Useful Links

Useful Links

SEND

Kirklees Local Offer Information

Please click here:

 

www.kirkleeslocaloffer.org.uk

 .

Inclusion Philosophy

Batley Grammar School believes in and encourages inclusion.

We believe that all Primary and Secondary students, whatever their needs, should receive the best possible education. Our aim is to enable all our young people to excel in their personal, social and academic achievements.

Batley Grammar School is an all-through 4 -16 school which, wherever possible, caters for the needs of students with Special Educational Needs and Disabilities. Parents/carers of SEND students who wish to apply for a place for their child at Batley Grammar School are encouraged to meet the SENDCo, the appropriate Head of Key Stage and/or a member of the Senior Leadership Team to establish whether Batley Grammar School is the best school to meet their child’s needs.

Useful school details:

Headteacher

Mr John Hughes

SENDCo

Mrs C Watson

SENDCo Email Address

cwatson@batleygrammar.co.uk

School Address

Batley Grammar School
Carlinghow Hill
Batley
WF17 0AD

Telephone Number

01924 474980

Office Email Address

info@batleygrammar.co.uk

Local offer webpage link

LocalOffer@kirklees.gov.uk

Age Range

4 – 16

Type of School

Member of Batley Multi Academy Trust

Funding

Batley Multi Academy Trust is Directly funded from Education Funding Agency (EFA)

Please refer to our Policies Page for our Accessibility Plan and SEND Inclusion Policy.

There are a variety of people you can contact if you have concerns about your child, including; your child's class teacher, form tutor or head of year.

Alternatively, you can also speak to the school SENDCo, Mrs Watson or Assistant Headteacher, Mr Smeaton.

How do we identify that a child has SEND?

All teachers are responsible for identifying pupils with Special Educational Needs and Disabilities, in collaboration with the pupils and their parents/carers, and the SENDCo will ensure that those young people requiring different or additional support are identified at an early stage.

On entry to our school, each child will be assessed and routinely as they continue through school. We will use appropriate screening and assessment tools to ascertain pupil progress. Whether or not a student is making appropriate progress is seen as a significant factor in considering the need for SEND provision . Assessment data may include:

  • Information from parents
  • Evidence obtained by teacher observation/assessment
  • Standardised screening or assessment tools
  • Records from pre-school nurseries/primary schools/previous settings
  • Reports from external agencies such as Educational Psychology and Speech and Language Therapy

Class and subject teachers are responsible and accountable for the progress and development of all children and young people in their class.

They oversee the work of any support staff in their lessons and collaborate with any specialist staff. Their planning takes additional support into account and is discussed with those staff. However, any intervention and support does not replace high quality teaching.

In line with the SEND Code of Practice, we advocate a graduated approach through a system of assess, plan, do, review. This ultimately begins with the class teacher employing high quality teaching strategies to their day-to-day teaching. Where strategies do not appear to be having the desired impact, different intervention models will be explored; firstly through the class teacher/department, working towards specialist interventions if they are deemed appropriate.

The school may decide, in collaboration with the parent/carer, to place a student on the SEND register at SEND Support. Every child on SEND Support has a different profile of needs and we adopt a personalised approach to ensure we do our upmost to meet those needs.

Where a child’s needs are considered to be more significant and it is felt that more sustained support will be necessary, the child will receive additional or more intense targeted support and records of this will be kept on the school’s provision map. The support here may involve small group work, both in class and withdrawal, and may also include some 1:1 support.

Where a child’s needs may be more complex, and she/he is still not making expected progress despite the above provision, we will take steps to develop a My Support Plan to ensure further targeted support. A ‘My Support Plan’ is drawn up with the child, their parents/carers and any professionals involved with the family, and details the child’s (and his/her family) background, aspirations, strengths, needs and desired outcomes in the short and long term; not just regarding education, but also (where necessary) in the areas of health and social care.

There are a variety of external agencies/professionals that may become involved with supporting students with addition needs/SEN, such as Educational Psychologists, Speech and Language Therapy and the Kirklees Specialist Provisions for Autistic Spectrum Disorder (ASD), Speech, Language and Communication Needs (SLCN) and Sensory and Physical Impairments.

Where a child’s needs are complex and the child is still not making expected progress despite the above sustained intervention detailed in the My Support Plan, the School will consider requesting an assessment for an Education, Health and Care Plan (EHCP). When granted, the EHCP will replace the My Support Plan and will mirror all the relevant information in it, but has the added advantage of placing statutory obligations on education, health and social care to provide the support detailed therein.

The main methods of provision made by the school are:

  • Full-time education in mainstream classes, with additional help and support by the class teacher through a differentiated curriculum and a high level of Quality First Teaching
  • An ETA Keyworker
  • Periods of withdrawal individually or in groups to work with a support teacher/ETA
  • In class support with adult assistance
  • Support from specialists within class or as part of a withdrawal programme

Batley Grammar School closely monitors the progress of all students.

