Mr M Pickard
Our SENDCo (Special Educational Needs and/or Disabilities Coordinator.)
You can contact them through the main school office or:
EmailOur vision for children and young people with special educational needs and disability (SEND) is the same as for all children. We strive to ensure access for all to educational excellence in preparing children and young people for their futures, seeking to continually improve attainment and progress for all and secure the highest levels of achievement appropriate to the individual learner. The four main categories of special educational needs are:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical needs
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
View our SEND policies here
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
- Play a full and active role in school life;
- Access and enjoy the same opportunities at school as any other child, including school trips and physical education;
- Remain healthy and safe;
- Achieve their academic potential.
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
Our enhanced provision
At Lift Tendring we have an enhanced provision (ASC) for 18 pupils. The ASC supports autistic pupils with an Educational Health Care Plan (where the primary need is Autism) in accessing mainstream school.
What is the Autism Support Centre (ASC)?
Some mainstream schools across Essex have extra support available for pupils with special needs and disabilities. These are called ‘Enhanced Provisions’. These are not the same as special schools: Enhanced Provisions provide a safe space for pupils to overcome their barriers to learning within a mainstream school. The dedicated ASC teams support pupils to build their attendance in mainstream lessons over time. When in the ASC, pupils can access their work and complete timetabled interventions that meet their specific needs.
Across Essex, there are four primary Autism Support Centres and four secondary Autism Support Centres.To have a placement in one of the Autism Support Centres, including here at Lift Tendring, a child must have:
- a diagnosis of autism
- a finalised Education Health and Care Plan for children or young people with autism as the primary need
- the cognitive ability to access the mainstream academic curriculum with appropriate support from the autism support centre to overcome their barriers to learning.
Places within the ASCs are requested via the annual review process. All requests are carefully considered by the Essex Autism Panel.
The purpose of the ASC is to ensure that the pupils attending the Lift Tendring ASC Hub make progress as detailed within their Education Health and Care Plan. The ASC provides enhanced support using evidence-based strategies, to enable the pupil to spend increasing amounts of time accessing the classroom and engaging with their peers in a mainstream setting.
Please note that pupils who are currently educated within Lift Tendring mainstream setting must follow the same process, to ensure equity for all students in the county.
What does a day in the ASC look like for our pupils?
ASC pupils are greeted every morning by the ASC team. Pupils who are not yet able to attend tutor time remain in the ASC to complete structured activities such as sensory circuits, social situations, quiz mornings and reading time.
Throughout the day, pupils are encouraged to complete their individualised timetables. These visual timetables are created with the pupil’s input and are tailored to meet the pupil’s particular interests and provisions set out in their EHCP/One Plan. Most pupils will attend core subjects, or complete the work set in the ASC. All pupils have the option to return to the ASC should they become dysregulated- the ASC is a supervised safe space where they can self-regulate with access to the right resources. To help avoid dysregulation, pupil have timetabled regulation time built into their timetable.
ASC pupils can attend break and lunch time in the ASC. Some pupils prefer to be accompanied to the canteen to collect their food. Some use mainstream areas to socialise with their peers. During social times, pupils are encouraged to engage in Social and Communication Play. Activity stations enable pupils - who may at times struggle to interact with peers - to work in pairs or small groups to complete activities such as card games, jigsaw puzzles and board games.
We welcome students with special educational needs or disabilities and support students across four teams. Students are organised into the teams during their transition from their previous school and it is based on the student’s main area of need. An Area of Need leader will monitor their academic progress and attendance whilst ensuring that the student’s needs were been met both through teaching and structured interventions.
Cognition and learning support
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
Social, emotional and mental health support
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
Communication and interaction support
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Sensory and physical support
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
How will the school fund SEND support?
There are three-different elements of funding for schools that are relevant for students with SEND:
- Pupil-led funding: This is the basic per pupil funding that schools receive for every child whether or not they have SEND.
- Notional SEND funding: This is an identified figure within the pupil-led funding that each school receives annually. This element of funding is used to fund the special educational provision for children with school-based SEND and a proportion (£6,000) of funding for children with statements or EHC plans.
