Appleby Grammar School 

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?

• A structured programme of transition provided by the Learning Support Department and a Taster Day in July. Extra Transition visits  also take place for those that would benefit.
• Visits to year six students by secondary school staff for various curriculum activities through the year.
• Good relationships have been established with the local schools so that all year six children take part in teaching and learning activities. E.g. Year 5 maths and science trails.

In addition, for SEND children:

• Opportunities to meet with receiving SENCO and SEND Manager and support staff who will be working with them at their secondary school.
• Additional visits to secondary school with a teaching assistant for familiarisation. The visits take place over a number of weeks and involve the Year 6 students building a relationship with their key teaching assistants, finding their way around school and knowing what happens at break and lunchtime as well as in lessons. All this ensures a much smoother, more positive transition time for the Year 6 students and their parents. Students complete a Transition to Appleby Grammar School Booklet, which contains photos of key staff and places and questions that the students answer during their visits.
• Year 6 parents with children with SEND are encouraged to meet with staff in our school during the Spring and Summer term prior to Transition. This enables us to discuss how we support in secondary school, the kind of assessments we use and the resources available. It also allows the parents to ask questions, discuss their concerns and go away with a much clearer idea and direct contacts they can use to quickly get answers to their worries. Learning Support staff are available at Year 6 Parents Open Evening, to discuss any support needs.
• Appleby Grammar School Teaching assistants visit students in primary school and when appropriate, work with the student and key staff to aid transition.

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

• Appleby Grammar School has a very inclusive, positive ethos which permeates throughout the whole school and ensures that all students achieve and attain success and enjoy the time at Appleby Grammar School. The small size of our school, also ensures that all staff and students know each other and helps offer a more personalised learning environment.

• Early identification of SEND is essential. Intervention is initially provided through a whole school approach to assessment and evaluation of progress which informs termly provision mapping for individual children as required. Provision mapping provides a clear individual and whole school overview of support and resourcing. The SEND Provision map is a continuous work in progress document and it will illustrate the range and level of support for individual students or groups with similar needs and the resources allocated to meet these needs. 

• Some students who require more personalised targets have a SEN Support Plan, which are drawn up in discussion with the students, parents, teachers, teaching assistants and other professionals. 

• Students with SEND are usually highlighted upon transition and beforehand. Appleby Grammar School liaises closely with all our Feeder Primary schools and indeed with Primary schools outside of our normal catchment area. 

• The Senior Leadership team, visit students in Years 5 and 6 in their primary schools.  Mr Noble also discuss with teachers and parents of children in Year 5 and 6 regarding any additional needs, prior to the child arriving at Appleby Grammar School. This is fed back to all members of staff. 

• The school is proactive in seeking the views of parents at the earliest opportunity to discuss concerns and enlist their active help and participation in working together to meet their child’s needs. 

• To facilitate access to the curriculum, additional teaching assistant support is deployed according to children’s needs, for example, where one to one support may be required for a child with a physical disability or where there are a number of children requiring specific interventions. 

• Teaching assistants have developed a range of specialisms through professional development, these include supporting children with specific learning difficulties, autism, attention deficit hyperactivity disorder (ADHD), behavioural issues and Down’s syndrome. Training is provided as required for individual teaching assistants as well as all teachers and teaching assistants. There is a team approach to SEND where staff are mutually supportive. Teaching assistants ensure effective support within the classroom, in small groups or on a one to one basis. In class subject support is usually given from subject specialist teaching assistants who work closely with the subject teachers to ensure intervention is specific and effective. 

• Teaching assistants help with individuals’ organisation, explaining work required and adapting work. They will work with the class teacher to promote independence as much as possible. 

• SEAL (Social and Emotional Aspects of Learning) lessons can be  delivered to  students in year 7 and 8, when appropriate,to help promote confidence, self esteem and independence skills. 

• Homework Club is run and supervised by the Learning Support department every lunchtime in the library and adjoining computer room, so that all students have the support from a member of staff with any issues with their homework.

• The school has a number of laptops available, which are allocated to some students, who have difficulty with extended writing or to assist students with handwriting or physical difficulties. For some students, WRITEONLINE software is installed, which is particularly beneficial for students with Dyslexia. 

• First aid training is provided as well as training for specific medical needs as required e.g. Epipen, manual handling. 

