We recognise that all boys have needs as individual learners. Within Support for Learning, we aim to provide guidance and support to boys, whether long or short term, as part of the overall education provided by Newcastle School for Boys.

 

Key Principles

 

Definition of Special Educational Needs

A pupil is recognised as having Special Educational Needs when his learning, emotional, behavioural or physical needs are significantly different from those of the majority of boys of the same age at a given time.

 

Identification of boys with Special Educational Needs

A combination of procedures is used when identifying boys in need of extra support. These include:

Provision of Support

If, following assessment and differentiation within class, the pupil shows difficulties the pupil’s progress is then discussed with the form tutor/class teacher, subject teachers (if appropriate), parents and with the Support for Learning teacher. This will include analysing any assessment data accumulated on the pupil. It may be felt that at this point a short period of work with in a ‘booster group’ would be beneficial to accelerate learning within a particular area of the curriculum. In these cases, the teacher or support teacher will work with a group of boys either in the classroom or on a withdrawal basis with a programme of work clearly matched to the needs of the group. These boys are not on the Special Needs Register but their progress is closely monitored.

In Year 2 and above the programme of work might include using the SuccessMaker Integrated Learning Programme to overlearn basic literacy or numeracy skills. The work would be closely monitored to check progress against clearly set out targets.

However, if following this, additional support progress is still a cause for concern and the pupil is still experiencing difficulties, further diagnostic assessment is undertaken. In some cases, if the initial assessments indicated significant difficulties and very little progress in relation to his peers a pupil will move immediately to these more detailed assessments. These assessments are undertaken if the pupil has significant difficulties in any of the following areas:

The relevant test or tests from the following list are used:

The pupil’s progress is then again discussed, using the diagnostic testing results usually in a meeting with the parents, the SENCo (or Support for Learning teacher carrying out the testing) and with all staff concerned. Older boys will also be included in the meeting.

An Individual Education Plan (IEP) is then drawn up if this is considered the best way to help the pupil. For younger boys in the School this would be the start of Early Years Action. For older boys it would be the start of School Action. The IEP is placed within the shared area of the computer network to allow for access by staff.

 

The school, in general from this point, follows the main guidelines of the Code of Practice. The procedures used are identified below:

School Action (Early Years Action for younger boys)

Within the IEP, short term targets are set out with regular reviews involving school, parents and the pupil concerned if he is old enough to monitor progress.

 

School Action Plus ( Early Years Action Plus for younger boys)

If despite receiving an individualised programme little progress is being made, the Support for Learning Teacher collects all the relevant data, and a joint meeting between school and the parents is held (and the pupil concerned if appropriate) in which a formal assessment using outside agencies (e.g. Speech and Language or Dyslexia Action) may be recommended. If this is carried out an amended IEP is drawn up following the recommendations of the report. If the external support agencies remain in contact with the school and provide support/advice then the pupil moves on to School Action Plus (Early Years Action Plus for younger boys). In the event that a pupil’s needs cannot be met by the provision at this stage, the parents or school may decide to apply for assessment for a Statement of Special Educational Needs from the local LEA.

 

Referral for Statutory Assessment

If a statement is deemed necessary, the SENCo will continue to draw up IEPs following consultation with parents, staff and the pupil concerned. The SENCo will also arrange monitoring and regular review of provision.

Strands of Action:

Home-School Partnership

 

Curriculum Provision and Teaching Methods for boys with Special Educational Needs

