SEND Information Report
“All children deserve to be treated with respect and have their individual needs met so they are able to progress academically, personally and spiritually”
At Our Lady’s RC High School all pupils are given the support they require to allow each individual to achieve their full potential. We recognise that each pupil is an individual and plan accordingly to maximise personal, educational and spiritual outcomes.
In year 7 and 8 a range of different strategies are used across the curriculum to provide additional support to develop literacy skills such as the teaching of reciprocal reading strategies. For pupils with specific learning difficulties regarding literacy and numeracy, interventions are devised which work on the pupils specific areas of difficulty and if necessary develop the use of assistive technology to help develop independence. SEAL and LEGO therapy interventions are offered to pupils who require extra support in building self-esteem, confidence, self-regulation and resilience. The SEND provision at Our Lady’s is pupil centered and is devised based on a child’s individual need. If they require support with any aspect of their education the SEND team will work to find solutions and ensure that the child is given the best possible chance of achieving their potential.
A range of alternative curriculum opportunities are offered to pupils in year 9, 10 and 11 which include Functional Skills in English, Maths and Science, as well as the ASDAN Cope Award which aims to develop skills for independent living. We have an excellent link with various local Colleges and support pupils with finding appropriate post-16 placements regardless of their attainment at the end of year 11. Transition work happens throughout their final year to ensure they feel as prepared for life at college as possible. Access to the curriculum is supported by a team of teaching assistants with varying skills and expertise to ensure that pupils barriers to learning are reduced as much as possible.
All of the information here applies to children with special educational needs, including those who are looked after by the local authority. This information should be read alongside the information provided by the local authority which can be found at Manchester's Local Offer:
The kinds of SEND that are provided for Our Lady’s R.C. High School will make provision for pupils with the following 4 kinds of need:
• Communication and interaction.
• Cognition and learning.
• Social, mental and emotional health.
• Sensory and / or physical.
The SENDCO at Our Lady’s R.C. High School is Mrs Liz Stewart:
0161 507 9640
You may also speak to the assistant SENDCO Mrs Sheryl McNally:
0161 507 9640
To identify pupils with SEND, Our Lady’s R.C. High School will:
- Assess each pupil’s current skills and levels of attainment on entry.
- Make regular assessments of all pupils to ensure that the intervention:
- Ensures that the child’s progress is similar to that of their peers starting from the same baseline.
- Matches or betters the child’s previous rate of progress.
- Closes the attainment gap between the child and their peers.
- Prevents the attainment gap growing wider.
The school will provide extra support to pupils falling behind or making inadequate progress given their age and starting point, assess whether a pupil has a significant learning difficulty where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. Below are a series of links to provide you with further information in regards to different aspects of supporting a child with a special educational need.
1. Arrangements for consulting parents of children with SEN and involving them in their child’s education.
2. Arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review.
3. Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society.
4. The approach to teaching children and young people with SEN.
5. How adaptations are made to the curriculum and the learning environment of children and young people with SEN.
6. The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
How adaptations are made to the curriculum and the learning environment of children and young people with SEN.
7. Evaluating the effectiveness of the provision made for children and young people with SEN.
8. How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN.
9. Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.
10. How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families.
11. Arrangements for handling complaints from parents of children with SEN about the provision made at the school.