- ‘Top up’ funding for individual pupils: This funding comes from the Local Authority, as and when required, and on the basis of the child’s assessed needs. It is usually used to fund support for children with an EHC plan. The expectation is that a mainstream school must provide an additional £6,000 of support for each individual child with SEND before they can access top up funding.
How are the school's resources allocated and matched to student needs?
The notional SEND funding is allocated each financial year. This funding is used for a wide range of purposes that support students with SEND, such as:
- Enhancing high quality teaching: Our whole school priority is to continually improve the quality of teaching and learning for all students, including those with SEND;
- Employing specialist staff to support students with SEND, such as Curriculum Access Practitioners and other staff within the areas of need;
- Purchasing appropriate resources such as differentiated materials for less able students or literacy materials;
- Purchasing services such as an Educational Psychologist;
- Paying for training for staff to ensure they are aware of the latest research and developments on a wide range of SEND;
- Providing additional support and/or resources dependent on an individual’s or cohort’s needs;
- Contributing the first £6,000 towards funding for students with a statement of SEND or an EHC plan
How will the school support my child in the transition stages?
We liaise closely with the local primary schools to ensure we know as much as possible about the support needs of our new students. We are able to discuss with the relevant teachers any individual needs, and meet all new parents and students in the summer term before students begin Year 7. We also provide additional visits and transition clubs for students who we believe may find transition challenging. All Year 6 students visit the school for two consecutive taster days. When Year 7 students start in September, they have a day without the wider school population. This helps to ease anxiety about being in a school that will be significantly bigger than their primary school. At Lift Tendring, we take care to ensure that during transition points (between classes, each year and at the end of key stages) all staff are aware of individual pupils’ needs, learning progress and the best strategies to support their learning. This happens through effective use of data, a Curriculum Access Team that communicates well with all teaching staff, a personalised Curriculum Passport, a whole College SEND register, containing effective teaching strategies and strong systems for reporting progress.If your child has an EHC Plan, we will participate in and/or facilitate his/her annual review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and be asked to attend the reviews. You will be provided with all the information prior to the meeting.From Year 9, all EHC Plan reviews will have a focus on preparing for adulthood, including employment, independent living and participation in society. We support students in their applications to further and higher education or training upon leaving Lift Tendring. If a student leaves the school to join another school, we will ensure all relevant information is shared, in agreement with parents. During Year 11, the Curriculum Access Team will support students with SEND with applications for school, college, apprenticeships or employment opportunities.
How will students be supported to be part of the school setting?
Most areas of both campuses are fully accessible for people with disabilities or limited mobility. We take account of equality issues in relation to admissions and exclusions, the way we provide education for our students and the way we provide access for students to facilities and services.The Lift Tendring policy on behaviour takes full account of the new duties under the Equality Act. We actively promote equality and diversity though the curriculum and by creating an environment that champions respect for all. Full information can be found in our Disability and Accessibility policy.
How does Lift Tendring address bullying?
Our Anti-Bullying policy makes it clear that all our students have the right to feel safe from bullying.
We have a robust and consistent approach to bullying, which makes it clear that bullying will not be tolerated.
Full information please visit:
Anti-Bullying Policy
Can my child be supported in all the same activities as their peers?
Lift Tendring is an inclusive school, committed to providing equal opportunities for all children. Clubs, educational visits and residential trips are available to all children.When necessary, the school will make reasonable adjustments to ensure that children with SEND and/or disabilities are included in all activities.You should also feel free to contact your child’s tutor if you have any concerns.
What support will there be for my child's happiness and wellbeing?
At the school, we believe that the happiness and well-being of all our students is paramount. All members of staff take this aspect of school life very seriously.You can be confident that your child’s class teachers, the Curriculum Access Practitioners, the Area of Need Leader and SENDCo are available to provide support to match your child’s needs. The Learning team are also responsible for taking actions to ensure your child’s wellbeing in school, especially the Student Support Manager for your child’s year group.You should also feel free to contact your child’s tutor if you have any concerns.
How will the curriculum and College environment be matched to my child's needs?
