Hope School SEN Information Report (Local Offer)
|What should I do if I think my son / daughter may have special education needs?||
Hope School is a 203 place outstanding ( Ofsted June 2014 ) community special school catering for pupils with severe learning difficulties and is the designated school in Wigan for all pupils profound and multiple learning difficulties including complex medical needs as well as pupils on the autistic spectrum from the age of 2 – 19
We also offer provision for 19- 30 students with complex medical needs. A complex needs nurse is based at the school.
As well as a fully integrated nursery we also offer inclusion links at both primary and secondary schools across the borough
All pupils and students have in place an EHC Plan or a Statement of SEN. If you feel this needs adapting and/or updating at any time please discuss this at your son/daughters Annual Review meeting.
|What can Hope School offer?||
The school offers a specialised learning environment with a range of additional areas and resources to support SEN requirements for all our pupils/students.
The school has a hydrotherapy pool, multi-sensory studio, soft play area, sensory garden as well as play equipment. The school also has a mini bus to support our learning curriculum.
HOPE SCHOOL :
· Has a positive learning environment where new skills can develop and pupils can apply them in everyday life
· We encourage, support and challenge all to achieve and reach their full potential
· Embrace individual needs and promote independence and self esteem
· Develop and support all to lead a healthy life
|How does Hope School assess pupils/student’s needs||Pupils’ / students’ needs are identified before they enter Hope School. Should further needs be identified through the work staff do we can also access a number of agencies including ; school nurse, complex medical team, physiotherapist, occupational therapist, speech and language therapists, CAMHS social care etc.|
|Type of SEN provision made throughout Hope School||
All pupils’ / students’ have either a Statement of Educational Needs or Educational Health and Care Plan (Statements of Educational Needs will all eventually be updated to Educational and Health Care Plans)
As a result all pupils/students are catered for on an individual basis
How will staff support
All classes have a high staff–pupil ratio to support the diverse needs of all individuals Our multi agency support and practice ( Physiotherapist / Speech Therapists / OT / Complex
Medical Team etc) ensures all aspects of development have major impact on the whole future progress. Weekly meetings with agencies question and challenge their input within I.E.P’s so that strategies can be introduced, resourced and implemented within the context of the ‘school day’. I.E.P.’s are set for each pupil on a ½ /termly basis and are continually tracked and monitored to ensure both success and challenge and involve a multi-disciplinary approach.
How will the school prepare and support my son/daughter to join the school or transfer to another establishment?
The transition process usually starts with visits form the parents and prospective pupils/students. This is an informative look round to assist in their decision about the next steps.
They will also be invited to attend taster sessions to familiarise themselves with their new environment and meet new friends.
Sessions of taster days can be arranged to enable a smooth transition process.
Other relevant professionals will be involved such as nursing team, physiotherapist and speech therapist where appropriate.
Parents are also requested to complete an ‘All about Me’ form to inform us of various other factors such as siblings and relatives names / favourite foods and toys / hobbies etc During the year, in addition to parents evenings and annual reviews classes host coffee
mornings to socialise with parents and pupils/students as well as a variety of social functions.
How will I know how my son/daughter is making progressing?
All pupils and students throughout school and college have an IDP and /or Personal Pathway Routes and are set measurable targets which are regularly reviewed, monitored and updated as appropriate via :
– weekly liaison meetings with class staff
– weekly department meetings
– liaison meetings with therapy staff
|– meetings between assessment co-ordinator and class staff to ensure continuous progress
These are sent home for parents to comment and support. This rigorous tracking system is paramount to continued achievements.
Parents can also discuss progress at Parents Evening, the Annual Review and on a day to day basis via home/school diaries.
The impact being that pupils/ students are consistently on track to ensure pupils are ‘on track’ and if need be intervention strategies can be implemented immediately to ensure consistent progress.
How will I be involved in discussions about, planning for, and involvement in, my son/daughters education?
