How do you know if my child is making progress?

All interventions and support offered to students with special education needs is tracked through our provision mapping process. 

The progress of students with special educational needs will be reviewed regularly in line with the college’s progress tracking systems and the Education, Health and Care Plan (EHC) processes.

In reviewing the progress of students with special educational needs and evaluating the effectiveness of the provision, a range of evidence will be taken into consideration:

• analysis of progress tracking reports and testing and assessment processes
• analysis of behaviour and attendance records and liaison with Education Inclusion Partnership Team
• analysis of progress through any intervention processes
• observations of teachers and Learning Support Assistants (LSAs)
• work sampling on a termly basis
• discussion with individual students and staff
• consultation with parents or carers at student progress review evenings and other meetings

How do you evaluate provision?

Monitoring and evaluating the impact of this provision is co-ordinated by the Learning Support Manager, in liaison with the SENCO. 

Where provision is shown to be effective and having a positive impact on progress, it will be continued if required.  Where a student is not making the progress expected, adjustments or improvements to the provision will be made.

How do teachers support students with SEND?

All teachers are teachers of special educational needs and all students should have access to high quality learning and quality first teaching. Where a student has special educational needs, it is expected that the learning activities in the classroom are suitably differentiated to allow them to access the curriculum and make progress.

For some students with special educational needs, more specialist provision may be required and a combination of strategies may be used, such as:

• individual in-class support or individual withdrawal provided by a Learning Support Assistant (LSA)
• small group or individual specialist teaching for a specific period of time
• mentoring support
• in-class access to ICT facilities or other specialist resources

How does the school adapt the curriculum and learning environment for students with SEND?

Through effective provision mapping, students with SEND needs should be able to fully access the relevant year group or key stage curriculum, in accordance with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014, and make progress.

However, where needed, reasonable adaptations to the curriculum and learning environment will be made.  This may include the ability to access ICT more frequently than other students or a reduction in the number of subjects studied. These adaptations will be considered as part of the evaluation of progress for each individual student.

Within lessons it is the teacher’s responsibility to differentiate learning. Strategies to support students identified with SEND are included on a Pen Portrait for staff to access. All information about students with individual needs can be found on our secure central area.

What activities are available for students with SEND in addition to those available in accordance with the curriculum?

We offer a range of extra-curricular activities for all of our students and promote an equality of access for all.  These activities offer the opportunity to further extend learning and include trips and visits and a range of sporting and performing arts clubs.

Where reasonable adjustments need to be made to accommodate students with special educational needs, these will be put in place. Risk assessments will be completed for each trip and the needs of individual students are considered as part of this process. A decision will then be reached by the SENCO, in collaboration with parents or carers, to decide whether or not it is possible for the student to attend. The safety and well-being of all concerned has to be considered as part of this process.

If a student with special educational needs would benefit from a particular enrichment activity, where reasonable, we would seek to provide this or signpost parents or carers to relevant external organisations.

What support is available for improving the emotional and social development of SEND students?

The college has a designated SEN Learning Mentor to ensure students with special educational needs who would benefit from emotional and social support receive this.

What training have your staff received to meet the needs of students with SEND?

As a college we will ensure that all staff are trained as required to meet the needs of students with special educational needs.

The SENCO is a trained teacher and has responsibility for co-ordinating staff training, supported by the Learning Support Manger, who has a wide range of expertise.  They are supported by a team of experienced Learning Support Assistants (LSAs) who have expertise and training in a range of areas.  

Where it is identified that there is a training need for an individual or group of staff, this will be provided as required.  Where expertise does not exist within the college, we will work with external partners and agencies as required, such as the Educational Psychologists service and Speech and Language therapists to increase expertise to the standard required.

How will equipment and facilities to support students with SEND be secured?

The college has been modified to increase accessibility for those with physical impairments.  These include: a series of automatic doors; disabled parking spaces; where access to specialist facilities is not provided for by ground floor accommodation a lift is in operation; we also have a physio-therapy suite. Please see our Accessibility Plan for more details.

Students have ICT access throughout the entire school through desktops, laptops or tablets and we have access to Reader pens and recommend various assistive technology tools to support individual needs.

Individual needs of students are reviewed regularly and where additional equipment or changes to facilities are required these are discussed with the Principal and decisions made with regards to reasonable adjustments.

How and when do you consult with parents/ carers of SEND?

The school aims to work in partnership with parents and carers. We do so through our regular communication processes, including fortnightly newsletters, annual Student Progress Review Evenings and our reporting processes.

In addition, where a student has special educational needs, parents and carers will be contacted by the relevant staff to discuss ways in which they feel the college can help their child and agree targets and support processes in line with the graduated approach.

Where a parent or carer requests additional meetings during the year to discuss their child’s progress, these will be provided by prior appointment.

