Local Offer information
MIDHURST ROTHER COLLEGE
Special Educational Needs and Disability (SEND)
At Midhurst Rother College we welcome everyone into our community. We endeavour to make available inclusive provision to ensure that all students, including those identified with Special Educational Needs and Disabilities (SEND), can enjoy and benefit from a broad and balanced education with access to the National Curriculum at an appropriate level, so that they may achieve their full potential.
We are committed to narrowing the attainment gap between SEND and non-SEND students and offer a range of personalised learning interventions/opportunities to support this. We are very proud of all our students and their achievements.
Definition of SEND
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her’ (p.4, SEND Code of Practice 2014).
A student may be identified as having a Special Educational Need (SEN) at any stage during his/her education. This may be a long term difficulty requiring continuing support or a short term difficulty requiring a specific intervention.
How does the College identify students who need extra help?
We identify students with special educational needs in the following ways:
- Transition work and liaison with previous school
- Screening on entry to MRC; including literacy tests, English, Maths and Science assessments
- Teacher concerns and feedback
- Parental concerns
- Students self-referral
- Diagnostic screening as required
- Information from Outside Agencies
What should I do if I think my child may have special educational needs?
We have a team of skilled and experienced SEND staff in our department offering support to students.
How will the College support my child?
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (p 14 SEND Code of Practice 2014)
College staff will support identified individual students with special educational needs through high quality teaching and planned targeted differentiation in the classroom. Effective differentiation will enable your child to participate fully in all aspects of learning and to make the best possible progress; with all students having the fullest possible access to the curriculum.
We recognise that some students may need additional resources and intervention to provide for their needs. This may be targeted additional support in the classroom or regular withdrawal work, either 1:1 or small group.
The Director of AEN plans and oversees SEN provision and is supported by a team of Higher Level Teaching Assistants and Learning Support Assistants. Teaching staff liaise closely with the AEN team and are given strategies and advice on SEN provision for individual students; as well as training. Provision is reviewed regularly.
We work in partnership with students, parents, teachers and any specialist outside agencies.
There is an AEN College Governor, who takes an active interest in the work of the department and reports back regularly to the College Principal and Governing Body.
How are students and parents involved in decisions about provision and support?
The student’s voice is central and we work closely in partnership with parents to provide positive outcomes around support and provision.
We recognise that students have some self- responsibility in determining their own progress and parents are a valuable source of support at home. We all need to work together. Communication is two-way and key; with meetings and emails playing an important part.
With your agreement, your child’s name will be placed on a list, known as the school’s AEN Focus Group, to ensure all staff is aware of their needs.
For those students with significant SEN, a Student Passport will be drawn up with more detailed targets, strategies and provision. This will be discussed and reviewed in regular meetings with parents and students, with a member of the AEN team present.
The school website is an important information portal for parents. Insight provides an overview of your child’s school day; including achievement; behaviour; attendance and homework. You can email the Director of AEN at any time.
How will the College and I know what progress my child is making?
Teaching staff enter data on individual’s progress regularly and these Tracking Points Reports are sent to parents electronically. Teaching staff are always willing to be contacted and are available on email to answer specific concerns. Subject teachers attend parent’s evenings for each year group.
In addition to the College’s normal reporting arrangements there are regular opportunities to meet with staff on the AEN team... The Director of AEN is happy to meet with parents by arrangement as required.
Students with an Education, Health and Care Plan (EHCP) will also have a formal Annual Review Meeting and outside agencies may be invited to attend.
What support will there be for my child’s overall well-being and what is the pastoral, medical, behavioural and social support available?
Midhurst Rother College is mindful of the need to safeguard all students.
All students are supported by their Head of House who oversees the daily needs of their year group. Each student has a form tutor, as a point of contact, who also monitors their overall wellbeing, achievement and behaviour. Mentors work with identified students as required.
In addition students with SEN may be included in SEN support groups such as social skills groups, lunch-haven or SEN homework club. Members of the AEN team are key adults for students with SEN and they build up positive, supportive working relationships with them.
All students are offered the opportunity to be involved in wider experiences, There are a wide range of enrichment activities including after school clubs, as well as school trips - day and residential.
