What kinds of special educational needs does the school provide for?

Longdendale High School promotes the ethos of inclusion for all. Our school currently meets the needs of students with additional and complex needs such as:

  • Cognition and Learning
  • Communication and Interaction
  • Social Emotional Mental Health
  • Physical and Sensory

We constantly strive to improve and adapt our inclusion provisions to ensure that students needs are met.

How does Longdendale know if learners need additional support and what should I do if I think that my child may have special educational needs?

There are variety of routes into assessment of SEND and these differ from each individual need. We work very closely with our teaching staff to identify any areas of need and utilise internal and external methods of assessment.
 
These can be in the form of:

  • Access Reading Tests (online version)
  • Teacher curriculum assessments
  • Dyslexia and Dyscalculia screening
  • Specialist SEND teacher assessments
  • Educational Psychology assessments

In conjunction with the SEND Code of Practice, we will assess learners needs in the areas of:

  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental Health
  • Sensory and or Physical Needs

If you have any concerns contact the SENDCo, Trust Strategic Leader of SEND Ms J Gill, the Assistant SENDCo Mrs Parker or a member of the Inclusion team to discuss an assessment.

What happens if my child needs additional support?

You will receive a phone call or letter from the school if there is any need for your child to receive additional support.  This could mean that they will be added onto the inclusion register.  If a student is added to the inclusion register, they will have an Individual Education Plan that will be shared with you for your input before sharing this with their teachers.

How will school staff support my child in the classroom?

When a student is added to the inclusion register an Individual Education Plan (IEP) is created and shared with all staff. All staff are updated regularly of any additions to the register or changes in needs. Longdendale’s focus is on delivering quality first teaching to all students, enabling all students to achieve in the classroom through differentiation, guidance and support.

  • Resources are adapted to take into account visual impairments
  • Seating plans are prioritised carefully to account for individual SEND needs (e.g. hearing impairments)
  • Personalised strategies are shared on the IEP to assist with the teaching and learning of students with a range of SEND needs including ASD, ADHD and specific learning difficulties

In addition to this, teaching assistant support may be provided in lessons where students require additional support, allowing the qualified teacher the opportunity of working closer with identified priority students. Teaching staff work closely with the teaching assistants providing in-class support.

Where necessary, we work closely with external agencies such as the Educational Psychology service, CLASS, Speech and Language, Visual Impairment services and Hearing Impairment services, Healthy Young Minds and BLISS.

Regular training for staff is delivered around areas of SEND. Teachers and support staff are provided with regular email and bulletin updates about students with SEND, and are provided with agreed strategies to best support their learning.

Exam access arrangements are put in place, prior to the GCSE exams. This could include the use of a scribe, reader, computer reader, extra time, prompt or separate room.

Annual reports are sent home and progress is checked termly (more often in core subjects). This is available for parents/carers to view online through Insight. Progress and out comes are shared once a year at Parents Evening. Parents of SEND students can request an appointment with SENDCO/Assistant SENDCO at any of the Parents' Evenings regardless of which year group your child is in.

If appropriate we offer college based vocational learning for some of our students in Year 10 and 11. We offer programmes for some of our students through Power2Be Active and Teens and Tots, where students spend time gaining experience in a nursery. Whilst on the course students are supported to achieve an interpersonal skills qualification.

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

Longdendale offers a varied curriculum that can be adapted to meet the needs of your child. This can be in the form of:

  • Withdrawal from some tutor times and lessons for additional literacy and/or numeracy interventions;
  • Adapting the curriculum to take into account individual needs; and
  • Assessing students' entitlement to exam access arrangements
  • Sending regular progress reports home in order to review progress and targets at Parents’ Evening.
  • For some students it may be appropriate to access some alternative provisions.

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

Any students with an Education, Health and Care Plan will have an allocated amount of support that best meets their needs.  This is reviewed annually. Students that are SEND support could receive support that is reviewed half termly depending on their needs and progress.  The inclusion team will review their progress, targets and IEP termly. This is then reviewed by the SENDCo / Assistant SENDCo who will coordinate the provisions accordingly.

What support will there be for my child's overall wellbeing?

The school provides designated safe parking, drop off and pick up areas with pedestrian access. We ensure that any individual handover arrangements are made where necessary depending on the students’ needs. The school barriers are locked throughout the day to ensure the safety of all students.

During unstructured times, the ASPIRE Centre runs breakfast, break, lunch and after school clubs. These are staffed by the ASPIRE Team. The well-being of all students is a priority of all staff. The Inclusion team monitor and prioritize any concerns that are reported and act quickly and efficiently to deal with any concerns regarding student wellbeing. Staff duty teams also operate in key areas of the school and grounds.

