SPECIAL EDUCATIONAL NEEDS INFORMATION REPORT

Special Educational Needs Information Report

SEN Information Report

Prepared by the Curriculum Support Department22/10/2015

This Special Educational Needs Report is a summary of the provisions in place at Chiltern Edge School to support the learning and development of pupils with Special Educational Needs and Disabilities. It should be read together with the school’s SEND Policy, and the new SEND Code of Practice. Links are provided within this document. For further information, or to discuss this report with the Special Educational Needs Coordinator, please contact the school and we will be pleased to arrange a meeting.

DRAFT SEN Information Report September 2015

Chiltern Edge School – SEN Information Report

Some useful abbreviations

SEN Special Educational Needs

SEND Special Educational Needs and Disabilities

SEND COP Special Educational Needs and Disabilities Code of Practice (statutory code of practice which came in to force September 2014, and replaces the previous SEN COP)

SENCO Special Educational Needs Coordinator (Mrs Rebecca Ilderton)

SENDIASS Special Educational Needs and Disabilities Information Advice and Support Service (Oxon; formerly Parent Partnership)

EHCP Education and Health Care Plan (replaces the Statement) and is a written record of special provision

SEN Support Intensive/extra support provided through school in addition to in-class, teacher led provision (this category has replaced the previous School Action and School Action Plus)

SEND Register The school’s list of pupils with a Statement/EHCP or SEN Support

PP Pupil Profile – comprehensive and confidential advice and guidance given to the subject staff of particular pupils

1PP One Page Profile – guidance and information for teachers written by the SEND pupil him/herself

CSD Curriculum Support Department

TA Teaching Assistant

This report should be read with the school’s SEND Policy. If you would like a meeting to

discuss our policy and provision, please contact Mrs Ilderton at the school using the contact

details below.

The school’s SENCO and SEND Governors

The school’s Special Educational Needs Coordinator (SENCO) is Mrs Rebecca Ilderton. Mrs

Ilderton can be contacted through email: rilderton@chilternedge.oxon.sch.uk or telephone:

0118 8972100, extension 426. The SEND governors are Dr Claire Samuel and Mr Andrew

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Harland, who can both be contacted through school. The Acting Chair of Governors is Mrs

Pauline Conway.

Special educational needs for which provision is made at the school

The school supports a variety of special educational needs, which fall under the broad

categories of Communication and Interaction (C&I), Cognition and Learning (C&L), Social,

Emotional and Mental Health difficulties (SEMH), and Sensory and/or Physical Needs

(S/PN).

We support pupils with Autistic Spectrum Condition, Dyslexia, Dyspraxia, Down’s

syndrome, multiple physical difficulties, profound learning difficulties, visual impairment,

hearing impairment, medical needs, Tourette’s syndrome, Attention Deficit Disorder,

Attention Deficit Hyperactive Disorder, and mental health, emotional and behavioural

difficulties.

The school’s policies for the identification and assessment of pupils with special

educational needs

At Chiltern Edge School we work within the guidance provided in the SEND Code of

Practice, 2014.

Chiltern Edge School follows a process by which we identify and manage children and young

people with SEND. Teachers are responsible and accountable for the progress and

development of the pupils in their class, including where pupils access support from Teaching

Assistants or specialist staff. The Graduated Approach recognizes that children learn in

different ways and can have different kinds or levels of SEN. Increasingly, step by step,

specialist expertise can be brought in to help the school with the difficulties that a child may

have, if their needs cannot be met by the subject teachers in class. Please see also our full

SEND Policy.

A small number of children will require an Education, Health and Care (EHC) needs

assessment in order for us to decide whether it is necessary to set out the support that will

help them achieve the best outcomes. This is usually where needs are complex or severe and

progress is not being made despite individually tailored support. The written record of the

special provision that must be put in place for the child or young person is called an EHC

Plan.

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A request for an assessment is most likely to be made by the school or college that a child

or young person attends but can also be requested by a parent1 or a young person aged 16-

25. You can make a request by completing an application form, or by calling Oxfordshire

County Council, 01865 792422, and asking to speak with the SEN case worker team in your

area.

