SEND Information Report

Ashley College Special Educational Needs and Disabilities

Information Report 2017 – 2018

Reviewed: September 2017


What kinds of SEND are provided for at Ashley College?

We currently support and provide short term education placements, or home tuition for pupils with identified health needs.

This is referred to in the Code of Practice as Social, Mental and Emotional Health Needs, and, or Physical Needs resulting in medical intervention.

These may be chronic and long-term illnesses such as schizophrenia, bi-polar disorder, anxieties, depression, school phobia and refusal, self-harm and separation anxiety.

Pupils may have other identified needs alongside their health need such as sensory impaired (hearing impaired, deaf, visually impaired, blind), autism including Asperger's Syndrome; specific learning difficulties/dyslexia; learning difficulties and physical disability.

Parents/ Carers and Pupils may also wish to consult the Brent Local Offer which can be found at www.brent.gov.uk/localoffer for further information for further information and advice about the provision for SEND pupils in Brent.


What is our policy for identifying children and young people with SEND and assessing their needs, including the name and contact details of the SENCO

We start from a rigorous baseline assessment of the pupil’s full range of needs – not just the primary need - with information from previous educational providers and professional reports, including:

  • medical history
  • information from an existing EHC Plan /Statement
  • reports from current mainstream school
  • reports from external professionals
  • reading and spelling age assessments
  • baseline ALFIE assessments in English, Maths and Science where information from schools is not available
  • home visits to understand the views and concerns of students and their parents/carers, the home environment and any barriers to learning
  • assessment of social and emotional aspects of learning
  • evidence of disability requiring reasonable adjustments

Slow progress and low attainment do not necessarily mean that a student has SEND but may indicate medical, social or emotional difficulties as stated in the 2015 Code of Practice We are careful to establish whether lack of progress in pupils whose first language is not English is due to language limitations or SEND. Our initial assessment is recorded in a ‘Personal Learning Plan & Profile available to Ashley College teachers before the student begins tuition to inform the teacher’s planning of teaching strategies and interventions. We maintain confidentiality over sensitive matters and share information on a need to know basis in line with Brent’s Data Protection Policy.

The SENCO is:

Sasha Sharpe who can be contacted via the school office on 0208 937 3330.

Please refer to the schools SEND policy on the website.


What arrangements are in place for consulting parents of children with SEND and involving them in their child’s education

The Ashley College ethos is inclusive and we work in partnership with parents/carers. We invite parent/carer views in home visits, meetings, student reviews, suggestions letterbox, and termly questionnaires. As well as the termly parents/carer evenings we hold six weekly provision review meetings with the mainstream school, other professionals and families. We aim to secure parent/carer engagement in our approaches and see regular contact as strengthening the impact of our SEND support to pupils. Our discussions with parents/carers:

  • allow time to explore their views and share concerns
  • review progress, agree new targets, discuss the effectiveness of interventions and new needs and agree respective responsibilities
  • help school, in partnership with parents/carers and the pupil to identify any SEND needs, with the involvement of the Brent Educational Psychology Team, Brent Inclusion team and other external professionals.
  • the impact of SEND support outside school
  • are led by teachers with good knowledge of the student’s needs and attainment
  • always take account of student views
  • have agreed outcomes, action and support recorded and copied to relevant staff, and the parent/carer

We will also:

  • send Parent/carers end of term reports on their child’s progress
  • ask parents/ carers to complete termly well-being questionnaire about the pupil
  • if their child is not making progress we discuss their concerns; and plan any extra support needed
  • draw on outside agencies’ help if necessary

How can parents/ carers let the school know they concerned about their child?

  • first speak to the child’s class/subject teacher
  • if they are not satisfied, speak to the teacher in charge of SEND – Ms Sasha Sharpe (SENCO) on 0208 937 3330
  • if their concern is still not resolved please contact the Deputy Headteacher, Ms Joy Evans or the Headteacher, Ms Ranjna Shiyani on 0208 937 3330


What arrangements are in place for consulting young people with SEND and involving them in their education?

  • opportunities for pupils to discuss their opinions, wishes, concerns and requirements are afforded by:
  • meetings each week with Link Tutors
  • a suggestions / concerns letter box
  • Six weekly provision review meetings
  • progress reviews each term with pupils and their parent/carers
  • joint target setting with link tutor, pupil and parents/carers
  • completion of termly well -being questionnaire
  • statement/EHC Plan reviews once a year including written student submissions
  • an open-door policy from teachers and Senior Leadership team
  • PEP, CP, CIN and LAC reviews school council meetings


What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes?

The information collected from our initial assessment is the basis for a Personal Learning Plan (PLP) and Profile for each student. Information from the EHC Plan / Statement is incorporated. Before tuition starts, the Profile is circulated to all subject tutors to inform their strategies and interventions. At Ashley College we have a 6-weekly review cycle using the ASSESS, PLAN, DO, REVIEW model for all our pupils.