• Class teachers assess and monitor children’s progress with the SENCO and SEND Manager and enlist the help of outside agencies as required. Children’s interventions are detailed on provision mapping which is evaluated at least termly. Small steps of progress are detailed using PIVATS. 

• All Year 7 students are assessed upon entry to Appleby Grammar School. Standardised reading, spelling, comprehension and maths tests are carried out alongside Cognitive Ability Tests. 

• Most students in school are tested for literacy and numeracy skills yearly. This monitors progression and highlights any students not making expected progress in these areas. 

• The SEND Manager (I Noble) is qualified to carry out a range of other assessments if students are highlighted to us, either from staff, parents or students themselves. Testing for processing speed, verbal understanding, reading age, word recognition etc. can all be undertaken within school. In addition, Dyslexia and Dyscalculia screener tests are used, of which the results can be used to implement more specialist intervention or provide guidance to parents whether or not a formal diagnosis is appropriate. 

• External support for children and staff is provided by specialist teachers from the SEND Teaching Support Team for a range of needs including Autism Spectrum Conditions; Blind/Visual Impairment; Deaf/Hearing Impairment; Physical/Medical Needs; Severe Learning Difficulties and social and behavioural needs. This enables the school to be as inclusive as possible and use appropriate strategies informed by specialist input and assessment to accurately meet the needs of children and ensure they develop as independent learners. Specialist teachers play a key part in the evaluation of strategies and next steps when appropriate. 

• Appleby Grammar School works closely with INSPIRA, an organisation managing and delivering services to young people and adults to help them develop their personal and employability skills. 

• In addition to support from the school nurse, the school has convened meetings with medical professionals and parents e.g. clinical psychologists, hospital doctors, school doctor in order to plan to best meet the needs of children with complex medical conditions. 

• Equipment, including specialist equipment for children with physical disabilities is provided either through the school’s resources or, when high cost, through the Local Authority e.g. specialist seating, wheelchairs, stands etc. 

• Reasonable adjustments are made for children during tests and SATs. Extra time is provided as per the regulations as well as applications made for special consideration as appropriate. SEND children may take the tests in a quiet room away from the classroom to aid concentration and where rest breaks can be given. Readers and scribes can be provided for children with diagnosed Dyslexia in line with classroom practice.

I Noble is on The Register of Qualifications in Test Use (RQTU), which is the official record of all test users who have been awarded qualifications in educational, occupational or forensic context test use by the British Psychological Society. Members of the RQTU also agree to abide by the Code of Good Practice in Psychological Testing and to maintain their competence.

http://ptc.bps.org.uk/register-qualifications-test-use-rqtu?qs=282018&ret=n_

I Noble is able to assess and apply for external exam special arrangements for students with a range of learning needs. 

• All staff both teaching and non-teaching have undertaken training on understanding and meeting the needs of students with a range of different difficulties, both within the classrooms and at break and lunchtimes. Understanding how students’ needs can affect them and their learning is an effective way to be able to help the students achieve successes within the school environment. 

• Specialist staff including outside agencies have also provided additional training for staff on understanding various medical conditions, sensory impairments and emotional needs. 

• Updates are provided for all staff via the staff briefing meetings held regularly throughout the week, via email or through the SIMS system. External training is arranged and available to all staff teaching and non-teaching and advertised in the staff room. 

• The Learning support department meet weekly to discuss and share expertise and all staff attend INSET sessions when more in depth training and information is shared to facilitate and enhance the awareness and expertise of specialist staff. 

• Appleby Grammar School is a member of NASEN (National Association for Special Educational Needs) and staff attend conferences and training events. 

• Appleby Grammar School is part of the South Lakes Federation of Schools and staff are able to benefit from the expertise of colleagues throughout these specialist schools. 

• Individual teachers are responsible for making lessons accessible to all. Advice, assistance and support is given to all teachers if requested, by Specialist staff to help with differentiation, modifying written materials and ideas to ensure accessibility for all students. 

• Students in Year 9 and parents are assisted with the choosing of “Option Courses”, for those students in which a modified curriculum is appropriate. Various ASDAN courses are run by the Learning Support department, which focus on Life Skills. In addition Various AQA Entry Level courses are delivered. 

• Every student in Year 10 has a week’s work experience placement and students with additional needs have teaching assistant support if appropriate. 

• Students in Year 7 that have concerns in specific areas (e.g. reading) are offered a mentor. These mentors are trained sixth formers who meet regularly with the students to help with this area. 