We evaluate the effectiveness of provision both quantitatively and qualitatively

The Curriculum Support Department (CSD) delivers literacy interventions based on an initial

assessment of need. Progress is measured by pre and post testing using a variety of

standardised assessment tools. Alternatively, we can calculate Ratio Gain, which is a

calculation of the number of months gained in attainment divided by the number of months of

an intervention. Ratio gains of 2 or more mean that the pupil is making double the rate of

progress. We use programmes that have been recommended for use, for example Sound

Reading System, Reciprocal Reading, and AcceleRead Accelewrite as evaluated by Greg

Brooks.2 We expect measurable progress in the literacy skill targeted by the intervention, but

progress in terms of growing confidence and learning independence is also assessed through

our Traffic Light review, and the One Page Profile, a document giving background

information and guidance for teachers about individual pupils, which reflects the pupil’s

feelings about their own learning. The success of additional interventions which address

confidence, social skills and self-esteem are assessed through questionnaires completed

before and after the intervention.

Quality teaching is the first step in our graduated approach to teaching pupils

with special educational needs

High quality classroom teaching is the first step when children or young people join the

school; either in Year 7, or at other times during KS3 or KS4. Teaching and learning is a key

and ongoing focus for whole school training. Teachers differentiate according to need, and

are supported in this with guidance and advice from CSD staff and the Pastoral Team. The

school’s Pastoral Team includes the Assistant Headteacher, Heads of Houses, Tutors and the

Pastoral Support Manager. Teachers are also supported through whole school training and

both generic and personalised advice sheets from external agencies. Specialist outreach

1 The term ‘parent’ refers to any person who has parental responsibility for a child or young person, and any person who has care of a child or young person, i.e. lives with and looks after the child.

2 http://www.interventionsforliteracy.org.uk/widgets_GregBrooks/What_works_for_children_fourth_ed.pdf

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workers support pupils with various needs such as communication and interaction, speech

and language, or visual and hearing impairments. Teaching Assistants are used in classrooms

as directed by the teachers. If the pupil’s needs cannot be met in class and the expected

progress is not being made, more intensive interventions through CSD or the Pastoral Team

will be put into place. The process is graduated, with increasingly specialised and intensive

provisions being put into place, as a result of careful assessment of need.

The school has a robust system for assessing and reviewing the progress of all

pupils

With support of the Strategic Information Manager, Chiltern Edge School has a system of

robust data tracking, and department heads will identify any pupil who is not making the

expected progress in their subjects. The SENCO also has an overview of progress. The

School’s Information Management System (SIMS) is used to track progress, including

behavioural issues, subject reports, learning review data, and the impact of provisions.

Parents’/carers’ views are a key aspect of this assessment and review, and we use feedback

from reports and parent-teacher meetings. We also ask the pupils about their learning, and use

their comments as the basis of their One Page Profile. We also record and share with teachers

and parents the more detailed history of need, assessment, and provision which are recorded

on children’s Pupil Profiles.

Each pupil who has a Statement/Education and Health Care Plan has a Key Worker, in

addition to their group tutor, who will usually be the SENCO, or another member of either

the CSD or Pastoral Team. The name of the Key Worker will be on the Pupil Profile. The

SENCO, Specialist Teacher, Key Worker or Pastoral Team member will meet the pupil and

liaise with his or her parents and teachers at least once a term to listen to any concerns, share

progress and review targets. Everyone will be asked to contribute to changes or additions to

the Pupil Profile. These important face-to-face or telephone meetings will be recorded in

SIMS.

Some Pupils are listed on the SEND Register as having SEN Support. This means that they

have moved through the graduated approach to more specialist, intensive and personalised

support for literacy or social and emotional needs. They will also have a Key Worker, and the

same process will apply. In this case the Key Worker might be a member of CSD or the

Pastoral team, including a Head of House or group tutor.