We monitor attendance closely and work with parents to ensure attendance is good.
There is a clear Behaviour Code which all staff and students follow. In those cases where students may need more specific support with their behaviour, relevant staff meet regularly with parents and/or students to address any concerns and plan a way forward.
The College keeps a detailed record of each occasion a student is given, or is witnessed to have taken medication. Those students who have to take medication regularly or have significant health conditions will have a specific Health Care Plan outlining their medical needs and action to take. This will be drawn up with medical and parental advice. We have identified First Aiders on site who update their training regularly and can provide first response treatment.
The school employs a counsellor for those students who may need temporary specialist support and benefit from counselling.
What training are the staff supporting children and young people with SEND had or are having?
The current team have a range of expertise:
- Director of AEN: MA Ed (SEN modules); Diploma in Specific Learning Difficulties, Certificate in Psychological Testing and Access Arrangements.
- 4 Higher Level Teaching Assistants (HLTAs) with the following specialisms/ areas of expertise English; Maths; Science; ICT; Dyslexia; EAL; Access Arrangements; Autism/Social Skills and Anger Management.
- 2 Learning Support Assistants/keyworkers
The SEN team take every opportunity to access latest research and attend local and national training sessions pertinent to their role. For all teaching staff there are relevant training sessions both formal and informal to ensure they have the skills to support students with special educational needs in the classroom.
In addition there is whole school regular training in: Child Protection; Pedagogy; Differentiation; Managing Behaviour and Outstanding Teaching Skills
Training needs are reviewed regularly and planned in advance; including the latest research findings and educational initiatives. The Director of AEN attends the local forum/network in West Sussex.
What specialist services and expertise are available at or accessed by the College?
Outside Agencies we consult and work with include: Educational Psychology Service; School Nurse; Virtual Schools; Child and Adolescent Mental Health Service; Counselling Service; Integrated Services; Social Services; Speech and Language Service; Ethnic Minorities Assessment Team and the Sensory Support Service.
How accessible is the school environment?
The building is fully accessible for wheelchair users; with lifts and wide doorways. It is on a flat site. There are toilet facilities with disabled access on each floor. Signage is clear and the corridors are colour co-ordinated. The whole school is bright and spacious.ICT plays an integral role for all students Terminology in reports and information sent home is kept straightforward and we take into account the needs of those parents whose first language is not English
How will my child be included in activities outside the classroom, including school trips?
All students in the school are encouraged and supported to be fully involved in all areas of school life. All clubs and trips are open to students with SEN and any special or individual arrangements for them to be included will be planned in advance, with the student and parents consulted.
How are resources matched and allocated to students special needs?
We allocate designated funding to Special Educational Needs to cover the work of the AEN Department – staffing and other resources.
More specific funding for those students with an EHCP is targeted to their needs; according
How is the decision made about how much support my child will receive?
The decision making progress about type and level of support your child will receive is Informed by:
- Data and information from the previous setting
- Current progress and assessment outcomes
- SEN targets being met
- Feedback from staff
- Statutory requirements
We draw up a SEN College Provision Map – this informs our allocation of resources and timetabling.
Within our budget we endeavour to address the needs of each individual with a specific programme of support and teaching, which is reviewed regularly.
How will the College support my child with transition to the College and/or the next stage of their education?
We liaise closely with feeder schools or your child’s previous school; usually contacting the SENCo directly. We gather information and meet students and parents. Additional transition visits, over and above the main (summer) one, are planned according to need. We provide a transition booklet, including pictures and clear information, for students with AEN.
For students moving on to other educational settings we plan transition. For those students with an EHCP a Moving On Plan is drawn up with the help of a Specialist Careers Personal Advisor- resourced provision from West Sussex.
Careers advice and planning is regularly discussed with students throughout their time at the College; with appropriate work experience placements in year 10 and year 12.
Who would be my first point of contact if I want to discuss something about my child?
Director of AEN - concerns about their Special Education Needs
Head of House – general concerns - wellbeing; behaviour; attendance or medical issues
Subject Teachers – for specific subject based concerns
For more information about your child’s SEN in the West Sussex area there is a link to the local authority’s website
Midhurst Rother College Special Needs Educational Needs Policy