austistic Spectrum disorders including Asperger’s; speech and language delay; hearing impairment. c) Sensory and/or physical difficulties e.g. asthmatics; diabetics; visual impairment; multi-sensory difficulties; disabilities. 2. Identification Of Needs Students are identified on admission:- a) From the Transfer Information provided by previous school/s including

KS2/KS3 Test data; Reading tests; feedback by class teachers/SENCO, Phase Transfer Reviews.

b) From information provided by outside agencies such as EPS; SENSS. c) From information given by parents/carers/Social Services. Students already in College are identified:-

a) From concerns expressed by parents/carers, for example at Parents’ Evening. b) Through CEM test data at Year 7, 10 and Post 16. c) Through Y7 Reading test. d) Referrals from teaching and support staff. e) Self referral. f) Pastoral staff – Cross Curriculum Team Leaders (Heads of Year); Pastoral

staff. g) From outside agencies as a result of parental referral e.g. GPs; School Health; h) Psychological Services; the Health Services. i) From the school nurse.


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3: The Level Of Provision To Support Such Students As a result of information obtained from the various appropriate sources the ACCTL for Learning Difficulty Support is responsible for identifying which level and type of provision of support is appropriate for individual students. The provision for students will be at one or more of the following levels:- a) CLASSROOM MANAGEMENT Inclusion and differentiation are no longer seen to be purely an SEN provision as defined by the Education Act 1996. All teachers should ensure in their planning and teaching that they:-

i) Set suitable learning challenges, which may be at an earlier Key stage. ii) Respond to students’ diverse learning needs. iii) Attempt to overcome potential barriers to learning and assessment.

Where a student in spite of receiving differentiated learning opportunities, has not made adequate progress (refer to Code of Practice, page 52, Section 5.42) the class teacher is responsible for:-

i) Checking if the student is on the SEN Register (found on C A online –Specialist Support).

ii) Informing the appropriate person within the Curriculum Area e.g .CTL; Link Staff.

iii) Referring the student to ACCTL for Learning Difficulty Support – the appropriate forms are available within Curriculum Area; from Cross Curriculum Team Leaders (Heads of Year) and Specialist Support.

b) SCHOOL ACTION ACCTL for learning Difficulty Support is responsible for providing interventions that are additional to or different from those provided as part of the College’s usual differentiated curriculum in Curriculum Areas. This could be in the form of workshops; Paired Reading; small group work; 1:1 working in ST2; targeted Learning Support Assistants intervention etc. As part of School Action, communication with parents is considered to be of vital importance. Individual students will be involved in any target setting.


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c) SCHOOL ACTION PLUS The triggers for School Action Plus are:-

i) That despite receiving an individualised programme and/or concentrated support, the student continues to make little/no progress in specific areas over an appropriate length of time.

or ii) Has sensory or physical needs, requiring additional specialist equipment or

regular advice or visits by a specialist service. Support and/or direct teaching from external specialists could be from agencies such as: • SENSS – VI, HI, ICT, SpLD • Service for Significant Learning Needs • EPS; EWO; School Nurse; CAMHS; CATS; Social Services; Connexions;

OT; • Speech and Language, School Health • Relevant Special Schools. CCTL in consultation with the ACCTL is responsible for consulting parents and deciding whether to go to School Action Plus.

d) STATEMENT – STATUTORY ASSESSMENT OF SEN Students who have demonstrated significant cause for concern and have followed any action specifically planed for that student as part of School Action Plus (for a reasonable period of time) without success, will be referred for consideration for statutory assessment by the LA. This will be in consultation with parents and any external agencies already involved.


