Inclusion/SEND

YEAR 7 SEND FREQUENTLY ASKED QUESTIONS

How do you identify SEND?

We use a variety of ways to identify if a child has SEND, for example;

  • Liaising with previous school
  • Child performing below age related expectations
  • Concerns raised by Parent/Carer informally or within Parent/Teacher Review Meetings
  • Through referral from weekly year team meetings or faculty meetings
  • Concerns raised by the teacher that behaviour or self-esteem is affecting performance
  • Liaising with external agencies e.g. Speech & Language Therapist/ Health Services
  • Health diagnosis through paediatrician/doctor

My child is currently on the SEND register, will this continue at Secondary School?

Yes. Initially we keep all students on the SEND register, whilst we collect and collate information for each child. We review the needs of students regularly and update our register to reflect this. We will notify you of any changes or updates.

Will my child have an IEP?

Yes, if your child is on the SEND register, they will have an IEP, which is kept centrally on a secure system. These will be written during the first half term of your child being with us and can be accessed and used by our staff to inform them of strategies to use with your child.

Will my child still have support for SEND at secondary school?

Yes support will continue, and the level of support required is reviewed regularly. They will first and foremost receive support from their class teachers, but we also have SSMs (Student Support Mentors) in each year and within different subjects. Where needed, we put in place additional interventions – with either Caludon staff or external agencies.

My child has an EHCP, will they still have annual reviews at Secondary school?

Yes annual reviews are a statutory process and will be completed at school (or remotely if needed) each year. Any relevant professionals will be invited to the meeting, as well as parents/carers and the student. From Year 9 each student receives an annual Careers Interview with our Careers Advisor, which forms part of the Preparation for Adulthood part of the annual review.

What is the SEND Local Offer?

The Local Offer is where you can find information, advice and guidance and a range of local service providers who support children and young people with Special Educational Needs and Disabilities (SEND). Click on the link for Coventry’s local offer:

https://www.coventry.gov.uk/sendlocaloffer

Is there somewhere for SEND students to go at break and lunch, if they are anxious about being in the main body of the school?

Yes students are able to come to the Phoenix at break and lunch, which is always staffed by members of the Inclusion Team.

Will my child’s specialist provision continue at Secondary School?

Yes, if it is due to continue. We liaise closely with external agencies and specialist providers to facilitate this.

What support do you get from outside agencies? How do you deliver/ follow through the advice/ programs from these professionals?

We work with a number of different agencies, including Educational Psychology, Complex Communication Team (CCT), Social Emotional and Mental Health Learning Team (SEMHL), Speech and Language, Sensory Support. We also liaise with any health care professionals who might be working with individual students. We ensure that parents/carers and relevant staff are aware of any support and of any outcomes or suggested interventions following that support.

Who will support my child?

In terms of SEND, depending on the level of need (and this is regularly reviewed), support is available from a variety of places/people, such as;

  • SSMs – Student Support Mentors (attached to year groups and subjects)
  • Class teachers and tutor
  • Peer mentors and 6th form mentors
  • Pheonix staff
  • If relevant, external agencies (such as CCT, SEMHL, CAMHS)

What SEND training have staff had? How would you ensure that my child has access to appropriate differentiation?

All staff at Caludon receive training when they start surrounding identifying and supporting students with SEND. This includes understanding of different needs, how to differentiate and how to access and use IEPs. Refresher training occurs each year and staff can access further training if needed.
All staff are expected to differentiate appropriately, where relevant. We follow the principle of TRUE teaching (Time, Routines, Understanding, Explanation) and regularly monitor student work.

How do you involve parents/carers in the monitoring and planning for children with SEND? What support do you offer families?

We aim to involve parents/carers at different stages in this process and to invite parents to at least one SEND event per year. We inform parents of any changes to SEND status or of any new interventions in school. To work with an external provider, we always ensure we obtain consent first. We welcome parent/carer responses to add to IEPs.  

We have a dedicated Inclusion team who liaise with all of our SEND students’ parents/carers. We do this both formally through review meetings and informally through ongoing conversations.  Where we are unable to offer specific interventions we will always signpost parents/carers to the relevant support and actively monitor outcomes.

What strategies do you use in school?

As well as sharing with staff and using IEPs for individual students, we also equip staff with general strategies for a wide range of needs. In addition to this, where needed, we provide extra support for students. This may be SSM support in lessons; extra literacy support; a buddy system; mentoring; or encouraging use of the PX during unstructured times.


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