• Some students who are identified as having additional needs are given a SEN SUPPORT PLAN, indicating strengths and weaknesses and coping strategies. This will be available to all teachers and will be updated as appropriate, at least annually and more regularly when needed. All students with a Statement of Special Educational Needs or and Education Health Care Plan will be given a key worker who will liaise with parents. 

• Regular half termly grades are sent home to parents, to indicate progress and effort of their children. Written reports are sent home twice yearly and all years groups have a parents evening once a year. Parents are encouraged to contact academic staff, including the Learning support department by email or phone, which will be responded to whenever possible within two working days. Face to face meetings with the SENCo, SEN Manager and Teaching assistants can be arranged whenever necessary. 

• Appleby Grammar School has an Inclusion Centre, which is a resource designed to support any students behavioural issues, avoid exclusions and increase attendance.

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

Students in Year 9 and parents are assisted with the choosing of “Option courses” , for those students in which a modified curriculum is appropriate. Various ASDAN courses are run by the Learning Support department, which focus on Life Skills. In addition Various AQA Entry Level courses are delivered.

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?

• Parents and all professionals involved with meeting the needs of a child with a Statement or EHC Plan contribute to Annual Reviews and receive copies of all reports and paperwork. The student is invited to join the meeting and share their views.
• Reviews are carried out in line with statutory guidance.
• Outcomes of intervention are evaluated and reviewed at least termly. Evaluated provision maps and next steps are shared with the Senior Leadership Team.
• The effectiveness of provision is evaluated through measuring the impact of intervention on student progress.
• Additional meetings may be held with parents and external agencies through the year as required.
• Progress of students with SEN Support needs is monitored termly in line with school assessment procedures. Internal tracking systems are used to highlight progress of individuals as well as identified groups.
• The SENCO or SEND Manager are available to discuss individual students at any point, usually by appointment to ensure privacy and confidentiality.

The effectiveness of our provision is measured in the progress that individuals and groups of students make over time. The school is required to measure progress using nationally agreed standards and criteria, as well as progress in individual social, emotional or behavioural targets

• There are parents’ evenings to discuss children’s progress. See also the section on teaching and learning above. The SEND Manager is available at every parent’s evening to discuss any concerns or worries that may arise at that time.

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

• Medication is administered by trained first aiders.
• All medication is kept under lock and key in the school office unless it requires refrigeration in which case it is stored in the office refrigerator. For the safety of all children, children may not carry medicines in school. The locked cabinet is clearly labelled and designated staff have access to the key.
• Medication in the cabinet is clearly labelled with the student’s name. Names are checked carefully and instructions read before a record of any administration is completed.
• Staff are trained to use epipens in an emergency.
• Instructions for administration are kept with the medicine or Care Plan.
• A Health Care Plan is drawn up in conjunction with parents and medical professionals. A meeting is called in school when the plan is agreed and signed by responsible staff.
• Health Care Plans are held centrally in the school office, circulated to staff as appropriate and reviewed by the school nurse at least annually unless circumstances change.
• All staff are briefed about children with medical needs. Additional training for staff or first aiders may be given by the school nurse or specialist nurse practitioners.
• In the event of a medical emergency, the member of staff is instructed to make an initial assessment and send for a first aider. The first aider will make the decision regarding treatment on the spot or whether to call for an ambulance. In the event of a serious incident, an ambulance is called immediately along with the emergency contact adult.
• The school does not have any health or therapist in residence. Any service can make an appointment to visit a child in school, with parental permission and subject to the school safeguarding protocols.
• There are regular visits from the school nurse, who has drop in sessions.
  • Risk assessments relating to an individual child’s needs may be carried out by external agencies e.g. the use of an electric wheelchair or mobility aids. In these cases, a detailed audit of the school will be carried out by a specialist e.g. physiotherapist, occupational therapist, specialist teacher.
  • The responsibility for travel to and from school is that of the parents and the local authority.
  • Form tutors will register and meet their form at the start of the day. A member of the learning support department may be in registration if necessary for individuals.
  • During break all students in years 7-11 must be on school site. There are many areas available for students to play or do independent study. The Learning Skills Room is usually manned at this time and students can seek help, advice or a quiet time out place at this time. This room is also available at lunchtime. The library and adjoining computer room is open at lunchtimes as a Homework club and supervised by members of the Learning Support department. Year 7’s only can also use the computers in Room 16 and Computer Room 1 is also open as a quiet place to work.
  • At lunchtimes, Students in Year 11 who are prefects and those who have acquired the number of required positive conduct points are permitted, with parental permission to go into Appleby. For those students in Year 11 with additional needs, teaching assistants will accompany students if necessary.
  • Students are given clear guidelines about the behaviour expected outside the classroom.
  • Supervision at break time is provided by teachers and teaching assistants. When required, one to one support is provided at break time for those children who require it e.g. children with a physical disability or those who find relationships with their peers challenging. At lunchtime, midday supervisors, together with teaching assistants provide supervision together with senior staff.
  • All school visits are risk assessed and processed through Kym Allan Health & Safety Consultants. Risk assessments are attached to forms, checked by the educational visits co-ordinator and delivered by group leaders/responsible staff. If appropriate, a trained first aider accompanies every educational visit.
  • Staffing for school trips is always maintained at an appropriate level for the activity being undertaken. Where individual support is needed the level is higher.
  • The school policy on safeguarding is very clear. It is inclusive and comprehensive and specifies additional requirements for SEND children.
  • The school’s anti-bullying policy is available on the school website and paper copies are available on request.
  • The schools policy on safeguarding is clear. Every member of staff has regular safeguarding training.