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The school adapts the curriculum and learning environment for pupils with

special educational needs

The term ‘differentiation’ means that a teacher will adapt the teaching materials or delivery of

the subject knowledge, according to the various needs of pupils in the classroom. There are

many strategies to support the learning of pupils with different special educational needs, or

additional needs - for example pupils who speak English as an additional language. Teachers

also differentiate work to stretch and challenge the most able pupils in the classroom. For

Gifted, Aspiring, Talented and Enterprising (GATE) children, we have a GATE co-ordinator

who works with such pupils. Differentiation advice is provided to teachers through training

sessions, Pupil Profiles, and a robust teaching and learning programme led by the Deputy

Headteacher. We make adjustments for candidates with disabilities and learning difficulties

in examinations, as well as in normal classroom situations. This is in accordance with the

Joint Council for Qualifications regulations and guidance. These adjustments are known as

Access Arrangements, and are embedded within a whole school approach to accessibility.

For some students typing may be more appropriate than handwriting, therefore touch-typing

courses are offered during afternoon registration. Laptops are available for use in school, and

can be collected for lessons from CSD, or borrowed directly from departments. Pupils are

also welcome to bring in their own laptops, although this must be discussed and agreed by the

SENCO. Time is allocated to pupils to use CSD to organise and print out work.

We encourage pupils to use accessibility technology, such as 'Speak' in Word, which uses a

computerised voice to 'read' the text aloud. To promote learning independence we are moving

from ‘human’ readers to computerised readers in GCSE examinations. This access

arrangement is only available to pupils who meet the examination boards' strict criteria. The

school has also subscribed to Load2Learn, which offers school text books on computers,

again only available for those pupils with significant print difficulties, enabling them to

access the text. The Dragon Project has been set up through CSD to support pupils with

severe spelling or writing difficulties. This speech recognition software enables pupils to talk

into a microphone linked to a computer, so that the words are converted into text on the

screen. Please contact us in CSD for a demonstration of any of these tools.

Please see the school’s Accessibility Policy for further information about the ways in which

the school ensures physical and curriculum access.

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Additional support for learning that is available to pupils with special

educational needs

As well as careful differentiation, and a Literacy Across the Curriculum (LAC) Policy,

additional classroom support for learning is provided by Teaching Assistants who have

subject specialisms and training in various SEND (See Appendix 1).

Staff in CSD have had training in Restorative Approaches, which aim to develop and support

relationships in school, and take a restorative approach to resolving conflict, by encouraging

pupils to take responsibility for their behaviour, think about consequences for themselves and

others, and take positive steps forward. Staff are also trained in Anti-Bullying initiatives. We

have a strong anti-bullying ethos at Chiltern Edge School; there is a dedicated pupil group,

Power Group, formed by past pupils to increase understanding of bullying issues, provide

information to staff and to pupils, and support children who may feel vulnerable. We also

have pupil Anti Bullying Ambassadors, and representation on the school Council. Both peer

mentoring and support for reading, for example through Reading Buddies, are also

encouraged.

The school enables pupils with special educational needs to engage in the

activities of the school (including physical activities) together with children who

do not have special educational needs

The SENCO takes an active role in the school’s drama productions, and we have an

ethos of positive encouragement of all pupils to take part in all aspects of school life,

whether on stage or backstage

The school participates in the Duke of Edinburgh award scheme, and the SENCO

supports the inclusion of pupils with SEND in this programme

Youth Award groups (Years 10 and 11) include pupils with and without SEND, all

taking part in the varied activities offered on this course, with support as necessary

The school’s Power Group includes many members who have SEND

Pupils on Pupil Premium are supported financially to attend residential and day trips

Pupils with SEND are supported to take part in all school activities, including the

Year 7 Camp

PE staff encourage participation in sports, with the support of Teaching Assistants

Lifts in school provide access to the science classrooms and to the Sports Hall

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The school’s Accessibility Policy ensures that when physical access to a class is not

possible for a student, classes are moved so that all pupils can take part in mainstream

lessons

Specialist outreach support is sought to ensure that pupils with visual or auditory

impairments are enabled to participate as fully as possible in all mainstream activities

Differentiation training for staff across the curriculum, with a focus on literacy, means

that all children should be able to participate in classes

Pupil Profiles, and other information about individual pupils, as well as generic advice

about SEND in school is made available to all teachers through the SEND area on the

school website

Support is available for improving the emotional, mental and social development

of pupils with special educational needs

CSD runs small group sessions to support the development of social skills. Staff have been

trained in restorative approaches and incorporate these into their small group teaching, as

well as when children are referred to the department for support in dealing with various

incidents. CSD also runs activities and clubs to support children, and has a quiet garden

where children can socialise in a calm and supportive environment (see Appendix 2).

