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The Queen Katherine School 

The school is proud of the campus and the facilities provided for students. 14-19 students from Sandgate School share our site and we have first class facilities for Mathematics, English, technology, Engineering, Performing Arts, PE, Geography, History and modern languages.  We have 5 superbly equipped science spaces and are planning to redevelop and refurbish our existing 5 laboratory spaces to ensure outstanding laboratories for all areas of the science curriculum.

We pride ourselves on offering a first class education for students in the town of Kendal and the surrounding area. We are national support school, a national teaching school a strategic facility for students with physical and medical difficulties, a lead school for Extended School Provision and recognised as a centre of Excellence for Performing Arts and Sport.

As a co-educational 11-18 school with approximately 1200 students, we regard ourselves as forward looking, whilst retaining the best of the more traditional features and values. Governors, staff, parents and students strongly support our Vision Statement.  Students at all levels succeed and our progression rates to 6th form, FE colleges, apprenticeships, university places and employment are exemplary. We regularly feature highly in league tables for both GCSE and Advanced level results. 

We pride ourselves in a wide range of extracurricular activities and actively encourage all our students to take up the vast range of opportunities on offer, from knitting club to Gold Duke of Edinburgh Award, we cater for students of all ability.

Who to contact

Contact Name
Mr Jon Hayes
Contact Position
Headteacher
Telephone
01539 743900 (Phone)
01539 741223 (Fax)
E-mail
enquiries@queenkatherine.org
Website
Queen Katherine School

Where to go

Name
The Queen Katherine School
Address
Appleby Road
Kendal 
Cumbria
Postcode
LA9 6PJ

Local Offer

Description

The Queen Katherine School provides a broad and balanced curriculum for all students, which is differentiated to meet individual needs and abilities. Students may have special educational needs throughout, or at any time, during their school career

At The Queen Katherine School we respect the fact that students: -

 have different educational needs and aspirations

 require different strategies for learning

 learn at different rates

 require a range of different teaching strategies and experiences

 have different interests and hobbies

Contact Name
Mrs G Wade
Contact Telephone
01539 743900
Contact Email
geraldine.wade@queenkatherine.org
Links
SEN Policy
Local Offer Age Bands
Secondary (11-15 years)

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

This section provides information about the school’s policy for identification, assessment and review for all students with SEN.The School's core curriculum is inclusive and differentiated and thereby allows most students to achieve their potential without additional support. The curriculum is based on the principles of:

  • setting suitable learning challenges;
  • responding to students’ diverse learning needs;
  • overcoming potential barriers to learning.

However it is recognised that some students have additional needs. Learning Support staff work with other teaching and support staff to ensure students who may need additional or different support, to that normally found within the classroom, are identified as early as possible. This is done in a number of ways:

Information about Year 6 students is gathered by the primary liaison staff and the Learning Support Teacher for Year 7. In addition, information such as reports from medical professionals or Specialist teachers may be provided by parents or an initial parent contact meeting may be organised before or soon after transition.

In the spring or summer term a member of staff visits the feeder primary schools to meet the students who have been identified as having difficulties. Information is then passed on to the Head of Year 7, Head of Lower School, form tutors and all subject teachers via the Year 7 Support Information Booklet issued in draft form in time for transition days and attached to the School system in September.

During the first term in Year 7 all students are assessed using the Cognitive Abilities Test. The CAT scores are then analysed for the purpose of comparison with national norms and to provide baseline information. The CAT scores are made available, along with the reading and spelling scores to all staff. Students will also be assessed using Accelerated Reading assessments.

Results of tests plus SATs information and information gathered from primary school are examined by the learning support team in liaison with Pastoral staff. Information about students identified as having special educational needs is included in the Support Information Booklet for each year group and this is updated regularly and at least annually and circulated to Department Heads and Head of Year in September. This information is also available electronically to all staff via the school network. Strategies and targets for students with support plans are included in this booklet where deemed necessary.

The progress made by all students at The Queen Katherine School is regularly monitored and reviewed. Subject teachers/Heads of Year/form tutors consult with the Learning Support staff when the evidence gathered through the usual assessment and monitoring arrangements, gives concern about a student’s progress. Parents may contact school to request information and support. Occasionally students will request support and needs will be discussed with the appropriate Learning Support Teacher.

How will early years setting/school/college staff support my child/young person?

Support may be via subject teachers or the Learning Support Department, it may be in class or withdrawal sessions may be offered to meet specific need.  Form Teachers, Year Heads, Student Support Mentors and Heads of School provide additional pastoral support for students. Professionals from outside of school may provide additional support and guidance. 

How will the curriculum be matched to my child's/young person's needs?

The school will try to offer a wider personalised curriculum to all students where needed through study skills support and alternative qualifications such as horticulture where this is considered appropriate. The school will make appropriate proivsion for students with special educational needs throughout their school lives, within the resources available. 