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4 The Types Of Intervention For The Different Levels Of Need a) CLASSROOM MANAGEMENT Inclusion and differentiation are the responsibility of the individual classroom teacher. CCTL for Specialist Support and the appropriate ST staff as part of their role, can offer support, information and advice to teachers and students who have difficulty in accessing mainstream curriculum. b) SCHOOL ACTION A range of learning programmes are used to address specific learning difficulties in ST2. Further details are available from staff in ST2. c) SCHOOL ACTION PLUS The intervention by outside agencies could take place on site in classrooms, in ST or offsite. d) STATEMENTS Once statemented the LA will describe the student’s educational needs and set out any disapplications or modifications to the National Curriculum, together with details as to how a broad and balanced curriculum is to be maintained. The LA must ensure that a student is educated in a mainstream school unless that is incompatible with the efficient education of others and there are no other reasonable steps which can be taken. LAs must consider parental representations. The LA is also responsible for the provision of alternative arrangements for students educated otherwise that a mainstream school, unless parents have made suitable arrangements of their own.


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4. SUPPORT FOR STUDENTS

WITH DISABILITIES


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The Minsthorpe Community College Disability Equality Scheme (DES) is available to view on the College VLE: The DES document clarifies Minsthorpe Community College’s response to our duties under The Disability Discrimination Act 2005. Our college aim is to continue to “raise the expectation and achievements of all students at Minsthorpe, and by doing this play a major role in the regeneration of the local area”. Under this aim, our intention is to remove, as far as possible, any barriers which prevent disabled people taking part in the normal life of the College community on equal terms with others. This of course includes College students with disabilities. The DES was produced after consultation over a period of 12 months with various individuals and groups and contains:

1. Aims of Policy 2. Definitions 3. General Duties. 4. Specific Duties:

4.1 Removing Barriers 4.2 A Voice for Students, Adult Learners, Staff, Parents and Governors

with disabilities. 4.3 Teaching and Learning – differentiation. 4.4 Teaching and Learning about Disability 4.5 Eliminating harassment and bullying. 4.6 Off-site learning, social times, after-school activities and Extended

Schools. 4.7 Lettings and Community Use. 4.8 Employing, promoting and training disabled staff. 4.9 Governance and relations with parents. 4.10 Monitoring of the Disability Equality Scheme (DES). 4.11 How the College involves people with disabilities.


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5.

BASIC SKILLS


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Minsthorpe Community College was awarded the Basic Skills Agency’s Quality Mark for the forth time in June 2008 in recognition of the high quality of work in this area. The College underwent an extremely successful “Inclusion Now” LEA inspection in February 2005, which focused on teaching and learning. By summer 2008 all six sections of “Inclusion Now” had been audited, with Action Plans produced and reviewed. During the academic year 2008/09 the College will begin to address ‘Wakefield Family Services ECM School Evaluation and Monitoring Framework’. Basic Skills is a generic, integral part of all aspects of the Support for Achievement continuum, including Specialist Support. A Basic Skills Policy, including an Action Plan is available on the VLE. The Fundamental Principles outlined below form the cornerstone for our college Basic Skills Policy and its implementation. The Fundamental Principles The following are the underlying principles which, as a College, we believe form the cornerstone of our Basic Skills Policy and its implementation.

i. The development of Basic Skills is essential because all research shows that the raising of literacy and numeracy standards are key factors in the raising of standards of achievement generally. Literacy and numeracy are at the heart of the learning process.

ii. Staff throughout the college, regardless of their subject specialism, have a

responsibility for actively promoting Basic Skills at all stages of the educational process. This is vital because improved Basic Skills standards can have an impact not only upon the quality of academic work produced but can also serve to enhance student motivation, self-esteem and behaviour.

iii. The effects of a low level of Basic Skills acquisition can be severe; children

who continue to struggle with reading, writing and/or basic maths find it difficult to benefit from the rest of the curriculum and they have a much greater likelihood of leaving full time education with few or no appropriate qualifications. Many such students may then have the desire to return to education in adult life but may be put off by the stigma and the inherent sense of failure.


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6.