The school has a designated teacher with Responsibility for Social and Emotional Aspects of

Learning (SEAL) and for Personal, Social, Health, Citizenship and Economic Education

(PSHCEE). The school has a Pastoral Support Manager with responsibility for having a

positive impact on the care, guidance and support offered to students in the school. The

Pastoral Support Manager liaises with other members in the Pastoral Team, for example the

Heads of Houses and the school counsellor, to identify interventions needed and to instigate,

monitor and evaluate these interventions. The Pastoral Support Manager encourages target

groups within the school to make expected progress.

Expertise and training of staff in relation to children and young people with

special educational needs, and how specialist expertise will be secured

In addition to extensive staff training, CSD provides advice and information to staff through

regular briefings given by the SENCO, SEND Bulletins, the SEND noticeboard, and a staff

information area on the school intranet, as well as an open-door policy for all staff in order to

provide further support .We take very careful account of any professional reports provided by

parents, and any recommendations made by outside agencies, and previous schools. Where

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appropriate this information is shared with staff through Pupil Profiles, One Page Profiles,

announcements at staff briefings, and via e-mail.

Teaching Assistants have regular training and opportunities to up-date their knowledge and

skills. This is recorded on Blue Sky, and monitored according to the school’s performance

management procedures. Although training is given at Chiltern Edge, when recruiting we

look for particular experience in SEND as well as subject knowledge and expertise. Close

working relationships are established between local authority Special Educational Needs

Support Services and the staff working with individual pupils.

Chiltern Edge employs a specialist teacher qualified to teach and assess pupils with dyslexic

difficulties (See Appendix 1, Anne House). As part of our whole school approach to access

and inclusion, the specialist teacher also assesses for access arrangements related to general

qualifications, e.g. GCSEs) and vocational qualifications (e.g. BTECs).

Additional equipment and facilities to support children and young people with

special educational needs

To access specialist equipment or facilities, the SENCO follows the protocols specified by

each local authority, currently Oxfordshire, Reading and West Berkshire. The process for

engaging additional support/specialist services (e.g. Educational Psychologist, Specialist

Teacher of the Deaf) is monitored by the SENCO, within the local authorities’ frameworks.

The SENCO has close links with Bishopswood Special School, and arrangements can be

made to share expertise and training with Bishopswood staff. Chiltern Edge School shares

resources, for example reading schemes, literacy and numeracy programmes with

Bishopswood School. Access to Bishopswood’s hydrotherapy pool and outside facilities can

also be negotiated depending on need.

Arrangements for consulting parents of children with special educational needs

regarding the education of their child, and the involvement of such parents

Parents are involved from the outset and encouraged to discuss any concerns with

class teachers as they arise

Parents are always encouraged to take part in the process of reviewing and monitoring

a student’s provision and progress

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Parents will receive accurate information when they meet with teachers, in order to

gain a full picture of their child’s skills and abilities, as well as their child’s behaviour

at school

Parents are consulted before outside agencies are involved, and are included as far as

possible in any strategies put into place

Parents have the right to access any records of their child’s progress and are

encouraged to contribute to these records

Learning Review Days meetings are held once a year, as well as Parents’ Evenings,

and all parents will receive regular feedback with ‘Currently Working At’ (CWA)

figures and a written report

Parents are welcome to visit the school or arrange meetings with the child’s form tutor

or SENCO at other times to discuss any aspect of their child’s progress

Face to face meetings are encouraged, particularly when a child joins the school

We are happy to make arrangements wherever possible for interpreters to be present

for parents with a first language other than English

The school website also provides information about the Curriculum Support

Department (CSD)

