Kemball School SEN Information Report 2019-20

Kemball School SEN Information Report 2019-20

reviewed July 2019

Kemball School meets the needs of pupils with cognition and learning needs (PMLD, SLD, MLD). The school specialises in complex physical and medical requirements for individual pupils who need this additional support. All pupils will be under assessment or have an Educational Health and Care Plan (EHCP).  Kemball School is a purpose built school and is fully accessible for wheelchair users, being on one level.

The admission of pupils to the school is largely controlled by the Local Authority (LA). The LA follows the procedures described in the SEN Code of Practice and may recommend a place at the school.  If the offer of a placement is accepted then the school would wish to make the transition as easy as possible for the child and his or her parents. The school actively encourages prospective parents to visit the school and encourages them to bring members of their family with them. Further information on the admissions process to our school can be found on our website. If a pupil is eligible for transport, then this is organised by the LA not the school.  Transport staff are employed by the transport companies.

Our school is a place where everyone is treated with dignity, with respect and is of equal worth.  We aim to create a happy and secure learning environment where all pupils/students needs are met and where achievements and success is recognised and praised.

The school evaluates the effectiveness of its provision in the following ways:

Arrangements for assessing and reviewing the progress of pupils

  • Rigorous class monitoring procedures in place
  • High quality CPD and Performance Management for staff
  • B Squared assessment system - Engagement and Progression Steps
  • Progress data analysed termly
  • Individual Education Plans
  • B Squared targets
  • Annual Review
  • Achievement data analysis
  • Internal and external moderation arrangements
  • EHCP progress tracker
  • Evidence for Learning 
  • Engagement scale profiles

Our approach to teaching pupils:

The school aims to offer a curriculum which provides a broad and balanced education relevant to each pupil’s needs that focuses on independence and preparation for adulthood. In addition the school also provides the following:

  • Enhanced staffing levels
  • Typically 1 teacher and 2 qualified teaching assistants to an average class size of up to 12 pupils.
  • 1 teacher and up to 3 teaching assistants for pupils who are educated within our multi-sensory/engagement pathways
  • Differentiated activities linked to ability and next stage of progress
  • TEACCH strategies where necessary
  • Use of Makaton, Picture Exchange Communication System (PECS), PODD and  other  systems appropriate for the individual that establish communication
  • Links to Post 16 providers,  Further Education colleges and community groups
  • Staff have ongoing training in order to support pupils individual needs
  • Individual Education Plans
  • Outreach provision if needed

Strategies to support literacy/speech and language

  • Phonics based reading scheme
  • Use of Makaton
  • Accelerated reading
  • Read Write Inc phonic programme used throughout the school
  • Practical and multi-sensory approach
  • PECS/PODD/Communication books
  • Boardmaker symbols used throughout the school
  • Individual, small group and whole class  teaching strategies
  • Speech and language interventions
  • The school employs speech and language assistants for two day a week
  • Individual targets linked to B Squared
  • Homework activities that support classroom learning

Strategies to support maths

  • Numicon resources
  • Practical and multi-sensory approach
  • Individual, small group and whole class interventions
  • Individual targets linked to B Squared
  • Homework activities that support classroom learning
  • Easi- maths computer program

Access to a supportive environment - IT facilities/equipment/resources

  • Strong emphasis on E-Safety - 360 degree E-safety accreditation updated May 2019
  • Interactive whiteboards in every classroom
  • Access to computers/iPads for all pupils
  • 2 interactive sensory rooms
  • Interactive touch screen plasma TV’s
  • Big Mac switches/switch operated resources
  • Power links
  • Sound fields in each teaching area to support hearing impaired pupils
  • Continuous  ICT support from RM which includes a programme of professional development for staff
  • In house Computing lending library 

Strategies to enhance self-esteem/promote emotional well-being/support behaviour

The school places a high emphasis on enhancing emotion and social development and also supporting behaviour.  We do this in the following ways:

  • Staff are trained in MAPA de-escalation and positive handling skills. If needed, behaviour plans are put into place. These are shared and agreed with parents to ensure consistency in approaches.
  • Reward and recognition systems.
  • PHSE curriculum
  • School trips
  • Work experience opportunities
  • Lunchtime/after school clubs
  • Liaison with CAMHS
  • Employment of CAMHS disability nurse (1 day per week)
  • A philosophy that meal and break times are an important part of the teaching day. These periods allow pupils to socialise in a structured, safe way.  They gain important skills in developing friendships and co-operation etc.