Data is collected every term, collated and sent home. Any subject areas where a student is not making the expected progress, a plan for intervention will be made. Class and subject teachers are accountable for the progress of students in their class. They will oversee the work of the support staff in their lessons and collaborate with any specialist staff.

The School adopts a graduated approach, starting with ensuring there is an excellent standard of differentiated, Quality First Teaching for all. The SLT have a rigorous programme of observations and learning walks throughout the year to monitor the quality of teaching and learning. SEN is a key area within this. Through the system of assess, plan, do, review, intervention will be firstly explored by the class teacher and graduated steps towards specialist interventions if deemed appropriate. These will be monitored and recorded on the provision map.

We support our students in a variety of ways; every student will have a form tutor who will (in most cases) remain with them as they progress up the School.

We also have a Welfare Officer, Miss Shaw, who oversees the welfare of any vulnerable students.

In addition to this, all students with a statement or EHCP, and some students on SEN Support, will receive a key worker who is a link between child, home and School. Keyworkers meet with their key students regularly and support them in their emotional well-being as well as providing curriculum support.

There are also areas called the The Hub and the The Personalised Learning Centre which students know they will be directed to if they are struggling.

All teachers and members of support staff are invited to make SEND referrals to the SENDCo should they have concerns about a student.

Should it be appropriate, the SENDCo can make referrals and seek advice from outside agencies and specialist services. We work closely with educational psychologists, speech therapists, CAMHS, CHEWS and all Kirklees specialist provisions.

How do we prepare children with SEND for transition to the next phase of their education?

In the Primary Phase:

  • All pupils can attend a transition day or a series of visits.
  • Discussions between the previous or receiving school's settings happen prior to the pupil joining/leaving.
  • All pupils attend a transition session where they spend some time with their new class teacher (tutor) and other members of staff.
  • Additional visits can be arranged for pupils who need extra time in their new school.
  • School staff are always willing to meet parents/carers prior to their child joining the
  • Where a pupil may have more specialised needs, a separate meeting may be arranged with relevant staff from both schools, the parents/carers and, where appropriate, the pupil.

In the Secondary Phase:

  • Discussions between the previous or receiving school's settings happen prior to the student joining/leaving.
  • Students can attend a transition day or a series of visits.
  • Additional visits can be arranged for students who need extra time in their new school. School staff are always willing to meet parents/carers prior to their child joining the
  • PSHCE curriculum provides Careers modules which work towards a smoother transition to further education or work based placements School Careers Advisor offers group and individual advice
  • Transition arrangements can be made for students with SEND

What activities outside of the academic curriculum are available for children with SEND?

There are a wide variety of extra-curricular available to our students at Batley Grammar School, running daily from 15:10 to 17:00.

Arrangements can often be made for additional adult support during these activities for students with additional needs/SEND where necessary.

How are the School’s resources allocated and matched to children’s special educational needs?

The SEND budget is allocated each financial year.

The money is used to provide additional support or resources dependent on an individual’s needs. Resources may include using extra staff depending on individual circumstances.

How will I be involved in discussions about and planning for my child’s education?

All parents/carers have a responsibility to support their child’s education.

You can be involved in planning for their education by supporting home learning and individual target, through discussions with class teachers/SENDCo/other professionals and by attending planning meetings and parent’s evening.

How have we consulted with parents on our offer?

As part of the review of this offer, parents/carers and governors were consulted and their comments and suggestion incorporated into the offer.

We are committed to making this offer as comprehensive and inclusive as possible. Accordingly, we invite all parents/carers to help us improve the quality and clarity of our offer by sending any suggestions, comments or questions to the School at info@batleygrammar.co.uk

What is the Kirklees Local Offer?

The Local Offer has been developed as part of the new Children and Families Act. It aims to provide information on education, health and social care provision available for young people with special educational needs and disabilities, in a way that can be accessed quickly and easily.

Who is producing the Local Offer?

Kirklees Council is working with parents/carers, young people, schools, colleges, early years providers and health services to produce the Local Offer.

What information do schools provide?

Schools have a duty to provide information about special educational needs that is accessible to pupils, parents and carers. We need to make sure this information is kept up to date.

Where can find the Local Offer?

The Kirklees Local Offer can be found at www.kirkleeslocaloffer.org.uk

This is a work in progress. Kirklees Council and partners are working hard to create a Local Offer that includes links to all relevant information that Kirklees residents would find useful. If you have any suggestions for improvements, or ideas about what might help you, contact: LocalOffer@kirklees.gov.uk

School Personnel and their Roles and Responsibilities

The Role of The SENDCo, Carmel Watson

The SENDCo works with the Head and governing body in determining the strategic development of SEND policy and provision in the School. The SENDCo has day-to-day responsibility for the operation of AN and SEND policy and coordination of specific provision made to support individual students with SEND, including those who have EHCPs. The SENDCo provides professional guidance to colleagues and will work closely with staff, parents and other agencies.

