Hednesford Valley High

Hednesford Vallery High School

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SEN INFORMATION REPORT

This report outlines the roles of members of the school community who enable our students to achieve only their best.

Hednesford Valley High (HVH) is a generic secondary special school.

Students are aged from 11 – 19 with a wide range of special educational needs these include:

  • Moderate Learning Difficulties (MLD)
  • Severe Learning Difficulties (SLD)
  • Profound and multiple Learning Difficulties (PMLD)
  • Autistic Spectrum Disorder (ASD)
  • Hearing and/or Vision Impaired (HIVI)
  • Speech and Language Difficulties (SpLD)
  • Dyslexia
  • Social Emotional Behavioural Disorder (SEBD)

All students have a Statement of Special Educational Needs or an Education Health and Care Plan.

Governors:

Have high regard for the SEN Code of Practice, they are diligent in their duties to ensure that all students of HVH receive the best possible education and that staff are enabled to access continuing development and have the correct resources to achieve this.

The aims of the school are adhered to at all times. They update policies within school on a regular basis to maintain a contemporary position on SEN. There is a named governor for SEN.

Headteacher:

The Headteacher takes a strategic overview of the school and allocates staff to work within appropriate areas of SEN and ensures the correct provision is put in place to meet the needs of the students.

Deputy Headteacher:

The Deputy Headteacher is the schools SENCO, her role ensures all staff in each team has the training, expertise and resources to enable outstanding teaching and learning, which can involve internal and external professionals.  This is revised regularly with the admission of each new student to ensure that their needs are met.

Students are arranged in groups which vary in size and are allocated the appropriate staffing ratio to enable good progress by all the SEN groups catered for at HVH.

Assistant Headteacher

The Assistant Headteacher monitors student progress.  She sets challenging targets for all students and meets with teaching staff to monitor student progress and implement interventions for students who are not on track.

Teachers/High Level Teaching Assistants:

Teachers and High Level Teaching Assistants assess the requirements of the students and plan a modified curriculum to meet their learning needs.  Personalised packages are organised to meet individual needs.  The learning environment is adapted to meet the differing SEN requirements of the students.

Teaching staff use a variety of approaches to meet the SEN of the students, including Kinaesthetic, sensory, discussion, role play etc.  All staff work with students on social and emotional development and this is reinforced with social and emotional aspects of learning (SEAL) targets.  The Behaviour Support Manager and Every Child Matters Co-ordinator provide extra support for individuals when required.

Annually teaching staff set challenging targets for the students which are regularly assessed throughout the year, interventions are put in place when required to improve progress. Achievements are assessed against targets and the effectiveness of provision is evaluated at the end of the academic year.

Support Staff:

There are various roles amongst the support staff to meet the differing SEN needs of students across the school. Support staff work alongside teaching staff in teams or subject areas

Students:

The timetable plans for students to be grouped according to their needs and ability and with the most suited team of staff.  Some have their own personalised packages to reflect the differing needs of the students.

Students are made aware of different types of bullying through assemblies, visitors, drama groups, general discussion, computing, PSCHE and other lessons across the curriciulum.  They are informed about various methods of reporting bullying and how to report it.

SEN Teams:

All staff work in SEN teams listed below to develop their expertise in one area and to be involved in training other staff in the school. HVH also provides outreach work to offer support for students in mainstream schools.

Student voice is heard and noted via the School Leadership Team, consultation groups, E-safety committee and questionnaires.   Changes to the curriculum have been made as a result of student views.  Students are involved with their annual reviews, Looked After Children reviews and transition plans.

Transition:

Transition work takes place as a student joins HVH through years 8, 9 and 10 and as they leave.

Yr6/Yr7:

HVH’s transition team will visit every student in their primary setting to enable the student’s needs to be met on entering HVH. Consultation takes place with the team, primary school staff, parents/carers and any other professionals involved with an individual student. Taster days (a visit to HVH) are very much enjoyed by students.

Transition can occur throughout the year and into varying year groups. The Headteacher will make the decision regarding a placement at the school and would organize a personalised transition package for these students.

Yr7:

MLD and SLD students are taught using a topic approach for half their timetable.  This further supports transition from primary to secondary education. This approach develops confidence to work within the secondary curriculum and a larger school environment.  Some less able Year 8 students currently follow a similar timetable.

KS3/KS4

Consultation takes place with students and their parent/carers as to the choices available in accredited courses which may commence in Yr9 or Yr 10.

MLD and SLD students in KS4 & KS5 attend courses at Wolverhampton Vocational Training Centre one day a week in preparation for Lifelong Learning.

Yr9 students have a transition plan which is led by the careers advisor who gives everyone impartial advice at the time of their annual review.

Yr11 students are consulted along with their parent/carers and careers advisor whether it is beneficial to attend local colleges or attend HVH 6th Form Study Group.

College interviews can be carried out at HVH if required.

Hednesford Valley High 6th Form Study Group.

The 6th form study group is based at Cannock Chase High School, which encourages students to interact with their peers in a mainstream school setting. Each student is required to complete an application form and attend an interview to gain a place at this facility. Students receive personalized pathways to assist in the realization of their aspirations for life (study, employment and/or independent living).  Transition visits take place during June and July.  Students do supported work experience.

Off Campus 16- 19 years:

Along with the student parent/carers and a number of outside agencies are consulted before transition plans are put into place for those leaving HVH.

Participation in Society:

Students throughout the school are given opportunities and experiences involving day visits and residential visits to local and national venues and activities.

They are supported in travel training and the world of work.

Parents and Carers:

Are very much included and welcomed into the school community. Parent/Carers voice is heard via coffee mornings, family SEAL meetings, Parent/Carers evenings and responses to questionnaires. They are involved with their child’s annual review. Parent/Carers are consulted when individual packages of learning and support are organised to meet the needs of their child.

Outside Agencies:

There is a wide umbrella of outside agencies active within HVH.  They assist in meeting the needs of our young people and offer support and training to staff, students and families. These include the school Nurse, Physiotherapist, Speech and Language, Occupational Therapist, Social Workers, Transition Workers, Local Support Team and volunteers. Click on link for the Staffordshire Local Offer

The work within HVH for our students is not exhaustive.

There are a number of policies which support SEN education these are:

Access and Inclusion

Admissions

ASD

Assessment, Recording and Reporting

Community Cohesion

Complaints (Parents/Carers)

Controlled Assessments

Curriculum & Timetable

Disability Policy

Homework

Independence

Independent Travel

Literacy across the Curriculum

Marking

Numeracy across the Curriculum

Nurture

Personal Care

Physical Education

Professional Development

Social Inclusion

SEND

Spiritual, Moral, Social & Cultural

Target Setting

Teaching & Learning

Transition