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

Teaching assistants have developed a range of specialisms through professional development, these includesupporting children with specific learning difficulties, autism, attention deficit hyperactivity disorder (ADHD), behavioural issues and Down’s syndrome.

I Noble is on The Register of Qualifications in Test Use (RQTU), which is the official record of all test users who have been awarded qualifications in educational, occupational or forensic context test use by the British Psychological Society. Members of the RQTU also agree to abide by the Code of Good Practice in Psychological Testing and to maintain their competence.

http://ptc.bps.org.uk/register-qualifications-test-use-rqtu?qs=282018&ret=n_

 I Noble is able to assess and apply for external exam special arrangements for students with a range of learning needs.

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

• Training is provided as required for individual teaching assistants as well as all teachers and teaching assistants. There is a team approach to SEND where staff are mutually supportive. Teaching assistants ensure effective support within the classroom, in small groups or on a one to one basis. In class subject support is usually given from subject specialist teaching assistants who work closely with the subject teachers to ensure intervention is specific and effective.
• The SEND Manager (I Noble) is qualified to carry out a range of other assessments if students are highlighted to us, either from staff, parents or students themselves. Testing for processing speed, verbal understanding, reading age, word recognition etc. can all be undertaken within school. In addition, Dyslexia and Dyscalculia screener tests are used, of which the results can be used to implement more specialist intervention or provide guidance to parents whether or not a formal diagnosis is appropriate. 

• All staff both teaching and non-teaching have undertaken training on understanding and meeting the needs of students with a range of different difficulties, both within the classrooms and at break and lunchtimes. Understanding how students’ needs can affect them and their learning is an effective way to be able to help the students achieve successes within the school environment. 

• Specialist staff including outside agencies have also provided additional training for staff on understanding various medical conditions, sensory impairments and emotional needs. 

• Updates are provided for all staff via the staff briefing meetings held regularly throughout the week, via email or through the SIMS system. External training is arranged and available to all staff teaching and non-teaching and advertised in the staff room. 

• The Learning support department meet weekly to discuss and share expertise and all staff attend INSET sessions when more in depth training and information is shared to facilitate and enhance the awareness and expertise of specialist staff. 

• Appleby Grammar School is a member of NASEN (National Association for Special Educational Needs) and staff attend conferences and training events. 

• Appleby Grammar School is a member of the EDEN SEN Cluster, which includes a number of Primary and Secondary schools in the Eden area. This cluster is an extremely effective way to network with other SEND professionals, access training and liaise with colleagues in local schools. 

• Appleby Grammar School is part of the South Lakes Federation of Schools and staff are able to benefit from the expertise of colleagues throughout these specialist schools.

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

• There are clubs running after school and at lunchtimes which offer a range of sporting, music, science, craft and board game activities.
• There are opportunities for children to learn a musical instrument at an additional cost.
• The school does not offer child care before or after school
• Lunchtime and after school sporting activities are organised by the PE Department. Boccia, Table football and football competitions are also organised by the learning support department, which, not only very enjoyable, helps students with motor and coordination difficulties
• The school library is open before school, break and lunchtimes. A Homework Club is run by the Learning Support department on a daily basis, to assist students with their work.
• All students are invited to participate and all extracurricular activities are inclusive.