At Lift Tendring, we believe that your child’s learning needs will first be met through the high-quality teaching delivered by her/his class teacher. We carefully plan our knowledge-rich curriculum to match the age, ability and needs of all children. Differentiation is built into all teachers’ lesson planning and delivery. The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability. Many of your child’s lessons will be taught with other students who have a similar ability in that subject. Teachers are therefore able to pitch the lesson at a level that supports but also challenges your child in their learning. Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning. Assessment points spread throughout the year help teachers to fully understand your child’s progress, and to adjust their planning, teaching and feedback accordingly. We know the needs of our students very well, and use data in order to inform our planning and to identify targets to achieve improvements. We take action to close any gaps; for example, for those making slow progress in acquiring age-appropriate literacy and number skills, we will take positive and proportionate action, such as targeted support or intervention. If appropriate, specialist resources may be given to the student e.g. writing slopes, coloured overlays, large print materials or notebooks
How will you support my child to reach their learning outcomes?
At Lift Tendring, we believe that your child’s learning needs will first be met through the high-quality teaching delivered by her/his class teacher. We carefully plan our knowledge-rich curriculum to match the age, ability and needs of all children. Differentiation is built into all teachers’ lesson planning and delivery. The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability. Many of your child’s lessons will be taught with other students who have a similar ability in that subject. Teachers are therefore able to pitch the lesson at a level that supports but also challenges your child in their learning. Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning. Assessment points spread throughout the year help teachers to fully understand your child’s progress, and to adjust their planning, teaching and feedback accordingly. We know the needs of our students very well, and use data in order to inform our planning and to identify targets to achieve improvements. We take action to close any gaps; for example, for those making slow progress in acquiring age-appropriate literacy and number skills, we will take positive and proportionate action, such as targeted support or intervention. If appropriate, specialist resources may be given to the student e.g. writing slopes, coloured overlays, large print materials or notebooks
How will the school know that the support has made a difference to my children's learning? Can my child be included in this process?
Your child’s progress will be assessed both in terms of his/her learning within the class and with regard to specific intervention programmes. Progress reviews are available at three points within each year, with one written report sent home each year. Parents can also meet class teachers at one Parent Consultation Evening (PCE) each year (there are two PCEs in year 11 with three for core subjects). Parents can also meet the SENDCO and the Area of Need Leaders at each Parent Consultation Evening to discuss progress and any concerns. This is also an opportunity to update your child’s Curriculum Passport during this time. We also offer termly CONNECT meetings for parents of students with SEND to meet tutors. Every intervention method of supporting a child in the college has clearly identified measures of success. This will include feedback from the child and parents, as well as the use of data to assess impact, and feedback from teachers where appropriate. You and your child will be kept informed, and encouraged to be actively involved at all stages of this support. All students with Statements/EHCPs will have annual reviews to monitor progress against objectives and plan future objectives, in partnership with parents.
How does the school ensure the teaching staff are appropriately trained to support my child's needs?
At Lift Tendring we believe that your child’s learning needs will first be met through the high quality teaching delivered by his/her class teacher. Regular professional development ensures that staff at the school are fully aware of how to cater for a range of Special Educational Needs. The Curriculum Access Team are in regular communication with teaching staff to make sure that everyone is aware of what Special Educational Needs there are within the school, and how to help support those needs in the classroom. Individual training can also be arranged when necessary. The SENDCo and the Lead teacher for the Autism Support Centre have completed the National Award for SENDCos (Postgraduate Certificate), and use the skills gained on this qualification to support teachers in their practice.
What support can students receive when taking exams or assessments?
We follow the guidelines outlined by the Joint Council for Qualifications (JCQ). A student may be eligible for access arrangements (such as extra time, supervised rest breaks or use of a reader) if he/she meets certain pre-defined criteria. For full information on access arrangements please visit:
JCQ
to be redirected to their website: Students who are on the SEND register are automatically tested to ascertain whether they meet the criteria. Other students are nominated by parents or teachers. Only small numbers of students are granted permission to have special consideration for examinations. In this case, parents and students are informed well in advance of the examination.
How will the school consider my views and those of my child?