Strategies to support Occupational Therapy/physiotherapy needs

The school was designed by staff to enhance working practices and enable all pupils to access the curriculum.  This includes the following:

  • Rebound therapy
  • Hydrotherapy pool
  • Visiting physiotherapists - 3 days a week
  • Adapted cutlery, furniture and equipment e.g. Standing frames, walkers
  • Specialist seating if required
  • Ceiling  tracking and hoists in all classrooms, hygiene suits and specialist areas such as sensory rooms
  • Indoor and outdoor Play Areas specifically designed to encourage physical and cognitive development.
  • Links with Children's Choice occupational therapists who provide sensory assessments if needed 
  • Individual sensory equipment and fully equipped sensory diet room

Access to medical interventions where appropriate

The school works receives advice from a range of health professionals in order to meet the needs of the students.  This culminates in the following provision for pupils who have additional medical needs:

  • Personal Care Plans
  • Staff trained in the administration of medication
  • Visiting school nurse
  • Visiting consultant pediatrician and dietician who hold regular surgeries at school
  • As appropriate, staff are trained in PEG feeding, epilepsy rescue medication, stoma care etc.
  • High proportion of First Aiders
  • Qualified Pediatric First Aiders
  • Contact with external agencies such as the community nursing team, respite providers and children’s hospices.

Engagement with parent/carers

At Kemball, parents are fully included in the process of working with their children/young adults.  This includes:

  • Initial visits to school
  • Transition meetings
  • Daily home school diary for information exchanges and key messages
  • Home visits
  • Newsletters
  • Regular phone calls and open access to staff at certain times of the school day
  • 2 Safeguarding Assistants who provide Home/School links assisted by a bi-lingual support worker
  • 2 parent governors
  • Achievement assemblies
  • Class assemblies and school productions
  • Annual Review process
  • Text message service
  • Regular coffee mornings
  • Weekly parent support group
  • Regular questionnaires to seek parental views
  • In house training and courses run throughout the year
  • Parent involvement in changes in school through informal and formal consultations
  • End of year progress report
  • Parent/career consultation meetings

Liaison/communication with professionals/specialist expertise

  • Educational psychologist and CAMHS disability team
  • Physiotherapists
  • Speech and language therapy
  • Occupational therapists
  • Health Service
  • SEND VI/HI
  • Sports coaches
  • Counseling
  • Music tutors
  • Links with OSSMA  and other high schools
  • Keele University, Manchester Metropolitan University
  • Further Education Colleges
  • Volunteer workers
  • Visiting artists

Specialist expertise in school

The school has a policy that aims to equip all staff with those skills and knowledge that are necessary to be effective in preparing pupils to become as independent as possible.  The policy also provides opportunities for personal development, which in turn benefits the children in school.  Parents can be assured that professional standards are high and staff in school are given every encouragement and opportunity (within the given resources) to develop their skills in teaching and learning. All staff have clear job descriptions which detail the required qualifications for each post in school. The school has the following specially trained staff:

Makaton tutors                                Rebound therapists                        Manual Handling trainers

ASDAN assessor                            Read, Write, Inc trained staff          Numicon Advocate School

 

The arrangements for consulting parents and involving them in the education of their child

Class teachers produce an annual report that highlights the progress the pupil has made towards EHCP outcomes. This forms part of the Annual Review meeting, where progress is discussed and milestone targets are agreed, for the next academic year.  In addition to this, parents are kept up to date with topics taught, progress and achievement throughout the year. Parents/carers receive an end of academic year progress/achievement report and a teacher consultation meeting is arranged at the end of the summer term to give parents/carers the opportunity to discuss the contents of the report. Additional meetings can be arranged by request.

The arrangements for consulting young people and involving them in their education

Pupils share their views and opinions of school life by completing a pupil comment sheet and yearly questionnaire. This is done with appropriate support from class staff. The pupil comment sheet is included in the Annual Review.  Pupil representatives from each class are active members of the School Council, Eco Committee and E Safety Committee. These members assist in making decisions on a variety of school issues including staff recruitment.

Arrangements for supporting pupils in transferring between phases of their education or preparing for adulthood and independent living.

We place a great emphasis on supporting pupils who are moving between different settings. A comprehensive transition process has been established to support pupils who are new to our school, at whatever age or stage of their education. In addition all transitions are well planned throughout school as pupils move from class to class and phase to phase. Parents/carers always have the opportunity to meet the new teacher and class staff.

From Year 9 onwards parents are supported and encouraged to consider Post 16 options as part of the yearly Annual Review process.

Pupils leave school at some point in their 16th year (usually at the end of the academic year), depending on the date of birth and chosen destination.  The school has a post 16 provision for PMLD pupils, who have complex medical needs. Other pupils will continue their education at different establishments. From Year 9, pupils follow the ASDAN accredited scheme. ASDAN education develops skills for learning, employment and life.  Through the flexible and activity based approach, teachers and learners can work with a curriculum that inspires, leading to accreditation that has meaning.

Complaints Procedure

The process for complaints is available within our complaints policy found on the website.