Local Offer

SENDCO :

Mr Eliyas Ahmed

Carlton Bolling     Undercliffe Lane

Bradford  BD3 0DU            01274 633111

e.ahmed@carltonbolling.co.uk

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The Local Offer or Summary of Provision

for children and young people with special educational needs or disabilities (SEND)

The Local Offer or Summary of Provision: For children and young people with special educational needs or disabilities (SEND) We are a fully inclusive school. We aim to ensure all pupils achieve their potential, personally, socially, emotionally and academically in all areas of the curriculum, (Regardless of gender, ethnicity, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure that we support all of our pupils including those with SEN in order that they can realise their potential.

Children may have special educational needs that require additional support when progress has slowed or stopped. We implement a graduated approach based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEN. This is based on an Assess-Plan-Do-Review 3 range structure. If a child has a Statement of Special Educational Needs or an Education, Health and Care Plan, then we provide the support detailed in the plan.

 

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Identification & Assessment: Students with SEN are identified in a number of ways:

  • Transition from primary school
  • Through data collection review
  • From parental concerns
  • Through concerns raised by teaching and non-teaching colleague

On entry to Year 7, all students are screened using the CATs screener. Once an initial concern is raised the following actions are taken:

  • Views of parents, student and teachers collected
  • The SENCO may conduct observations of the student in different situations
  • Data about the student will be analysed with the Assistant Head for the appropriate Key Stage
  • Intervention and support allocated as appropriate
  • External agencies involved when required.

Intervention and support will be undertaken through the Assess, Plan, Do, Review process.

Transition: Students with special educational needs will be identified as part of the Key Stage 2 to 3 transition process.  The SEN team will visit the feeder primaries of all those with SEN to talk to the SENCO, parents and students prior to transition day.  As a result of these conversations, some students may be offered additional transition visits.  The exact nature and amount of time for this will be determined on an individual basis.  Parents of students with identified SEN will be invited to a parent’s meeting to meet the SENCO, SEN teacher and other key SEN staff to discuss possible issues around transition and to explain in more detail what SEN provision might look like for their child.   Students will undergo baseline assessments in the Autumn term to establish which range they fall into and what level of support is required.

For transition from Key Stage 3 to 4, students will be allocated a pathway according to individual need.   This will allow access to appropriate qualification courses.  Option evenings will be held so that parents can find out further information about subjects.  Parents will be continuously consulted throughout the transition process.

Extended transition is also available when required between Key Stage 4 and Post 16 provision.  An initial discussion takes place in Year 10 and then a more in depth discussion at the beginning of Year 11 in conjunction with Connexions.    Secure links are established between Carlton Bolling and Bradford College.  Initial visits are undertaken prior to application for a place to find the most appropriate location and course, with further transition visits arranged according to the needs of each individual student. These visits include parents wherever possible. Referrals for additional support such as independent travel training are made as part of this process.

Additional support for learning: Progress is discussed termly between the SEN team and the appropriate staff.  Students on the SEN register, and those who are not making expected levels of progress, are identified through these discussions and placed on an appropriate programme of intervention. At this point, parents will be contacted and our concerns shared. Through this, targets for progress will be drawn up involving both home and college, to be reviewed at the next data collection point.  Support of this type is offered in all three core subjects and for behaviour. Parents are welcome to raise concerns at any point through contact with college staff and followed up by the SENCO as outlined above. The SENCO reviews progress of students who are offered intervention termly with SEN members of staff who deliver literacy, numeracy, RML and behaviour programmes. Team around the Child meetings and CAFs may be used where appropriate to support individual students and their families.

Parental involvement: There is an expectation that parents will be involved at all stages of SEN involvement through regular meetings with appropriate colleagues from the college. This may be with the SEN team. Specific, measurable, achievable, realistic and time limited targets will be set with the expectation that they are supported at home by parents as well as college staff to ensure maximum opportunities for student progress.

A fortnightly open ‘surgery’ is available for parents to discuss any concerns they have about their child’s progress.  Parents of students with identified needs will be invited to a separate transition meeting prior to making a choice for a secondary place and at the end of the summer term before their child attends the college.

For some students who need considerable additional support or who have a statement of educational need / Education Health Care Plan, Carlton Bolling offers them support through the Nurture group.  Students in this group still experience a broad and balanced curriculum but in much smaller group situations.  An experienced SEN member of staff works with this group, supported by SEN staff. The KS4 students in this group access Entry and Level 1 qualifications along with the ASDAN qualification. There is also provision provided for KS4 vulnerable students in the form of the Lifeskills programme run by SEN teachers.

Our offer at Ranges 1 to 3 for each area of SEN is described in the following document:

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