The PLP records: adjustments, interventions, equipment and support to be put in place, expected outcomes, including targets that address the learning difficulties and teaching strategies or approaches required

How do we assess, plan for and review our SEND provision?

We:

  • hold daily staff briefings to discuss students’ needs and current concerns
  • invite students to review their progress constantly
  • nurture a culture of personal responsibility for one’s own learning
  • make regular changes in provision, timetables, interventions in response to need or demand
  • set and review academic and personal development targets each term with parent/carers
  • pupils complete half termly evaluations with link tutors
  • track student progress half termly and send reports to parent/carers each term on progress and attainment, attendance and effort, behaviour and responses to interventions
  • participate in annual EHC Plan reviews and writing outcomes
  • assess staff needs and deliver weekly training to ensure Quality First Teaching takes place
  • pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught learning.
  • classroom observation by the senior leadership team, the SENCO, external verifiers
  • planning discussions and audits in subject areas to ensure work is differentiated


How do we support children and young people in moving between phases of education and in preparing for adulthood?

Our transition practices are aimed at reintegrating pupils into full time education. We welcome in new pupils in ways which best meet individual needs. Our guiding principle is ‘building confidence for the future’ through core values of: resilience, self-confidence, tolerance, self-esteem, and respect’ so that our pupils feel equipped to move forward in their education and learning.

  • we give pupils choices and encourage personal responsibility for one’s own education. Some pupils start with a full-time centre-based timetable. Others may be gradually introduced with one Skype lesson in a bedroom or a TA ‘buddy’ or home to-school escort.
  • we can deliver lessons in a variety of settings – the home, a library, with Youth Offending teams, or part time with the mainstream school as well as in the Ashley College centre. Ashley College Special Education Needs Policy Page 9 of 15 Students returning to their ‘home’ school from Ashley College have any support they need to reintegrate
  • we work with multi agency teams, parent/carers, the home school or can send our staff to escort or shadow the pupil initially.
  • We prepare pupils for post-16 transition with a PHSE programme for all centre based and many home tuition students. It covers careers education, post-16 planning, and Preparation for Working Life (1/2 GCSE – CV and job application letters, interview practice).
  • a Connexions adviser does 1:1 counselling half a day a week and we are building a Careers Library.
  • we are building links with post-16 providers catering for SEND students and accompany pupils to careers fairs, 6th form and college familiarisation visits.
  • In discussions with FE colleges we have regard to the DfE guidance for FE colleges on reforms to the SEND system introduced in September 2014, their new flexibilities to tailor supported internships, traineeships and apprenticeships; duty to admit pupils where they have been named in EHC plan, duty to cooperate with local authority to meet SEND pupils’ needs
  • Students and parent/carers are at the centre of all our planning considerations on transitions.


What is our approach to teaching children and young people with SEND and what support is there for improving the emotional and social development of pupils, and how do you prevent bullying?

  • we are an inclusive school; we welcome and celebrate diversity.
  • we believe that high self-esteem is crucial to students’ wellbeing
  • we give high priority to students social and emotional development and preparing them for adult life; we help them develop friendships, social relationships, work skills, independent living and participation in society
  • we have a caring, understanding team looking after pupils’ health and wellbeing
  • we have a Safeguarding and Child Protection Policy in place to protect our pupils
  • we work closely with CAMHS and educational psychologists where that support is needed, including a weekly TAMHS worker in school to offer 1:1 sessions with pupils
  • all pupils are allocated a link tutor to address their pastoral needs
  • teachers liaise with our SENCO where they see a need for additional support to address pastoral, medical or social welfare needs.
  • daily “Resilience and Mindfulness” sessions run by the SENCO
  • we teach weekly PHSE sessions covering topics such as raising self-esteem, anti-bullying and building positive relationships with others

How will the teaching and learning environment be adapted for my child with SEND?

  • all our pupils have identified and significant health needs, and our special expertise is in adapting for individual need
  • each pupil has a personal learning plan with targets and a personal timetable
  • each pupil’s plan details individually appropriate teaching approaches, strategies for learning and resources
  • we make special adaptations for individual needs (e.g. i-pads, scribes, special furniture for those uncomfortable with writing; therapeutic activities such as art, gardening, cooking, sewing, yoga and relaxation, guitar; 1:1 groups, special classroom positioning; voice recognition software and large font worksheets.
  • the school building has been adapted to meet the needs of pupils with physical needs. It is on a ground floor level with a ramp leading into the porta cabin


How are the teachers in school helped to work with children with SEND and what training do they have?