CROSS CURRICULAR LINKS


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6.i The Secondary Strategy The Secondary Strategy plays an integral role in the continuum of support at Minsthorpe. Largely its activities revolve around universal and targeted support, such as the identification and targeting of groups of students, particularly in preparation for exam performance. However, work from the KS3 team who also form the Teaching and Learning Group the following strategies:

• Raising the quality of Teaching and Learning in all lessons to all students • Supporting the Year 9 Team in reaching attainment and achievement goals

for the KS3 assessments • Using the Coaching To Sustain Improvement strategy to continue to

support CPD and drive the focus • Developing and continuing the use of Teaching and Learning Challenged

Group to support CPD and improve the weakest areas of teaching in the college.

• Continuing the focus on Assessment for Learning (AFL) through the TLG, INSET, ITT/NQT training and the use of the VLE.

• Teaching and developing the Learning 2 Learn programme with the Year 7 students to improve independent thinking and learning skills, which is to be included in the Learning 4 Life curriculum from September 2008.

• Continuing to lead the Joint Projects scheme which further links both short and long term activities between Minsthorpe and our KS2 feeder schools, including Science KS2 activities such as Primary Science Week, with activities funded by the Specialist School funds.

• Maintaining the focus on Basic Skills through the upkeep of the Basic Skills Quality Mark, working with the Inclusion Now review, through the TLG, differentiation on lesson plans, etc.


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6.ii ACE Days The role of Specialist Support is to support curriculum areas and individual students as appropriate. Where students are unable to access planned events, related activities will be undertaken. Such activities will still fulfil the aims and ethos of the day. There are 3 ACE days a year. The aim of these days is to provide an experience of enrichment for all students which has its focus: Achievement, the College specialism, Sport and Culture, Family Learning and any appropriate wider experiences. We will aim to do this through as much cross-curricular, project based work as possible – with an emphasis on student enjoyment and creativity. Specialist Support plays a vital role in ensuring students with special educational needs are included and enjoy these days. To enable this to happen, LSAs are deployed in Curriculum areas and are attached to support specific students to ensure access to the curriculum and help remove barriers to this access. Specialist Support will also remain open and ready to accept any SEN Student who has trouble being included into the activities for whatever reason. They will be given one to one or small group support for the day following a planned programme along the same themes as those for ACE day.


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6.iii Literacy and Numeracy Intervention On entry to Year 7students sit the CEM tests and an English baseline reading test. In addition, identified students also complete a diagnostic reading and comprehension assessment. The Specialist Support Team provide literacy support for students with a Reading Age below 9. Diagnostic tests are repeated at the end of Year 7 to monitor progress and identify students requiring ongoing intervention. In September 2008, Minsthorpe Community College introduced a New Curriculum based on a two year Key Stage 3. To support student with weak literacy, identified students are withdrawn from French lessons to attend additional basic literacy and numeracy sessions. The English and Maths Curriculum Team Leaders and the ACCTL for Learning Difficulties liaise closely to ensure provision is not duplicated.


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6.iv Links with other areas of the curriculum:

Specialist Support offers support across the whole curriculum to both students with SEN and staff who work with them. This support is both structured and flexible.

1. In each of the Core Curriculum Areas there have been appointed Senior learning Support Assistants [SLSAs] who will work under the guidance of:

a. The CTL for that Core subject b. The CCTL for Specialist Support who will identify the student’s needs.

2. Learning Support Assistants may be timetabled: a. With specific Statemented students to support them in mainstream

lessons b. With specific lessons that need additional support, these are usually

bottom set groups. c. For health and safety reasons and to allow for access in practical

subjects.

3. Subject Staff can request lesson visits in which Specialist Support Staff observe SEN student’s response to the teaching and learning style and will write a report offering advice and strategies to use with the students.

4. L4L: Specialist support recognise the importance of the L4L programme in

preparing the student for life in today’s society. For this reason we support the L4L programme in the following ways:

a. There is a designated L4L link person in Specialist Support who will attend the Link meetings and report back to the team at CA meetings.

b. All schemes of work within the three areas of Specialist Support will show where they can support the L4L programme.

c. When students are withdrawn from L4L lessons this will be for a minimum of half a term and the maximum of one term to allow the student to catch up.