Students are encouraged to apply for various positions of responsibility, e.g. anti bullying committee, Year 7 Mentors, Head boy/Girl etc.

How accessible is the setting/school/college enviroment?

• Appleby Grammar school is a smaller than average secondary school.
• Buildings are spread over 3 floors.
• There are 3 disabled lifts.  All parts of the building are accessible except 8 classrooms in the main block, where access can only be gained via stairs to the upper floors.
• During lesson changeover, students with additional needs leave the classrooms first, to avoid busy periods and to ensure safe movement. Support staff meet some students at the start of the day.
• All students and staff walk on the left to ease congestion at peak times.
• There are accessible parking spaces for the public and disabled persons.
• Spacious disabled toilets are available.
• There are disabled changing facilities available, including in the sports hall.
• Furniture is of age appropriate height for the age of children being taught in each classroom.
• The school uses visual timetables, photographs of staff and rooms to ensure students who need pictorial cues can access the timetable and become familiar with staff/rooms/facilities they will encounter
• The school has a range of ICT programmes for pupils with a range of SEND in addition to headphones, computers and an interactive whiteboard in most classrooms.
• Over the last 10 years the school has accommodated a number of children with a physical disability and has made use of a range of specialised equipment made available through liaison with health professionals e.g. physiotherapy, occupational therapy, specialist advisory teachers for Visually and Hearing Impaired.
• The school has a number of students with visual impairment and/or hearing impairment and has been successful in supporting these students to achieve
• School has all required policies and guidance in place. These are based closely on Local Authority model policies and guidance modified to account for individual school circumstances. These can be accessed from the school website or from the school office. For parents whose first language is not English, if necessary the school will seek to provide an interpreter to attend meetings. School aims to ensure that all communications in written format are clear and concise, but will inform parents, carers and families verbally where appropriate, but also through emails and texts.
• The school SIMS system is a tool which enables all staff to recognise positive effort, excellent behaviour and work of all students. This system ensures that all students are acknowledged and their positive attitude, social skills and efforts whatever their ability levels are recognised and rewarded.

SIMs can also be used to record concerns regarding behaviour and this is then followed up by form tutors, Curriculum Leaders or Leaders of Student Support. This ensures communication is effective and concerns dealt with quickly.

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?

Please see full SEN Information report

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

Please see SEN Information report

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

Please see SEN Information report

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

• A full staffing structure is available in the school prospectus which is available on the school website. The website is regularly updated and provides general information for parents, access to policies and procedures and help and advice for parents.
• Parents and carers are welcome into school. Appointments are made for specific meetings; however, if a parent arrives unannounced we do our best to accommodate them. Staff are always proactive and will seek meetings with parents if there are specific concerns at any given time or if they have noticed any changes in a student’s work or behaviour.
• There are parents’ evenings to discuss children’s progress. See also the section on teaching and learning above. The SEND Manager is available at every parent’s evening to discuss any concerns or worries that may arise at that time.
• Staff visit all feeder primary schools and meet both the Year 6 students and their teachers. Information is gathered on every students’ academic levels, their social and emotional and behavioural skills and also their home situations. Information regarding the support students may have accessed and any other relevant information is then fed back to the Head of Year and form tutors.
• School seeks parents’ views and feedback anecdotally through annual questionnaires, annual review parental advices, and signpost to the OFSTED parent view website.
• The school holds an open evening for prospective parents in the autumn term and an induction evening in July, as well as events relating to secondary school choices, curriculum information evenings and opportunities for parents to share class work in progress.
• There is an ‘Appleby Grammar School Friends’ Association and parents/carers and families are encouraged to actively support and participate.
• The first point of call for parents should be with the student’s form tutor. The next point of contact would be the Leader of Student Support with responsibility for pastoral care for the relevant year group..
• Within the Learning Support department, we are happy to be contacted by parents at any time, preferably by email.
• All students are issued with a Planner at the start of the year, which facilitates Home/School Contact.
• Some students also have a Contact book, which allows more detailed information to be sent home on a daily basis.

If parents wish to meet up, we would rather parents made appointments in advance.