We encourage parental involvement in any support we provide. We believe that it is essential for us to understand your views, as well as the views of your child, in any difficulties they may experience with their learning. If your child has an identified Special Educational Need, you will be invited to consult in partnership with the school to discuss effective teaching and learning strategies through the production of a Curriculum Passport. You will be able to share your views through email, by phoning the Curriculum Access Team, or by arranging a meeting with the Area of Need Leader or SENDCO. We will always endeavour to respond to your views promptly. If your child has a Statement of Special Educational Need or an Education, Health and Care-plan (EHCP) you and your child will be able to share your views at the Annual Review. All parents are also encouraged to have discussions with class teachers, to attend parents’ evenings, and to ensure that their child completes home learning to a high standard. We will carry out student voice activities throughout the year in order to better understand the views of students with SEND.
How will Lift Tendring let me know if they have a concern about my child's learning, special educational need or disability?
Your child’s class teacher or tutor may initially speak to you over the phone about your child’s learning. The subject teacher may also talk to you about any issues at a parent’s evening. The SENDCo or an Area of Need Leader may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering. If your child is taking part in an intervention to support their learning, you will be informed about what this intervention is, and what the learning outcomes for it are.
What specialist services are available to the school?
Educational Psychologist
The school has an educational psychologist who visits regularly. This enables us to access a range of consultation services, assessment and intervention support as well as training. Our Educational Psychologist consults with parents and staff to explore issues that may interfere with a student’s learning. Strategies discussed between the people involved in a child's education are hoped to promote progress and inclusion using knowledge, experience and relevant research.
EWMHS (Child and Adolescent Mental Health Service)
Where necessary, we are able to refer students to EWMHS directly. Parents can also refer to EWMHS via their GP. EWMHS provide outpatient assessment and treatment for children and young people with emotional and behavioural difficulties. Team members are likely to include child and adolescent psychiatrists, social workers, clinical psychologists, community psychiatric nurses, child psychotherapists, occupational therapists, as well as art, music and drama therapists.
Social Services
If the school has a concern about a child or young person who may be suffering harm we immediately contact Social Services for advice and support. We also liaise closely when one of our students is looked after by the Local Authority, is subject to a Child Protection Plan or is considered a Child in Need.
School nurse
The school has a designated nurse who visits regularly. The school nurse offers a wide range of services.
Alternative Provisions
Where a student’s behaviour presents a barrier to learning that can't immediately be met by Lift Tendring, your child may be referred to an Alternative Provision. This may include a short-term provision such as the Transforming Lives for Good, or a longer-term option that becomes your child’s educational provider. All such providers will be equipped to provide your child with an education, as well as to address the behaviours or issues that meant they needed to be referred to alternative provision.
What is an EHC Plan and how do I get one?
The purpose of an EHC Plan is to make special educational provision to meet the Special Educational Needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood.
- detail the views and aspirations of you and your child;
- give a full description of his/her Special Educational Needs and any health and social care needs;
- establish outcomes for your child’s progress;
- specify the provision required, and how education, health and social care will work together to meet your child’s needs, and support the achievement of agreed outcomes.
You, your child (where appropriate and aged 16 and over and/or the school can request that the Local Authority conducts an assessment of your child’s needs. If the school is making a referral, this will be done by the SENDCo. This may lead to an EHC Plan. For full information on the EHC process, please read Chapter 9 of the SEND Code of Practice 0-25. For those students with the highest level of need, it may be appropriate for the SENDCo, parents or the young person themselves (if over 16) to request an Education, Health and Care (EHC) assessment. SEND Code of Practice. Students and their parents are strongly encouraged and supported to be active participants in this process. We have an expectation that parents and the young person are fully included in the EHC assessment process from the start, are fully aware of their opportunities to offer views and information, and are consulted about the content of the plan. As part of the EHC assessment the college may request additional top-up funding from the Local Authority, if it is felt that the cost of the special educational provision required to meet the needs of an individual student exceeds the nationally prescribed threshold.
What if I disagree with the council’s decisions about my child’s Special Educational Needs?