5. Spirituality: Specialist support recognise the importance of spirituality as a

means of support for the student for life in today’s society. For this reason we support the RE programme in the following ways:

a. Students may be withdrawn from RE lessons for a minimum of half a term and a maximum of one term.

b. Spirituality may feature in our schemes of work in ST1 under any bereavement and /or anger management programmes as suitable.

c. Students on long term withdrawal will be required to follow the RE scheme of work.

6. L2L: The teaching and learning strategies employed through the L2L

programme benefit SEN students considerably. We aim to employ these strategies in our own teaching and learning methodology.


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7. L2B B2L: We fully endorse the L2B B2L Policy. Each classroom has the Rewards and Sanctions structure on display and we constantly enforce the policy at the start and dismissal of lessons in Specialist Support as well as following the programme allocated to us throughout the academic year.

8. G and T: All G and T students are added to the Additional Needs register at SA level and receive intervention from the G and T team as Targetted Support in the Continuum of Support for Achievement. In addition any student in the G and T groups that have Special Educational Needs will also be supported and receive appropriate intervention from the Specialist Support team.

9. ICT: Specialist Support recognise the value of ICT as a means of

communication for the SEN student. For this reason we support ICT as a cross curriculum link in the following ways:

a. There is a designated ICT link person in Specialist Support who will attend the Link meetings and report back to the team at CA meetings.

b. All schemes of work within the three areas of Specialist Support will show where they can support the ICT programme.

c. When students are withdrawn from ICT lessons this will be for a minimum of half a term and the maximum of one term to allow the student to catch up.

d. In addition students who may need to use ICT as a means of communication and access to the curriculum will have their needs assessed and receive appropriate support in ST2 to enable this to happen.

10. Anti-Bullying: Specialist Support fully endorses the Anti-bullying Policy in

college and in addition offers Specialist support as follows: a. A safe haven at social times b. LS Pass to leave lessons and report incidents and receive counselling c. Withdrawal for intervention work as a victim of bullying and as a

perpetrator. d. Friendship Group to learn friendship skills.


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7.

STAGE 2 ALTERNATIVE CURRICULUM


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Alternative Curriculum At the end of Stage 1 a number of students are identified and recruited to several schemes and initiatives which provide an ‘alternative pathway’ into Stage 2. The criterion for selection is simply ‘students who are unlikely to cope with the rigours of a conventional National Curriculum GCSE package and who may benefit from a more vocational pathway into Post 16’. Early College Transfer Students are enrolled on a programme of taster courses at Doncaster or Wakefield College in May/June of Year 10. In July they are selected for transfer (ECT) for the following September in Year 11 and a series of meetings is held between students, parents, and L.A Co-ordinator. If students successfully pass the 7 week trial period their transfer becomes permanent and the funding follows them. The programme involves approximately 15-20 Year 11 students. Work Related Learning Group This is an ‘in-house’ two year curriculum consisting of 2 days work experience and 3 days in Minsthorpe Community College studying ASDAN (Award Scheme Development Accreditation Network) English, Maths, French, Science and PE. Students start the 2 year course at the beginning of Year 10 and remain on roll throughout. Around 15 students will follow the course in each of Year 10 & 11. From 2010 this course will commence in Year 9 for three years thereby enabling a much wider range of qualifications to be followed. Notschool A scheme which identifies students who are not regularly attending school and who may benefit from a learning package based in the home. Successful recruits have access to on-line learning under the guidance of a trainer supplied by the NOTSCHOOL team. All learners are supplied with a laptop computer and broadband connection to the home which is paid for by the scheme organisers. We currently have a small number of students following this programme. Implementation The ACCTL for Work Related Learning has responsibility for the alternative provision. He liases closely with relevant CCTL and the Specialist Support Team to identify, track and monitor the appropriate students for each programme. The designated ACCTL (WRLG) and the HLTA deliver the college based aspect for the Work Related Learning Group with input from the core subjects and PE. These three programmes are in various stages of development and form our alternative provision. All are very successful and students recruited to them in the


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past have visibly gained in confidence, motivation, self-esteem and skill levels. A key aspect is the Career Action Plan which gives each student a coherent and agreed focus and target of entry into the world of work or continuing education.