  • the SENCO supports the class teacher to plan and deliver Quality First Teaching that is differentiated and personalised to the pupils’ needs.
  • all our teachers and teaching assistants have experience in working with SEND children
  • weekly staff training has covered autistic spectrum disorders, first aid, visual impairment advice, anaphylaxis, use of computer software and Young Minds “mental health in schools training.”
  • input from the Brent Inclusions Team
  • monthly input from the Anna Freud Centre supporting staff with work discussion groups and serious case reviews


How do we evaluate the effectiveness of the provision made for young people with SEND?

At Ashely College we:

  • evaluate whole school policies regularly to insure inclusion and progress for students with SEND and this evaluation takes account of:
  • pupil progress reviews by all teachers concerned, with SENCO feedback
  • classroom observations by SENCO and Head teacher
  • retesting of reading for those whose reading age is 2 years below chronological age
  • SEND focused book scrutinies and learning walks for monitoring
  • half termly data analysis to inform interventions
  • annual PASS assessments to assess personal development progress
  • personal development target setting and reviews with students and parent/carers
  • recorded outcomes and impacts (quantitative data and case study evidence) in the Personal Learning Plan (PLP) documents
  • teacher CPD reviews
  • SENCO reviews with multi-agency teams around a student
  • attendance records and Education Welfare Service advice to address issues
  • parent/carer feedback
  • students with an EHC plan / Statement will have a review with the Local Authority at least once every 12 months


How is Ashley College accessible to students with SEND? How does the school ensure children and young people with SEND can engage in all activities available?

  • pupils’ needs are assessed via a rigorous baseline assessment on entry
  • we make any reasonable adjustment to meet their needs ahead of their arrival where relevant
  • the buildings are on a single storey site accessible to those with physical disabilities, with disabled toilets
  • we adapt the learning and physical environment to student needs – e.g. low arousal décor, special classroom positioning, special furniture for medical conditions
  • click here for our accessibility policy and plans
  • at Ashley College every student can join any organised trips
  • we carry out risk assessments and put in place necessary support
  • we provide any support necessary to make it happen
  • if an activity was not appropriate we would provide alternative activity
  • we often provide 1:1 trips to meet individual pupil needs


How does the school manage the administration of medicines?


What support is there for behaviour, avoiding exclusion and increasing attendance?

  • At Ashley College we have very few incidences of poor behaviour, most of which are minor and dealt with immediately
  • We have built a nurturing environment and see poor behaviour as a significant barrier to learning and regard good behaviour as the norm
  • our Behaviour Policy and Procedures sets out our behaviour standards
  • students sign a Code of Conduct
  • parents agree to our standards in a Home-School Agreement
  • we reward good behaviour and sanction poor conduct with a report card system which distinguishes between minor breaches and very serious misconduct
  • Fixed term or permanent exclusions are sanctions of last resort
  • The Education Welfare Service works with poor attendees to improve attendance
  • we reward good attendance with a weekly possibility of winning a £10 voucher for all those who have had 100% attendance and punctuality
  • we make daily phone calls to all pupils who do not attend where we have not had notification from the parent/carer


How are the school’s resources allocated and matched to children’s SEND needs?

  • pupils’ individual needs are assessed on entry and adjusted as necessary
  • resources are employed according to need within the limits of the budgetary…?


Who are the other people providing services to children with SEND in the school?

We work closely with different services to support your child’s needs, including:

  • Anna Freud Centre Team
  • Brent Inclusion & Alternative Education Team
  • Inclusion & Behaviour Support Team
  • School effectiveness team
  • FAST team
  • Family Solutions
  • Locality Social Work Teams
  • Education Welfare Service
  • CAMHS
  • Educational Psychology team
  • Brent Outreach Autism Team
  • Brent Deaf and Hearing-Impaired Service
  • Brent Visual Impairment Service
  • Youth offending team
  • Complex Needs Consultant
  • Speech and Language Therapists (for those with a statement or EHC Plan)
  • School Nurse Service
  • National Autistic Society
  • RESPOND
  • Addaction
  • Connexions Intensive support worker
  • MOSAIC
  • Hospitals


What if I need to complain?

Parents have rights of redress if the school, governors or the Local Authority fail in their duty to provide or if the parent disagrees with a decision or feels there is discriminatory practice; via

  • Ashley College complaints procedure
  • the disagreement resolution service (disagreements between parents/young people and the Local Authority or parents/young people and the education provider)
  • complaints to OFSTED (about whole SEN provision, not individual students and where the complaints procedure has not resolved the issue)
  • an appeal to SEND First-Tier Tribunal about EHC Assessments/plans and /or disability discrimination.  This must follow mediation unless it is over the naming of a school placement
  • complaint to the Local Authority ombudsman (if not resolved through the Local Authority complaints procedure).
  • complaint to the Secretary of State (against schools or Local Authority)

Ashley College will advise parents/carers on where and how to pursue any complaint.

The school’s work to help and support pupils is a strength of the school. Leaders quickly build an accurate picture of pupils’ learning needs and backgrounds.
OFSTED (Dec.2017)