Parents and pupils/students are invited to school prior to starting at Hope School to ensure they have all the relevant information about their transition. Here, parents can also ask questions on a 1-1 basis, meet the staff and pupils/students can meet ‘new friends’ and look at their ‘new’ environment.
It is very important to us at Hope School that parents and families feel confident in the school and that we can nurture good relationships ensuring we have as much information about each one in order that we can offer the appropriate learning experiences for each individual to develop to their full potential.
On occasions we may need to discuss with parents about any challenges a young person may be having with their behaviour which will involve implementing a behaviour plan to support them in developing strategies to manage their behaviour. We believe that in consultation with parents/carers we can establish a consistent approach which can only be beneficial to the ongoing individual’s progress.
How will the curriculum match my son/daughter’s needs?
Our curriculum is based on the Early Years Framework and The National Curriculum which has been adapted to enable all pupils and students access. Within this framework we have also implemented a Multi –Sensory Curriculum alongside an Achievement Continuum enabling our profound and multiple learning difficulties pupils and student’s access and routes for continued progression.
|The Hope Early Years Centre and the Hope Children Centre have both been graded as Outstanding in their respective Ofsted Reports.
The Early Years Curriculum was deemed to be highly effective as well as receiving Best Practice Award from the Wigan Early Years and Children Care Partnership – ‘ It is carefully planned to meet the needs of young children with severe learning difficulties and children who transfer to mainstream primary at reception’
Other qualities reported in the Outstanding Ofsted Report :
– Children stay healthy and follow good hygiene practice and are aware of healthy eating
– Extremely welcoming, secure and safe environment
– Children are well protected as staff access child protection training following the correct procedures
– The quality of teaching and learning is Outstanding
– Children are valued, included and have individual needs met in an exemplary manner
– The quality of leadership and management of the nursery is Outstanding
Early Years track and assess through EYFS / Development Matters and EYFS Bsquared via the same principles as monitored through school.
Pupils and students across the primary and senior departments have full access to the curriculum with class groupings organised primarily to year groups.
The pmld pupils in specific classes work on a thematic multi-sensory curriculum which was instigated, planned and implemented by a school working party. The assessment tool which runs alongside this programme highlights the progression each pupil is achieving as well as identifying the QCA and Achievement Continuum level he/she is working within. The impact being that we can highlight the small progression steps of pupils working within P1 – P3 levels.
Each pupil has individual targets set and developing skills identified – P levels are assessed / targeted and monitored on a regular basis throughout the year as are the Early Years pupils who are continually assessed via EYFS
We are very pleased in the fact that many of our procedures and practices have been both commended and shared by local and other authorities and now other schools are either using our practices or adapting our strategies in their own establishments. These include :
– highly effective use of B squared
– in-house assessment system to measure % of achievement in Entry Level areas
|– an in depth assessment package which is monitored rigorously on a regularly basis throughout the year
– implementing the new curriculum
– development of functional skills across all departments
– individual targets and target review procedures
– liaison between education and other service providers
– continuous liaison between home and school
– involvement of pupils in own target setting and reviews where appropriate
– we continue to promote the importance of a multi therapy cohesion and have received positive feedback from Mike Ellis ( SIP co-ordinator for Special Schools and Inclusion) as part of his evaluation review on how schools co-ordinate the therapy services
– An assessment tool for measuring progress re: Functional Skills in line with Bsquared and QCA
At Post 16 we offer a range of work experience option matched to individual needs and choices were students apply for and are interviewed for via World of Work Wigan Supported Employment. We also run an Independent Travel Programme for students. A thorough recruitment process is carried out based on evidence from students and support from families/
Pupils and students are expected and encouraged to be as independent as possible and carry out class responsibilities.
Multi culture input is apparent and celebrated through Food Technology, art, music, R.E. all of which can be evidenced in curriculum files, planning documents and Progress Files. Other evidence of pupils achievement and enjoyment can be sought in :
– Annual Arts Week Celebration
– National Sports Week
– Curriculum Files
– Photographic evidence
– Video evidence
– School website
– Annual Book Week
– The Grange Café : for the local community run by our students
|– Lunch Club – students provide, prepare, cook lunch for the local community Post 16 students make Outstanding progress in relation to their individual targets and
leadership is Outstanding as based on lesson observation and overall student performance 100% students have achieved accreditation awards within their chosen option routes.