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8.

THE TRANSITION PROGRAMME – KEY STAGE 2 TO STAGE 1 (KEY

STAGE 3) FOR SPECIALIST SUPPORT STUDENTS


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The Transition Programme

• Minsthorpe Community College works very closely in taking the leading role with Primary Schools, parents and other relevant agencies to set up and deliver The Transition Programme.

• Students in need of Specialist Support are identified in Year 5 to be involved in the Programme commencing at the beginning of Year 6. On average, 60 students take part.

• The programme involves Parents’ Information Evening; visits to Primary School by Minsthorpe and other Agencies staff. Inter agency meetings; specific appointments for individual student and parents to visit the college; group visits to the college; informal social gathering for parents and students.


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9.

MINSTHORPE COMMUNITY COLLEGE AS A SPECIALIST SCIENCE COLLEGE


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Specialist Science College Full information is available in the Single Strategic Plan (2006-09) and the reports made to Governors. The objectives listed below have had or will have an impact on the achievement and progress of all students at Minsthorpe Community College. They are both motivating and inclusive, using a variety of strategies to ensure a broad and balanced education.

• To improve the quality and quantity of data analysis to aid student target setting throughout the college.

• To provide diverse and comprehensive support for all abilities in order to raise achievement across Stage 1 Science and Maths.

• To have Enrichment Co-ordinators in post. • To increase motivation through a planned enrichment programme in Key

Stages 3-5. • To extend the programme for Gifted and Talented in Stage 1. • To introduce and extend the Vocational Science Curriculum. • To provide Accredited Learning Opportunities at Stage 1, particularly through

the delivery of the new Learning for Life programme of study. • To extend the College’s provision of a Work-Related Curriculum for Key

Stage 4 Students. • Students at all levels and in all subjects have enhanced opportunities to

practice and benefit from ICT provision. • To devise modules of work, supported by training and resources, for use in

Primary Schools. • To continue to organise college based enrichment activities for primary

children. • To promote and implant opportunities for the wider community to develop

their Basic Skills. Specialist Science status has worked with Specialist Support in numerous ways, to provide various opportunities to support students requiring Specialist Support. More recent examples include – developing close links between Specialist Support and Oakfield Park Special School staff and students; the appointment of Senior L.S.A’s within Science and Maths is crucial to the progress of Specialist Support students in the two subjects.


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10.

EVERY CHILD MATTERS


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Every Child Matters – Provision Mapping The Every Child Matters and the 5 Key Outcomes are central to the work in Specialist Support. The provision map below is indicative of how the ECM Agenda impacts on Specialist Support in College.

Every Child Matters

- Personalised Learning - Progress & Achievement

Framework - Support for Achievement - Curriculum Area’s schemes

of work - L2B B2L - Ongoing awareness raising

with staff - Peer mentoring

M.C.C – Safeguarding and Promoting the Safety and Welfare of Children/Young people

M.C.C – Minsthorpe Support Plans

Workforce Reform. - Use of non-teaching staff – admin support,

Higher level, Senior and LSA’s

5 Key Outcomes - Audited as achieved by Curriculum Areas;

Year Groups; Extra-Curricular Programme; Community Dimension and generically within the college.

Extended Schools - Meeting the Core Offer - Setting up Mental Health Network within

Wakefield S.E Learning Community. - New Action Plan Autumn 2008.

Equal Opportunity Policy Race, gender and disability

Community Cohesion Policy

Basic Skills Quality Mark

Healthy Schools

Extra-Curricular Programme Offsite and Onsite Learning Opportunities. - QISS recognition

Wakefield L.A. - Child Well Being Model - Local Safeguarding Board - Multi-Agency Working - EAL network - Pilot College - Integrated Youth Support


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11.