We will actively seek parent feedback as part of our process for the annual review of

the SEND policy, in addition to encouraging parental comments about how well we

are meeting their child’s needs

We will be providing summaries of the SEND policy and this SEN Information

Report

SEND information and leaflets/audio guides are available in a number of community

languages and are available from the school, as well as Oxford Local Education

authority, and Reading Borough Council advice and support services:

o The Special Educational Needs and Disabilities Information Advice and

Support Service SENDIASS, formerly Parent Partnership, provides an

information and support service to any parent of a child or young person (ages

0-20) who has SEN or Disability in Oxfordshire, with any kind of learning

difficulty or physical disability:

http://schools.oxfordshire.gov.uk/cms/content/sendiass-oxfordshire-formerly-

parent-partnership

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o Reading’s Advice and Support Service for SEND is Reading Borough

Council’s information and support service, which also gives information about

mediation services:

http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?

id=VqahHpIA19A

Arrangements for consulting young people with special educational needs

regarding their involvement in their own education

All pupils will be involved in making decisions about their education, in ways which reflect

their evolving maturity. All pupils are given the opportunity to make choices. Confident

young pupils, who know that their opinions will be valued and who can practise making

choices, will be more secure and effective pupils during the school years and in future life.

At Chiltern Edge School, we encourage pupils to participate in their learning by:

Contributing to reviews and targets (informally or formally through One Page

Profiles)

Talking to Teaching Assistants and teachers about their learning

Being given the opportunity to tell us how they feel in school (focus groups)

House and individual reward systems

Having the opportunity to join the School Council

Being welcome to express their views to the Headteacher and leadership team

Dealing with complaints from parents of pupils with special educational needs

concerning the provision made at the school

If pupils or parents/carers are unhappy with any aspect of SEND provision they should

discuss the problem with the teacher or form tutor in the first instance. Anyone who feels

unable to talk to the teacher, or who is not satisfied with the teacher’s comments, should ask

to speak to the SENCO. For a problem that might need time to be explored, parents/carers

should make an appointment with the SENCO.

We encourage resolution of problems by informal means wherever possible. All complaints

will be handled in accordance with the schools Complaints Policy:

http://www.chilternedge.oxon.sch.uk/attachments/policies/ComplaintProcedures_2014.pdf

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The governing body

Governing bodies have legal duties under the Children and Families Act 2014 in relation to

pupils with special educational needs and disabilities (SEND). Chiltern Edge has two named

SEND governors, who have specific oversight of the school’s arrangements for SEN and

disability. As well as monitoring provision, their responsibilities are to increase the extent to

which pupils with disabilities can participate in the curriculum; improve the physical

environment of schools to enable pupils with disabilities to take better advantages of

education, benefits, facilities and services provided; and improve the availability of

accessible information to pupils with disabilities. Full details of the Governing body’s role

can be found in the Governors’ Handbook, GOV UK3.

The SEND governors at Chiltern Edge School, Mr Andrew Harland and Dr Claire Samuel,

take active roles in our SEND reviews, meet regularly with the SENCO, CSD department

staff and teachers, and support with production of linked school policies and provisions. Mr

Harland has also promoted and supported the use of accessibility tools, such as speech

recognition technology in school, and is familiar with current Joint Council for

Qualifications’ guidance relating to adjustments for candidates with disabilities and learning

difficulties. In addition to the nominated SEND Governors other members of the governing

body are enthusiastic supporters of SEND initiatives; the Acting Chair of Governors, Mrs

Pauline Conway, is well known to CSD and an active participant in various activities.

The school’s arrangements for supporting pupils with special educational needs

in a transfer between phases of education or in preparation for adulthood and

independent living

Planning and preparation for the transitions between phases of education and preparation for

adult life are included in SEN Support. There are close links between Chiltern Edge School

and the local primary schools, with visits by the SENCO and a member of the Senior

Leadership Team to prepare for the transition. All Year 6 pupils are included in a three day

induction to Chiltern Edge School in the summer term.