Teachers use a range of strategies to meet students’ special educational needs. Lessons have clear learning objectives; work is differentiated and teachers use assessment to inform the next stage of learning. Teachers remain responsible for the progress of students within their classes as identified in the SEN Code of Practice (2015). However for those students identified with SEN additional intervention may be necessary.

Within the school the quality of teaching is regularly reviewed for all students including students at risk of underachieving.

For some students the school judges it necessary to deliver time limited intervention – mostly delivered by the Learning Support Department in liaison with teaching departments.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Regular progress reviews are sent home as well as annual consultation evenings.  In addition, home school contact is maintained through emails and phone calls.  Parents are encouraged to contact school with any concerns.  Positive texts and postcards and sent home in celebration of achievement. Termly Awards assemblies are also held to acknowledge individual student success.  

Homework is available on the school website for parent access.

What support will there be for my child's/young person's overall well being?

Form Teachers, Year Heads, Student Support Mentors and Heads of School provide additional pastoral support for students. Professionals from outside of school may provide additional support and guidance. 

The Designated Safeguarding Lead oversees staff training for issues around child protection and welfare related to safeguarding.  

Assemblies are held focussing on personal safety in a number of areas. 

 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

The school is a Strategically Resourced Provision for Physical/Medical Need and as such, the Local Authority may direct a young person to this provision.

There is a dedicated area, which includes a small teaching area, a toilet for the disabled, with showering facility; hoists and provision for physiotherapy. 

The school has wheelchair access into each teaching block via ramps and there is a lift in each of the main teaching blocks to allow access to every floor. In addition to this, there are platform lifts to allow access to the Learning Support area and Senior Hall Stage. Additional facilities for physical/medical use are available in the senior end of school and are shared with Sandgate School.

For further adaptations such as teaching aids for hearing impairment/visual impairment, environmental adaptations and curriculum adaptations, the school will consult with the Local Authority and Specialist Teaching Services. 

Criteria for admission to the Strategic Facility are included in the School’s Admission Criteria.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Visiting professionals are invited into school to inform staff about strategies for supporting individual need.

Staff attend relevant courses. 

Training needs of staff are identified as part of the individual performance management process. Whole school training is provided by the SENCO/Learning Support teacher or by and external agency if appropriate.

Support is given to Newly Qualified Teachers and new members of staff by the SENCO or Learning Support Teacher, as part of their induction.

How will my child/young person be included in activities outside this classroom including school trips?

Reasonable adjustments will be made to trips and visits outside school.  Support staff will attend to assist students with additional needs as appropriate. 

How accessible is the setting/school/college enviroment?

There is a dedicated area, which includes a small teaching area, a toilet for the disabled, with showering facility; hoists and provision for physiotherapy.

The school has wheelchair access into each teaching block via ramps and there is a lift in each of the main teaching blocks to allow access to every floor. In addition to this, there are a platform lifts to allow access to the Learning Support area and Senior Hall Stage. Additional facilities for physical/medical use are available in the senior end of school and are shared with Sandgate School.

For further adaptations such as teaching aids for hearing impairment/visual impairment, environmental adaptations and curriculum adaptations, the school will consult with the Local Authority and Specialist Teaching Services.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

The school has a protocol in place for transition to and from other establishments (where the transition is expected.) The Learning Support Teacher for the incoming Year 7 liaises with the relevant staff of the feeder primary schools to ensure that effective arrangements are in place to support students at the time of transfer. This usually takes place in the summer term for Year 6 students or sooner if the annual review takes place earlier. Learning support staff also attend annual reviews of Year 5 students if invited.

Learning Support will liaise with the local colleges to ensure that students with SEN successfully make the transition to post 16 education or training. Further preparation for adulthood will be considered should a student have additional social needs. Working with agencies such as INSPIRA will aid this process.

When students move to another school their records are transferred within 15 days of ceasing to be registered at The Queen Katherine School.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within school. The Headteacher informs the governing body of how the funding allocated to support special educational needs has been employed.

The Headteacher and SENCO meet at least annually to agree how to use funds, including those directly related to statements/EHCPS and other funds such as notional SEN funding and Strategic Provision funding.

The effectiveness of the resources for special needs will be monitored as part of the on-going process of self-evaluation in school. The SENCO will meet with the Headteacher alongside a member of the finance team in the summer term in order to plan resources for the following year.

How is the decision made about what type and how much support my child/young person will receive?

The type amount of support is decided according to individual need in consultation with other school staff. Parents/carers will be advised of available support and how the school feels it can be used to meet the needs of the individual.

How are parents involved in the setting/school/college? How can I be involved?

Parents/carers will be consulted and informed about support needs and intervention opportunities.. This may be by letter, email, telephone call or meeting.

Additional activities to support student need may be recommended for completion at home.

Last updated: 13/11/2018
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