PASTORAL CARE


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Specialist Support – Pastoral Care In order to offer good quality pastoral care to those students requiring specialist support, the communication, liaison and relationship between the Year Office and Specialist Support must be effective. This will require a weekly meeting between the CCTL and SENCO, where individual students and their requirements are discussed in detail and the appropriate action is planned, implemented and reviewed. Records of the meetings should be kept by both the CCTL and SENCO. These are likely to include students experiencing: - Behavioural, Emotional and /or Social Difficulties resulting in lesson disruption

or challenging authority. - Learning difficulties. - Regular referrals to the MID Room. - Regular fixed term exclusions. - Bereavement. - Medical issues. - Substance or alcohol misuse. - School age pregnancies. - Child Protection concerns. - Severe attendance problems such as ‘School Refusers’. - Bullying or other peer problems. The course of action taken may range from low level monitoring to temporary lesson withdrawal, dependant on the needs of the student. If an Minsthorpe Support Plan is appropriate then the strategies to use with the student should be recorded on the MSP by the SENCO. Staff should be informed by the CCTL via the bulletin of these strategies and any changes to the student’s timetable. The Assistant Principal (Pastoral Care for Raising Achievement) will also meet with the SENCO on a weekly basis and discuss those students presenting the greatest concern and the agreed action planned with the CCTL. Again records should be kept by both parties. Multi-Agency meetings may be called regarding these students and the College should endeavour to be represented by the most appropriate member of staff.


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12.

THE INVOLVEMENT OF SPECIALIST SUPPORT WITH LOOKED AFTER

STUDENTS.


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The Assistant Principal for Pastoral Care is also the designated teacher for Looked After Children (LAC). She meets once a week with the CCTL for Specialist Support (SENCO) and any concerns about LAC are shared at this meeting. If the LAC student is in need of Specialist Support then the SENCO will take the lead in ensuring this happens and may represent the LAC at Social Services review and planning meetings as well as ensure their needs are discussed at Joint Consultation Meetings (JCMs). The SENCO will also ensure that these LAC have MSPs written to enable Social Services to write the PEP.


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13.

MEDICAL AND HEALTH CARE


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MEDICAL AND HEALTH CARE As a Community College, colleagues work closely with various agencies to ensure that students with health & medical issues receive appropriate support and advice in order to support their learning.

1. Outside agencies include:- CAMHS Social Care Direct – Initial Response Team Joint Consultation Meeting (JCM) Pinderfields Hospital School Child Well Being School Health Teenage Pregnancy Unit

2. Extended Schools

Wakefield South East Learning Community has identified health as one of the three priority areas to promote as Extended Schools. One ongoing aspect of this is the training of teaching and non-teaching colleagues on issues related to Mental Health and the development of a local support network.

3. Policy Documents

Relevant policies include:-

• Health Care Plans & Health Advice to College sheets.

• Supporting Students with medical needs – the administration of medicines in college.

• Sharing Information about students’ Health & Medical Issues.

• Minsthorpe Support Plans – include information regarding individual students medical and health care.

4. Specialist Support

Within the College this can include toilet passes; temporary accommodation within the base; raising issues during Annual Reviews and Transition Planning; transport issues.


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14.

PARENTAL SUPPORT


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Parental Support In addition to keeping parents up to date with information about their son/daughter we also offer support for parents of students with SEN through the Specialist Support Strand of the Continuum of Support for Achievement by:

1. In Year 5 attending all Annual Review meetings in the Primary School and identifying a transition plan for secondary school.

2. In Year 6 though a Transition Programme information evening at Minsthorpe Community College in Autumn 1.

3. In Year 6 through a Year 6 Parent’s Social Evening. 4. At MCC though regular planned review meetings 5. At MCC though planned appointments 6. At all Year Group Parent’s Evenings with Appointments or Drop In. 7. As representatives at any meeting to discuss your child’s progress.