3 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/395789/Governors_Handbook.pdf

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SEND records are transferred following county procedures

Basic information is requested from primary schools in advance of the visit by

SENCO and Senior Leadership Team to identify particular needs

Key information is shared with staff, as is appropriate, with due regard to

confidentiality

There are opportunities for all pupils to visit Chiltern Edge and SEND pupils may

be offered additional visits

The Statement/EHC plan will be reviewed/amended in the light of the

recommendations of the annual review in Year 5, taking into account parents’

views and preferences, and the response to consultation by the Local Authority

with the schools concerned

For a transfer in to or between schools, reviews and amendments will be made by

the 15th February of that calendar year at the latest.

The SENCO, where possible, will attend the final annual review of Year 5 and 6

pupils with statements for whom the particular school has been named

For pupils moving from school into a post-16 provision or apprenticeship, the

EHC plan is reviewed and amended by 31st March in the calendar year of the

transfer, to allow for planning and organising support and provision at the new

institution

The SENCO liaises closely with Learning Support Departments at college or the

chosen Sixth Form school

Useful links

Link to Equality Act Advice and Guidance: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

Link to the SENDIASS Oxfordshire (formerly Parent Partnership): https://www.oxfordshire.gov.uk/cms/public-site/sendiass-oxfordshire-formerly-parent-partnership; (Telephone: 01865 792422)

Link to Reading Borough Council Reading Information, Advice & Support Service for SEND (formerly Parent Partnership): http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=VqahHpIA19A (Telephone: 0118 937 3421)

Link to the national Independent Advice Service for SEND: http://www.iassnetwork.org.uk/

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Link to the Anti-Bullying: http://www.anti-bullyingalliance.org.uk/send-resources/; see also: http://www.anti-bullyingalliance.org.uk/onlinetraining

Link to information about EHCP: https://www.oxfordshire.gov.uk/cms/public-site/education-health-and-care-plans

Link to the Education and Health Care Plan (EHCP) meeting process: https://www.oxfordshire.gov.uk/cms/content/education-health-and-care-plan-assessment

Link to the Information, Advice and Support Services Network (IASS Network) who have a duty to provide information, advice and support to disabled children and young people, those with SEN and their parents: http://www.iassnetwork.org.uk/

The government also provides an information overview: https://www.gov.uk/children-with-special-educational-needs/overview

Useful websites for SEND information

Achievement for All: http://www.afa3as.org.uk/

Autism Education Trust: http://www.autismeducationtrust.org.uk/

Communication Trust: https://www.thecommunicationtrust.org.uk/resources/resources/

Council for Disabled Children: http://www.councilfordisabledchildren.org.uk/

Dyslexia SpLD Trust: http://framework.thedyslexia-spldtrust.org.uk/

I CAN – the children’s communications charity: www.ican.org.uk/

MindEd: https://www.minded.org.uk/

nasen: http://www.nasen.org.uk/

National Sensory Impairment Partnership: https://www.natsip.org.uk/

SEND Code of Practice: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

SEND Gateway: http://www.sendgateway.org.uk/

Local offersLink to OCC’s local offer: https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer

Reading Borough Council’s Local Offer: http://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3

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Appendix 1: Curriculum Support Department Staff

Curriculum Support Department Staff

Member of Staff Role and Specialism Full Time/ Part Time

Becky Ilderton Special Educational Needs Coordinator (SENCO; Primary Transition; English and Lead Youth Award teacher)

Full time

Anne House Specialist Teacher (1-1 teaching and support, assessment, intervention co-ordinator, access arrangements, Power Group, assistive technology, access arrangements)

Tuesday, Wednesday and Thursday

Mo Van Boxel Lead Teaching Assistant (TA) and English as an Additional Language (EAL) Specialist Co-ordinator; Hearing Impaired expertise; Humanities and English KS3/4

Full time

Mary Ede Subject Specialist TA – Food Tech; Down’s Syndrome

Full time

Tracey Seelig KS4 mentoring; Subject Specialist TA – Maths KS3/4

Monday, Wednesday, Thursday, Friday

Carolyn Kew Withdrawal Intervention TAs; Literacy expertise; Youth Award; KS3 English