Students access provision at local training centres as well as work experience placements alongside running a weekly café and luncheon club. Post 16 students also access specialist teaching via vocational access – local colleges / florist at college etc.
The impact being that students are broadening their experiences and working as part of different teams, meeting and socialising with others of varying age groups which in turn enhances self esteem and confidence in the young person themselves.
WHOLE SCHOOL :
· Individualised communication routes
· Individualised IEP tracked, monitored and assessed on a termly basis
· Differentiated lessons
· Out of School activities to support and develop progress
· Networked planning
· Ongoing assessment
· Tracking on a termly basis
· Positive behaviour management
· Excellent resources including Hydro pool / Multi -sensory Studio / Rebound Therapy / School Nurse / Complex Medical team / Inclusion / Outreach including PD Outreach / 19-25 provision for severe and complex medical students
· Excellent ICT resources including ipads/communication aids/white boards in all classes
/ sound fields in all classes
· Access to specialised areas such as soft play, multi -sensory studio/ age appropriate outdoor ‘play’ areas /
· Access to enrichment activities such as hydrotherapy/swimming/athletics/sensory areas/local college inclusion/work experience placements/community cohesion/running a café
· Multi-agency meetings
· Risk Assessments relating to specific activities
INDIVIDUAL/GROUP TARGET SUPPORT :
· English and Maths support groups
· Communication passport
· Individual Education Plans
· Communication systems i.e. PECS / PODD / ipad
· Visual timetables
· Specific Behaviour Programmes
· Specific Health Care Plans
· Ongoing tracking, monitoring and assessment
· Team Teach Strategies
Choices are built into the school day across the full range of activities and for pupils of all abilities, the impact being that this promotes independence and raises levels of self esteem with pupils/students being encouraged to take responsibility for their own behaviour.
Pupil/students have strong relationships and are respectful of each other. This encourages an interest in improving communication skills as well as developing a multi- sensory approach.
The school governors are ultimately responsible for the progress and attainment of all the pupils although they delegate this responsibility to the Headteacher. Governors receive collated and anonymised data about the progress of cohorts of pupils/students and hold the Headteacher to account.
How is equipment and facilities to support pupils and students secured?
The school has many resources that allow us to support pupils/students effectively. Specialist resources are sourced when required to ensure individuals’ needs are met. Many pupils/students already have specific pieces of equipment ( wheelchair, standing frames, communication aids etc ) and these are used in accordance to the advice we receive from our Therapy Services. On occasions equipment needs replacing due to wear and tear or because an individual has outgrown it. Not all this equipment is the responsibility of the school but it is important to us to support the replacement of it in order for everyone to continue to progress.
|The school will also purchase equipment to enhance learning experiences, such as ICT resources, interactive equipment, communication aids , sound beam etc|
What specialist services and expertise are available at, or accessed by, the school?
All staff work as a united team and ensure the individual needs of all pupils’/students are met including: behavioural, communication, health and social needs. Additional specific advice and support and guidance can be accessed from:
· Speech and Language Therapists
· Occupational Therapist
· Visual Support Service
· Hearing Support Service
· School Nurse
· Complex Medical Team
· Educational Psychologists
· Clinical Psychologists
· Social Care Services
On site we have a Complex Needs Nurse and a visiting doctor and consultants. This is to ensure pupils are seen with ease and that parents can come to school to see the doctor/consultant as opposed to taking the pupils/students out of school, which can often be difficult or distressing for some of them.
Transport is provided by Wigan LA and we have a good relationship with the Transport Department to ensure pupils/students are transported to and from school smoothly and safely.
Students, where appropriate, also have access to work experience opportunities and we work closely with a variety of employers who are very generous in their provision of placements .