In addition we can also signpost parents to further support to:

1. Social Services 2. Outside Agency support ie CAMHS; EPS; Targeted Youth Support: School

Health. 3. To have representation from Parent Partnership at meetings to discuss

procedures.


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15.

THE COMMUNITY DIMENSION


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Adult and Community Education The Adult and Community Education Dimension at Minsthorpe Community College is committed to lifelong learning for all. We make every effort possible to enable any student to participate in a course of their choice, seeking support and advice from both within the college and external sources where necessary. We offer courses ranging from basic keep fit and yoga to ESOL, work based learning and NVQ professional Beauty and holistic qualifications. We strive to offer the best possible training opportunities to the community we serve. Happy Days Children’s Centre At Happy Days we are committed to providing quality care and learning experiences for all children in our care. Our aim is to satisfy the needs of each child and provide a quality childcare service second to none to any parent who wants it. We support parents/carers by providing help if required to complete application forms. We verbally go through contracts/paperwork with them if needed. For some ESOL parents we have arranged for other ESOL parents who are more fluent in English to translate for them. We signpost and arrange places for parents to relevant courses/workshops. We display local adult education classes. We help and support patents with basic parenting skills as and when required. Our staff are always on hand to support any parent/carer should they require it. We seek advice from within the college, especially from Specialist Support, to enable us to best help individual children. Training and Conference Centre The Training and Conference Centre works in various ways to support the many aspects of Minsthorpe Community College with regard to Specialist Support, the centre is able to:- - Serve as a high quality venue for Multi-Agency meetings and training for College

staff. - Host conferences and specific events for various external agencies involved in

work within this area of Specialist Support.


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Sports and Fitness Centre The Sports and Fitness Centre aims to provide opportunities for all members of the local community to enjoy physical activity and exercise, whatever their background, ability, age, gender or race. It provides a warn, welcoming atmosphere for all, including those whose first language is not English, encouraging them to socialise with others, and those with disabilities.


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16.

COMPLAINTS PROCEDURE


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COMPLAINTS PROCEDURE

As with any other concerns about a student’s education at Minsthorpe Community College, the procedure outlined in the College Brochure, informs parents/carers that they should contact the General Office, who will direct them to the appropriate person. If the concern is unresolved, the College will be able to give those concerned the Governing Body’s procedure for handling complaints.


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17.

CURRENT STAFF ROLES AND RESPONSIBILITIES


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Support for Achievement

Specialist Support

2008 – 2009 STAFF ROLES AND RESPONSIBILITIES Richard Brown Principal Janet Blackburn Vice Principal, (ECM, Lifelong Learning &

Inclusion) John Gregory Vice Principal (Quality Assurance). Rachael Merritt Assistant Principal (Support for Achievement). Sarah Adams Assistant Principal (Pastoral care, including

responsibility for Looked After Children). Elizabeth Fairhurst Assistant Principal (Teaching Learning,

Specialist College). Virginia Sibley Cross Curriculum Team Leader for Specialist

Support Helen Causier Assistant Cross Curriculum Team Leader for

Specialist Support; Teacher with responsibility for Behavioural Management within Specialist Support.

Matthew Orr Assistant Cross Curriculum Team Leader for

Learning Difficulties Susan Baynham Assistant Cross Curriculum Team Leader for

Work Related Learning Group. Erika Deakin/Jennifer Read Gifted and Talented Coordinators. Simon Fitzgerald Assistant Cross Curriculum Team Leader for

Work Related Learning Denise Dickens/ Sandra Thomas/ Higher Level Teaching Assistants Jane Tinsley


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Hayley Berry/Rita Hepton/ Senior LSA’s based in Core Curriculum Areas Claire North/ Cheryl Trewinard Julie Millar Adult Education Coordinator Terry Boughen Family Learning Coordinator Mike Newton Training & Conference Centre Manager Ben Harrison Sports & Fitness Manager