The key responsibilities of the SENDCo include:

  • Overseeing the day-to-day operation of the school’s SEND policy
  • Coordinating, monitoring and evaluating the effectiveness of the school’s AN/SEND provision
  • Liaising with the relevant Designated Teacher where a Looked After Child has AN/SEND
  • Liaising with parents/carers of students with AN/SEND
  • Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
  • Being a key point of contact with external agencies, especially the Local Authority and its support services
  • Liaising with potential next providers of education to ensure a people and their parents are informed about options and a smooth transition is planned
  • Working with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • Ensuring that the school keeps the records of all students with AN/SEND up to date
  • Advising class teachers on provision necessary to meet pupils’ needs effectively

The Role of the Governing Body

Governing bodies should, with the head teacher, decide the school’s general policy and approach to meeting students’ additional needs for those with and Without EHCPs.

They must set up appropriate staffing and funding arrangements and oversee the school’s work. Through the performance management framework the governors should secure that objectives are set for the head teacher. These should include objectives for leadership, management, pupil achievement and progress, and will also relate to priorities in the School Development Plan. All these objectives should include SEND.

There is also a named SEND governor who has specific oversight of the school’s arrangements and provision for meeting special educational needs.

The governing body will make sure that:

  • they are fully involved in developing and monitoring the school’s SEND policy
  • all governors, especially the SEND governor, are up-to-date and knowledgeable about the school’s SEND provision, including how funding, equipment and personnel resources are deployed
  • SEND provision is an integral part of the School Development Plan
  • the quality of SEND provision is continually monitored.

The Role of the Class Teacher

The SEND Code of Practice specifies that class teachers are responsible and accountable for the progress and development of all the pupils in their class, including where pupils access support from teaching assistants or specialist staff and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have AN/SEND.

The class teacher’s responsibilities include:

  • Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, AN/SEN pupils
  • Collaborating with the SENDCo to decide the action required to assist the pupil to progress
  • Working with other staff and the SENDCo to collect all available information on the pupil
  • Working with AN/SEN pupils on a daily basis to deliver the individual programme set out in the PPLG or provision map
  • Developing constructive relationships with parents

Definition of Adequate Student Progress

Student Progress

Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:

  • Narrows the attainment gap between pupil and peers
  • Prevents the attainment gap widening
  • ls equivalent to that of peers starting from the same baseline but less than the majority of peers
  • Equals or improves upon the pupil’s previous rate of progress
  • Ensures full curricular access
  • Shows an improvement in self-help and social or personal skills
  • Shows improvements in the pupil’s behaviour

Education, Health and Care Plans

What is in the EHC Plan?

Section A: The views, interests and aspirations of the child and his or her parents or the young person.
Section B: The child or young person’s special educational needs.
Section C: The child or young person’s health needs which are related to their SEND.
Section D: The child or young person’s social care needs which are related to their SEND.
Section E: The outcomes sought for the child or the young person, including Outcomes for adult life. The EHC plan should also identify the arrangements for the setting of shorter term targets by the school.
Section F: The special educational provision required by the child or the young person.
Section G: Any health provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEND, and, where an Individual Health Care Plan is made for them.
Section H1: Any Social Care provision which must be made for a child or young person.
Section H2: Any other Social Care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEND. This will include any adult Social Care provision being provided to meet a young person’s eligible needs (through a statutory care and support plan).
Section I: The name and type of the school, maintained nursery school, post-16 institution or other institution to be attended by the child or young person and the type of that institution (or, where the name of a school or other institution is not specified in the EHC plan, the type of school or other institution to be attended by the child or young person).
Section J: Where there is a Personal Budget, the details of how the Personal Budget will support particular outcomes, the provision it will be used for including any flexibility in its usage and the arrangements for any direct payments for education, health and Social Care.

Section K: The advice and information gathered during the EHC needs assessment must be attached (in appendices). There should be a list of this advice and information.

Statutory timescales for EHC needs assessment and EHC plan development

Support Services for Parents/Carers

Links with External Agencies/Organisations

When it is considered necessary, colleagues from the following support services will be involved with SEND young people at the school:

  • Educational psychologists
  • Speech therapists
  • Physiotherapists
  • Occupational therapists
  • Speech, Language and Communication Needs outreach services
  • Hearing impairment outreach services
  • Visual impairment outreach services
  • Autism Outreach Services
  • Pupil Referral Service (Behaviour Issues)
  • Children and Adolescent Mental Health Service (CAMHS)
  • Children’s Emotional Well-Being Service (ChEWS)

Local Support Services for Parents/Carers