The college will signpost parents and carers to relevant external agencies who may be able to provide further support and guidance.

How do you involve students with SEND in decisions about their education?

We recognise that all students have the right to be involved in making decisions and exercising choice.

In lessons, all students are involved in monitoring and reviewing their progress through our ‘closing the gap’ process where they review their progress, set targets and monitor their success at achieving the targets.

Additionally, all students are mentored by their tutor following our progress tracking weeks, where relevant targets are set and then reviewed.

Where a student has special educational needs, they will be encouraged to review their progress with the relevant staff, involving parents or carers where necessary, and to suggest ways in which they can be further supported in line with the graduated approach.

Students with EHC Plans are involved in their Annual Reviews and their thoughts are central to the process. They are encouraged to contribute actively to the process. Students are supported by Learning Support staff for annual reviews, curriculum options, transition, and external agency meetings.

What is the process for dealing with complaints from parents of students with SEND involving college provision?

We would hope to be able to resolve any concerns that a parent or carer has through an informal process. Any concerns relating to the learning support provision should be initially directed to the SENCO.

Any concerns relating to a specific subject should be directed to the Progress Leader.

However, if a parent or carer remains dis-satisfied, then a formal complaint should be made to the Principal following the college’s complaints procedures, details of which can be found on the college’s website.

Any complaints relating to an individual member of staff should be directed straight to the Principal.

How are other bodies involved in meeting the needs of students with SEND and in supporting their families?

In providing the best quality of education for students with special educational needs, where it is felt necessary, we would seek the support of other agencies and external partners and/or signpost parents or carers to this external support.

We invite all relevant agencies to annual review meetings, transition meetings and specific provision planning meetings involving students with special educational needs in our college. For students with Education, Health and Care Plans, we comply with requests from independent facilitators to provide information and cooperate fully with other agencies.

What support services are available for parents/ carers of students with SEND?

Support for parents of students with SEN is provided by the Information, Advice and Support Services Network (IASS). Details about the support they provide and how to contact them can be found on their website: www.iassnorthants.co.uk

What arrangements are there for supporting students with SEND in transition?

We have in place processes to ensure smooth transition into our college from a previous phase of education and from our college into the next phase of education.

For Year 6 to Year 7 transition all feeder primary schools are visited by a member of staff. Information about students with special educational needs is collected. The SENCO identifies suitable secondary teaching strategies. Information is shared with all teaching staff in preparation for the student's arrival in September. All Year 6 students have a transition day before starting in September and some students with specific special educational needs have several visits to the college, to familiarise themselves with key staff and the learning environment.

During Years 8, 9, 10 and 11, the Learning Support Manager works with our Independent Careers Advisor to support students with identified special educational needs with transition to Sixth Form or further education. Information is passed on to the college of further education establishment to ensure they are aware of specific needs and strategies to support. The Independent Careers Advisor, will actively advise and gather information during Year 11 to ensure all students are successful with applications for their next steps.

We ensure early and timely planning for transfer to a student's next phase of education and, in the year before the year in which they leave, offer transition meetings to all students in receipt of special educational needs support.

Students with Education Health and Care Plans will have next phase destinations and transition arrangements discussed at the Annual Review.

How do I apply for a place for my child who has SEND at The Latimer Arts College?

If your child has an Education, Health and Care Plan (EHCP): The Education, Health and Care Team (EHCT) will send you a letter seeking details of your school preference. You will be asked to return your preference within 15 days. The EHC Team will contact The Latimer Arts College to see whether we can meet the needs of the young person. The Latimer Arts College will do all we can to accommodate the needs of the child but in instances where it is felt that we would be unsuitable for the age, ability, aptitude or SEN of the child, or ‘others’ meaning the children or young people they will directly come into contact with on a regular day to day basis, we will be transparent about this and liaise with the Local Authority in line with the Children and Families Act 2014. You will be informed of the outcome of this consultation by 15 February of the year in which you are applying. If The Latimer Arts College is named, you will be invited to discuss the individual needs of your child and a transition plan will be devised with parent/ carer and child. Your child will be invited to access an additional transition day to help settle in.

If your child is in the process of an Education, Health and Care Plan statutory assessment you will need to apply to the College in the usual way.

If your child has SEND but no EHCP  you will need to apply to in the usual way. This can be done at the following site: https://www3.northamptonshire.gov.uk/councilservices/children-families-education/schools-andeducation/school-admissions/secondary-school-places/Pages/default.aspx

Where is the local authority’s local offer published?

Northamptonshire County Council, along with all other local authorities, are required to publish information about services they expect to be available in their area for children and young people from birth to 25 who have special educational needs and/or Disabilities (SEND). This is known as the Local Offer.

The Local Offer outlines all services and support available across health, education, and social care and leisure services and will improve choice and transparency for families.

For further information about the Northamptonshire Local Offer please visit:  

September 2022