How does Hope School support students in preparing for adulthood, independent living and the next phase of their education, training or employment?
It is very important to us at Hope School to ensure that we prepare our students for the next step in life following Hope School and a great deal of emphasis is spent implementing individual progression routes to develop self- help and independent
There are opportunities to for work experience and college life and where possible we can build in a transition routes to ensure easy transition.
The Careers Service also take an active involvement through college life (14-19), getting to know each individual and their families to help choose an appropriate placement following school.
How are parents involved in the school?
· We welcome family involvement in ensuring a cohesive and progressive development of each individual pupil / student
· All pupils’ have a home school diary ensuring consistent 2 way communication link between home and school
· PMLD pupils’ / students also use Big Mac communication aids which encourage active participation
· Staff can contact parents if requested
· The school website is an excellent tool to access the schools current activities and programmes etc
· Classes regularly hold coffee mornings
· The school invites family and the community to attend assemblies and class performances throughout the year
· Parents can access training in various areas i.e. communication
· We have an active Parents Group run by parents of pupils and students in the school which meet weekly on a Wednesday morning in The Grange Building
· Our PTA meets termly and have been responsible for raising money for the school to support extra curriculum areas or additional resources.
· We regularly run social events for the whole family to attend – Bingo Nights / Spring Fairs etc
· Parents are encouraged to support pupils/students with any homework they may have which could be academic / developing social skills ( tidy bedroom) or communication development.
|· We also have parent representation on the school Governing Body|
What training do staff receive?
All staff at Hope School are continually accessing training and support to meet the needs of all our pupils and students.
We have a rolling programme of training for all staff ;
· Health and Safety
· Team Teach
· Positive Handling
Depending on the needs of pupils staff are trained in areas, such as administering rescue medication, tube feeding, tracheotomy use, use of Signalong / PECS etc. these areas are dependent on the needs of pupils and where needs arise we will train staff to ensure that pupils needs are cared for and that they can all access the curriculum equally.
· Induction programme for all new staff
· All staff access statutory Inset Days
· Curriculum development and implementation
· Specific training in-line with School Development Plan e.g. Autism / New Curriculum etc
INDIVIDUAL/GROUP TARGET SUPPORT :
· Administration of medicines specific to individual needs ( gastric feeding / management of seizures etc )
· Eye Gaze
· Smart Platform
· Early Bird
Can my son/daughter access external activities?
All pupils/ students can access out-of school activities as part of the curriculum.
Residential trips are offered in the senior department and parents are asked to pay as these are additional to the curriculum.
All trips and residential are covered by a written and agreed risk assessment
How accessible is the school environment?
We are a single storey school across 3 building. Each building is equipped with disabled toilets, showers and changing facilities. The bathroom areas are equipped with either ceiling or manual hoists.
Specific equipment and resources are accessed for individual pupil/student need as appropriate with staff
Covered disabled parking is clearly identified at the front of the main building.
Main access door in school are electronically controlled and pupils/students can press a pad to open doors independently.
The school is secure in that there are coded/electronic doors and all visitors are electronically signed in at the main reception.
Who, outside of school, can I turn to for advice and support?
We have a very strong Parents Group here at Hope School which meet every Wednesday morning in The Grange building and anyone is welcome to attend.
We can also recommend :
L.A. Parent Partnership Officer : Contact Sheila Robinson : 01942 486131 Parent Support Advice : 01942 233323
To find out what is available from the L.A. please visit the Councils website
|Where can I find information about Local Authority provision for children and young people with SEN?|
How should complaints regarding SEN provision be made and how will they be dealt with?
Initially, if you have concerns about the SEN provision your son/daughter is receiving you should contact the school.
Depending on the complaint being made we will direct you to the appropriate person. The school has a Complaints Procedure should parents require it and this can be obtained from the school.
Who should I contact for further information?
Please contact Sue Lucas, Headteacher, at the school for further information. Telephone 01942 824150