There is a medical register used for school trips and all lessons including PE. Risk assessments are undertaken for faculties, selected priority students and for all school trips. The school’s business manager has the oversight of all risk assessments. All policies, including the bullying policy, are found on the school website.

Medication issued to a child must be in the original container from the doctors with the child’s name and prescribed dosage on it. All medicines are locked away and when given to the child, the person administering fills in the relevant form stating the child’s name, form, type, dosage, time and adds their signature. Medication held in school is checked termly to ensure it is still in date.

Individual Health Care Plans, where necessary, are drawn up and shared by the school. A copy of the care plan is kept in school and information circulated to staff through CLASS Charts and alerts if changes have been made. 

In a medical emergency, a first aider would be called to attend the casualty in the first instance. This would be quickly followed by contacting the emergency services. Parents/Carers would be contacted and the first aider would remain with the casualty until medical aid arrives.

The school nurse attends school to give updates on Epilepsy, Asthma, Diabetes and Epipen training. Training is also carried out for new staff. Defibrillator training is carried out by an external provider to key staff. A number of staff are trained first aiders, with the training updated every 3 years. Any other training is provided when required to suit the needs of individual pupils.

Students can access health and therapy services on the school premises provided by school staff and outside agencies including: CAMHs, health mentor, school nurse, Early Help, INSPIRE, smoking cessation and Branching Out. All of these services are run in conjunction with the Inclusion Team to ensure the promotion of emotional wellbeing and supporting students with their needs.

How will my child be included in activities outside the classroom including physical activities and school trips?

Students with SEND are encouraged to attend additional breakfast, break and lunch clubs and after school catch up sessions.

All trips and activities will have an exhaustive risk assessment carried out and support will be allocated to ensure that they receive a rich and varied curriculum.

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of life?

At Key stage 3, students are introduced to the school through primary visits with staff and peer mentors. The SENDCo or member of the Inclusion team will meet with the primary inclusion staff to gather information on the students and a transition package will be planned for the students with SEND concerns.

Transition includes:

  • Year 6 Induction Evening
  • Three-day Year 6 Induction Days
  • Peer Mentoring Scheme
  • Additional visits to the school can be arranged and photographs or transition books are created
  • Additional Induction Day for those with additional needs 

All needs of the students will be carefully considered for transfers and joining.  We currently put together a personalised transfer package that will ensure links with the other school and the Inclusion team at every stage of the process.  New students starting at Longdendale with undergo an initial assessment of their educational needs to ascertain whether there are any Special Educational Needs or Disability.  Depending upon the outcomes, an integration plan may be established. When students are put into forms, their SEND needs are considered.

At Key Stage 4, there is a comprehensive package of transition that links with colleges and training providers through the Positive Steps Service.  We arrange enrichment activities and visits to all of our local colleges.  The SENDCo/ Assistant SENDCo will coordinate the annual review meeting for any students with an EHCP to target the students next stages of life.

How accessible is the school environment?

Longdendale is a fully accessible school site and has disabled parking and full wheelchair access. At the heart of the school is the ASPIRE Centre. The Centre offers a nurturing and inclusive environment that is used as a hub for planning and meeting the needs of groups and individual students.

How do you involve other agencies in meeting the needs of learners with SEND and supporting families?

These are met by securing additional support and provisions from external agencies.  The wide range of services that we refer to are:

  • The Safeguarding Team at Tameside Children’s Services
  • The Early Help Team
  • A Common Assessment Framework (CAF), this secures support from other agencies for families and is often led by the school
  • The INSPIRE Team
  • Child Adolescent and Mental Health Services
  • Multi Sytemic Therapy Service
  • The School Nurse

Who can I contact for further information?

Further information can be found via the Tameside SEND Local Offer: https://www.tameside.gov.uk/localoffer

If you have any questions, contact the Tameside SEN Team on 0161 342 4433 or email the Tameside SEN Team via senteam@tameside.gov.uk

For support and advice contact Tameside Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) on 0161 342 3383 or email SENDIASS via sendiass@tameside.gov.uk   

If however you live in Derbyshire you can obtain further information about EHCP plans via the Derbyshire SEND Local Offer: https://www.derbyshire.gov.uk/education/schools/special-educational-needs/send/the-local-offer/the-local-offer.aspx

If you have any questions, email the Derbyshire SEN Team on sen.admin@derbyshire.gov.uk

Or by contacting Derbyshire Information, Advice and Support Service (DIASS) for SEND on 01629 533668 or email DIASS via ias.service@derbyshire.gov.uk