The boys are fully integrated within the school as a whole. The curriculum aims to provide effective learning opportunities for all boys. All staff are aware of the boys receiving support and the atmosphere throughout the school is one of understanding and encouragement. The specific needs of the boys are taken into account within planning with high expectations the key to work set. Tasks may be differentiated so that the boys work within their own level but are constantly challenged. This includes teaching styles and classroom organisation, both of which may be adapted to allow all boys access to the curriculum. Specialist equipment may also be utilised to allow all boys to access the curriculum. Additional staffing may also be used. Work is continually assessed, the results of which are used to inform future planning. Individualised teaching programmes are used to directly target a pupil’s difficulties. Progress is discussed at regular reviews. These are held at least twice a year but are often more frequent than this . There is close liaison between all staff so that all are aware of current difficulties and how these may affect performance/attitude within class. When a pupil requires help from the Support for Learning Department a multisensory technique is adopted. .Maintaining the pupil’s positive attitude towards the work is of utmost importance throughout the teaching programme so targets are carefully chosen to allow boys to experience success. The pupil may also be encouraged to continue to use the SuccessMaker Integrated Learning System to boost literacy or numeracy skills. Boys are encouraged ultimately to become independent learners.

 

Grouping for teaching purposes

The Support for Learning teacher or teaching assistant may work in class with a pupil within a small group. The pupil may also be withdrawn from some lessons to have extra support to address the specific targets on the IEP. Some boys in Year 5 and over may attend ‘out of normal school hours lessons’ at lunch-times or at the start of the school day. When this happens it will nonetheless be in the context of the inclusive curriculum. Records are kept and shared to help with future planning.

 

Special Educational Needs and Boys with Disabilities

Steps are always taken to ensure that a disabled pupil is not treated less favourably for reasons relating to his disability. This includes disabled boys who apply for admission to the school. Reasonable steps are taken to ensure that any boy with a disability is not placed at a substantial disadvantage compared to those who are not disabled. This includes considering the way the curriculum may be accessed, the methods used to provide information for disabled boys and access to the school buildings. This policy includes all extra-curricular activities and school trips. Curriculum access and assessment, access to the buildings and the way information is provided are continually under review within the Accessibility Plan for the School. Adjustments in all three areas are planned for within the short, medium and long term targets detailed in the Accessibility Plan.

 

Admissions

All prospective parents are encouraged to raise any specific learning needs their son has (whether these have been formally identified or not) with the Headmaster or other senior staff before the offer and acceptance of a place. The Head of Support for Learning may also be invited to contribute to the selection process either through the discussion of needs with parents and/or boys and providing additional assessments to provide a more comprehensive picture of individual boys’ strengths and weaknesses in order that we can establish whether or not we have the specialism to provide the right level and type of support in the best possible way right from the start of a boy’s school career at Newcastle School for Boys.

Examination Procedures

Special arrangements are made for boys whose difficulties have been formally identified in order that they are not disadvantaged by their disability. Boys may, for example, be given extra time if their reading age is well below their chronological age. For some boys the formal assessment of their difficulties states exactly how much extra time can be given. Boys may also have a paper read to them so that their difficulties in reading do not disadvantage them with comprehension of subject content. This may be as part of short term testing through the term or the summative assessment at the end of a year. A different format for exams may also be used, e.g. beige coloured paper. Occasionally the boys will not sit an examination in a particular subject at all as they have had extra support during part or all the time of that subject (e.g. French).

 

Arrangements for boys with special educational needs when the boys move up from one site to the next

It is important that the move between sites is made as smoothly as possible for all boys. This is particularly so for boys with special educational needs. Continuity throughout the school is vital for these boys and strategies already put in place should be continued through the different areas of the school if they are still appropriate. Liaison meetings are held between the existing class teachers and the new class teachers (including support assistants) for boys moving between North Avenue and West Avenue. At all summer term review meetings of boys who are also on the SEN register the new class teacher is invited to the meeting if possible in order to meet with the parents as well as learning about the needs of the pupil concerned.

There is a liaison meeting in the summer term for teachers of boys in Year 5 moving to The Grove site to meet with teachers at The Grove so that all difficulties can be discussed and the new staff are aware of the strengths and difficulties of these particular boys and that there is time to plan for their specific needs. Parents are always encouraged to meet with the relevant staff to discuss any concerns they may have.

 

Working with other professionals

Before entry to school, discussions are held with the parents so that they have the opportunity to make us aware of any difficulties which have required specialist help so that we are able to provide the best possible support to the boy.