Parents can appeal to the Special Educational Needs and Disability Tribunal if they disagree with the council’s decisions about their child’s Special Educational Needs.For example, the council may not agree that a child needs extra support in the classroom to help them with learning difficulties.Parents can also appeal to the tribunal if they feel that the school or council has discriminated against their disabled child.
If I have any other questions about my child's learning while they are at Lift Tendring, who can I ask?
At Lift Tendring, we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order:
- The subject teacher or class tutor.
- The Learning Team: the Director of Learning, the Assistant Director of Learning or the Student Support Manager
- The Area of Need Leader
- The SENDCo
- The Assistant Principal for SEND
- The Head of Campus for Thorpe or Frinton
- The Principal
How does the school identify and assess students with SEND?
If the student is known to have SEND when they arrive at the college , the Curriculum Access Team will:
- use information from the primary school to provide an appropriate curriculum for the student and focus attention on how to support the student within the class,
- ensure that ongoing observation and assessment provide feedback about the student’s achievements to inform future planning of their learning,
- ensure opportunities for the student to show what they know, understand and can do
- involve the student in planning and agreeing targets to meet their needs
The SEND admissions process informs us of those with Educational Health Care Plans. For students with such plans, we are able to plan for as seamless a transition as possible in meeting their needs in their new secondary provision. We also gain information about students with EHCPs before they arrive, through:
- Parent-supplied information on school application forms;
- Shared communication between primary schools and Lift Tendring on the specific needs of individual pupils, in the summer term prior to the child starting;
- Close liaison with parents and primary SENDCos before a pupil joins us in Year 7 to ensure continuity of care, especially where diagnoses exist for a child or where a EHCP states certain types of provision
- Attendance at Annual Reviews.
- Students with SEND may also be identified through assessments of their progress. We measure students’ progress by referring to
- evidence from teacher observation and assessment
- their achievement across a range of subjects in comparison to their peers and national expectations
- concerns over attendance or social and emotional well-being
- standardised screening or assessment tools.
When would a student be placed on, or come off, the SEN register?
Students who are identified as having special educational needs, in that they have a learning difficulty which is a significant barrier to learning, hinders their progress, and is not being addressed through Quality First Teaching, are placed on the School’s SEN Register.Places on the SEND register are not fixed and permanent. Where a student is making good progress in line with their peers then their place on the register will be reviewed and there will be a staged approach to removal from the register. A register review will take place termly. Senior staff, teachers, parents and the students themselves will be consulted. A student will be placed on the register if the college feels they have a Special Education Need (as defined in the Code of Practice 2015). A young person has learning difficulty or disability if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age, or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools
This means that, where quantitative evidence indicates that, despite high quality first teaching, a student is making little or no progress across a range of subjects, then additional support will be considered. Students at the stage will be invited to a meeting, along with their parents to review their provision. If we conclude, after consulting parents, that a student may need further support to help them progress, we will consider our reasons for concern alongside any information about the student already available to the school. The school SENDCO and Area of Need Leader will support the assessment of the student, assist in planning future support for the student in discussion with colleagues, and monitor the action taken. The student’s subject teachers will remain responsible for working with the student and for planning and delivering an individualised programme through Quality First teaching. In some cases, external professionals from health or social services may already be involved with the child. Students at the stage will be part of a termly cycle of assess, plan, do review, monitored and supported by the Curriculum Access Team.
When would my child be assessed for an Education and Health Care Plan (EHC)?
For a few students the help given by schools through School Based Support may not be sufficient to enable the student to make adequate progress. The school, in consultation with the parents and any external agencies already involved, will consider whether to ask the Local Authority to initiate an assessment for an EHC.
Where a request for assessment is made to the Local Authority, the student will have demonstrated significant cause for concern and the school will provide written evidence to the Local Authority detailing:
- the school’s action through School Based Support
- records of regular reviews and their outcomes
- the student’s health including the student’s medical history where relevant
- National Curriculum levels attainments in literacy and mathematics
- educational and other assessments, for example from an advisory specialist support teacher or an educational psychologist
- views of the parents and of the student
- involvement of other professionals
- any involvement by the social services or education welfare service.