Tuesday, Wednesday, Thursday morning

Sue Newton KS4 mentoring; Science Subject Specialist KS3/4

Full time

Liz Allen Departmental Administration and Access Arrangement Co-ordinator; Registration Activities Co-ordinator; Assistive Technology

Full time

Jess Hammant-Cracknell Year 7 in-class support and mentoring; Power Group support

Full time

Lisa O’Brien Year 7 in-class support and mentoring Full time

Miriam Eustace Year 9 and 11 in-class support and mentoring; Science Subject Specialist

Full time

Sarah Turner Year 8 in-class support and mentoring Full time

Francesca Evans Year 9 in-class support and mentoring Tuesday, Thursday, Friday

Lynn Ford Volunteer staff member Monday

Harley Edwin Year 7 Tuesday, Wednesday, Thursday

Phoebe Lucas PE Subject Specialism Full time

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Curriculum Support Department Activities

CSD Activities Time Staffing

Break Time Club Every break time – by invitation

CSD Staff

Card Club Wednesday 12.30 -12.50 CSD Staff

Dragon Club – Speech recognition Software

Wednesday tutor time Anne House

EAL Conversation Club Lunchtimes by appointment

Mrs Van Boxel

Empowerment and Empathy/Social Skills

6 week course – 60 minutes per week – by invitation

Anne House

Examination Access Arrangements Screening by invitation Anne House

Friday Club Friday P5 – by invitation CSD Staff

Gardening Club Thursday – tutor time – see SENCO

CSD Staff

Homework Club Tuesday 3.10 – 4.10 – see SENCO

CSD Staff

Lego Club Tuesday and Thursday 1.20-1.50

CSD Staff

Lunchtime Club Every lunchtime – by invitation

CSD Staff

Power Group Thursday – tutor time – see Mrs House

Mrs House

Speech Recognition Software Project Daily – by invitation Anne House

SPLD (Dyslexia) Club Tuesday 3.10 – 4.00 – See Mrs House

Anne House

Tutor Time Literacy – various programmes depending upon need

Every tutor time – by invitation

Liz Allen

Tutor Time Typing Every tutor time – by invitation

Liz Allen

Appendix 2: Curriculum Support Department Activities

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Appendix 3: Service/Agency Contacts

Service/Agency Contacts

Service/Agency Contact Name Tel/Fax/E-mail

Advisory Teacher for Pupils with Down’s Syndrome and complex medical needs

Sandy Alton Access through SENCO

Autistic Service Outreach Teacher Ryan Bradley Access through SENCO

Bishopswood Outreach Janet Kellet Access through SENCO

CAMHS Oxfordshire – tbc

Reading - tbc

Tel: 01865 904700

Tel: 011899315861

Dyslexia Assessment Anne House Access through SENCO

Educational Psychologist Catherine Roderick – Oxon

Deborah Sanders - Reading

Access through SENCO

Local SEN Team Oxfordshire

Queries and information about EHC Plans

SENCO

SEN Case Worker Team

Through school, or directly

Tel: 01865 792422

https://www.oxfordshire.gov.uk/cms/content/contact-special-educational-needs-casework-teams

Looked After Children Daniel Sadler Tel: 01189721500

Physiotherapist Access through SENCO

School Counsellor Emma Holmes Self-referral; staff referral

Tel: 01189725100

School Nurse Jackie Nice Tel: 01189725100

Extension: 437

SENCO Becky Ilderton Tel: 01189721500 Extension:426

SEND Governors Claire Samuel

Andrew Harland

Tel: 01189725100

Tel: 01189725100

SENDIASS (SEN and Disability Information, Advice and Support Service) formerly Parent Partnership

Local SEN Team Oxfordshire

Tel: 01865 792422

https://www.oxfordshire.gov.uk/cms/content/contact-special-

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DRAFT SEN Information Report September 2015

educational-needs-and-disability-local-offer

Speech and Language Service Outreach Teacher

Iona Carminada Access through SENCO

Teacher of the Deaf Kath McDermott Access through SENCO

Visually Impaired Outreach Katarina Walls Access through SENCO

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