With parental permission, the school also contacts outside agencies that may provide support to a particular pupil. These may include:

 

Timetabling

Support for Learning provision is considered an integral part of the education at Newcastle School for boys. For some boys the support is long term. When this is the case the lesson time required is included when the timetable is drawn up for the year so that it forms part of the curriculum.

When assessment shows that a new or existing pupil would benefit from some individual or small group work, the timetable for this pupil is carefully drawn up to take account of the pupil’s strengths and preferences as well as using the advice of staff and parental requests. In Year 6 and above boys remain in the core subject lessons and usually are withdrawn from the non-core subjects. Some boys also choose to have lessons within their own time.

 

Assessment and Review of Progress

Each pupil’s progress is carefully monitored through the use of:

Regular review dates are set for all boys on the Special Needs Register. IEPs are reviewed at least twice a year and parents and boys (where appropriate) are invited to discuss the targets.

Following each review and evaluation of progress decisions are made as to the new targets to be set, how to achieve them and whether the pupil needs more support or is making sufficient progress to reduce the support. In the event of a pupil being removed from the Register, he will continue to be monitored and be put back on the Register if necessary. Year 3 and above boys also complete a ‘Review of my Progress’ once a year.

 

Boys with English as an Additional Language

Boys attending Newcastle School for Boys whose first language is not English may require extra educational support if their understanding of English does not match that of their peers. In these cases the member of staff with expertise in teaching boys who do not have English as their first language will help to assess the pupil and will draw up a programme of work to help develop their command of the English language. These boys will not be placed on the Special Needs Register unless their learning difficulties can be attributed to factors other than lack of competence in English.

Gifted and Talented Boys

We recognise thatgifted andtalented boys ( gifted and talented boys being identified as ‘having one or more abilities developed to a level significantly ahead of their year group’) also require support and challenges so that they, too, have high self esteem, and have high personal expectations. The Head of Support for Learning works closely with the member of staff responsible for gifted and talented boys up to Year 5 and the member of staff responsible for gifted and talented boys in Year 6 and above so that there are stretching and challenging opportunities for these boys both inside and outside the classroom.

 

Teaching and Learning

Boys learn in different ways and have a preferred teaching style. We appreciate that the boys’ needs will change as they move up though the school and older boys may well need guidance over managing their work so that they make the most effective use of their time. The Head of Support for Learning will liaise with the member of staff responsible for teaching and learning in order that all boys are given the best possible support when required.

 

Staff Development

All members of staff in school are encouraged to attend conferences and training days. The INSET budget supports any teacher wishing to attend a course on any aspect of special educational needs relating to their subject or year group. All staff are encouraged to place information about SEN courses attended in the Shared Area. The Head of Support for Learning also contributes to inset provision.

 

Procedures for Monitoring, Reviewing and Evaluating the Policy

The Head of Support for Learning is responsible for monitoring the effectiveness of the Support for Learning policy.

This is undertaken by:

Each pupil is assessed by regular testing. If a pupil has made significant progress, following discussion with the parents and relevant staff he may be removed from the Register. Any pupil can be re-registered at any point in the future if it is considered necessary.

Complaints Procedure

If a parent has concerns about the SEN provision their son is receiving, they would be encouraged to contact the Form/ class teacher or the Head of Support for Learning. If still unhappy they would be invited to discuss the matter with the Headmaster or a member of the Senior Leadership Team. In the event that their concerns were still not resolved they would be advised to contact the Chairman of Governors.

Staff:

SENCo: Mrs S Makey

Support for Learning Staff :

Teaching: Mrs S Makey

Mrs N Reeves

Auxilliary

Mr P Banks

Mrs J Callendar

Mrs N Vlark

Mrs L Dickinson

Mrs J Haslam

Mrs J Reid

Mrs K Smith

 

 

Mrs Reeves

Auxiliary Mrs N Clark

Mrs J Callendar

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