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SEN Information Report

The Bridge SEN Information Report May 2017

 

An SEN Information Report will be updated annually and in year to respond to any key changes in the year to reflect the school's provision. The report states the current provision within The Bridge School and The Bridge Assessment Nursery.

 

What are the kinds of special educational needs for which provision is made at The Bridge School?

 

This is a maintained day special school for children aged rising 5-16 years.  Children will be provided with an appropriately paced and differentiated curriculum. The school also runs a specialist nursery of 40 part time placements for children aged from rising 3 to 5 years old.

 

The school have a small number if pupils currently within the 6th form who have profound and complex learning difficulties and complex medical needs who remain following the re-designation to 16 that took place in July 2015. It is anticipated that there will be no more pupils remaining in the 6th form after September 2018.

 

Admissions to both the school and nursery are within the admissions policies on the website.

 

In The Bridge School - the pupils identified needs will be complex and significant in the area of cognition and learning (severe learning difficulties or profound and multiple learning difficulties) as described in the SEN Code of Practice. The pupil may also have associated needs in the areas of emotional/social and communication and interaction (autistic spectrum disorder and/or speech and language difficulties). In addition pupils may have sensory or physical difficulties.

 

 

 

What are the school's policies for the identification and assessment of pupils/students attending the school?

 

All pupils who attend the nursery or school will be under assessment or have a statement of special educational needs or an Education Health and Care Plan (EHCP).

 

We continue to work along the national guidelines of transferring all our pupils' statements of special educational needs to Education, Health and Care Plans. All our leavers, to educational placements, in summer 2016 left with an Education, Health and Care Plan.

 

This year 2016/17 we will be following the local Telford and Wrekin LA transfer schedule plus some other identified and agreed year groups. All families of children that involved in this process will receive information on the process and be supported by school throughout.

 

Further information on the admissions to and assessment within our school can be found on our website.

 

As a special school we are not required to have a SENCo - families liaise directly with their teacher and senior management as needed.

 

What is the provision for pupils/students at The Bridge and how is it evaluated?

 

All pupils/students attending The Bridge will have a Statement of SEN or an EHC Plan. There may be agreement with the LA that a child or young person is placed pending the outcome of an assessment for a EHC Plan. Associated policies in this area are accessible on our web site.

 

Our provision is based on a strong vision that:

 

Our School is a place where everyone is treated with dignity, with respect and is of equal worth.

 

Our vision is to develop a highly effective learning community.

 

We believe that all staff have a responsibility to meet the needs of all the pupils/students at The Bridge. Underlying the vision are strong values which have been compiled by the staff with input from governors and also parents through the governing body.

 

Our key purpose is the construction, delivery and constant improvement of quality learning experiences appropriate to the needs of all our pupils/students.

 

To achieve our vision we aim to:

 

Create a happy and secure learning environment where all pupils/students needs are met and where achievements and success are recognised and praised.

 

Ensure that all the National Curriculum/statutory curriculum guidance is delivered to all pupils/students.

 

Ensure that ICT is an essential vehicle to access and enhance the curriculum and communication for pupils

 

Ensure that e-safeguarding is paramount in keeping all members of the school community safe

 

Provide all staff with training and development opportunities to enable effective practice.

 

Promote the pupils/students spiritual, physical and emotional well-being so that they are secure, confident and well motivated.

 

Help pupils/students acquire the knowledge, skills and confidence which enable them to lead as full, interesting and independent lives as possible.

 

Develop in pupils/students personal responsibility and encourage decision making and choice, communicating through whatever means appropriate.

 

Provide a wide range of age-appropriate learning experiences, which are both exciting and challenging.

 

Offer opportunities of working co-operatively alongside others, developing friendships and respect for others.

 

Provide pupils/students with experiences of their own and other religious and cultural  backgrounds and values.

 

Foster relationships with parents and other professionals.

 

Further details of all areas of our school curriculum and assessment processes can be seen on our website.

 

More information is available on work within our school through our 'school offer'. We have liaised with our parents/carers on developing our school offer to ensure it includes useful information and answers their questions. We have also aimed to ensure the information is accessible to all with use of video, sound and symbols.

 

School staff details are on the website. The school contact details are also on the website where you will be able to access senior management or your class teacher.

 

Staffing levels are enhanced so that pupils are usually taught in classes of up to 10 with a teacher and at least one level 3 teaching assistant and an appropriate number of additional teaching assistants to meet the needs of the class group.

 

The school receives advice from a range of health professionals in order to meet the needs of the students as assessed by the appropriate professionals. We also work closely with our health and social care colleagues to implement the new SEN Code of Practice. We meet with the managers of the services to ensure that joint working practices are consistent.

 

We have a school improvement plan and evaluate this through-out the year. There are link governors for all aspects of the plan and this supports the evaluation of our progress towards any aims. We also have a school evaluation each year to highlight progress and achievements.

 

 What training do staff have in relation to the needs of pupils/students at The Bridge?

 

The Bridge School is highly committed to ongoing training of staff. We have a dedicated Training Co-ordinator and an Assistant Training Co-ordinator. They track all staff training ensuring it is up to date and statutory duties are met.

 

All staff have clear job descriptions which detail the required qualifications for each post in school. All staff have a core training programme related to their work - details of this are in our SEN Policy. Training is specifically related to the needs of children in our school and also as required by statutory guidance. In the past year all our newly qualified teachers passed their NQT year.

 

Other staff continue to gain a range of certificates to mark their commitment to courses such as Higher Level Teaching Assistant, Paediatric First Aid and Makaton.

 

We continue to commit to having qualified trainers in school for courses such as MAPA, Makaton and Moving and Handling. We have a Health and Safety Manager who delivers Safeguarding and PREVENT training.

 

We always look for opportunities to bring highly regarded national/international speakers to The Bridge School for staff to be inspired and supported by in their work with our pupils. This included, at the beginning of the Autumn Term 2016, Flo Longhorn and Les Staves on the Sensory Curriculum.

 

How will the environment, equipment and facilities be provided to support pupils/students at The Bridge?

 

The Bridge School is a purpose built building and is fully accessible for wheelchair users being on one level. In other community areas, such as the swimming pool, there are accessible lifts. Our website shows a school tour of all different areas of the school for families to see what the facilities are like.

 

We have reviewed and enhanced curriculum resources in response to the new curriculum.

 

Our SEN policy details the wide range of provision for our children including the range of equipment and facilities for children with different needs. This policy can be found on our website and is reviewed annually.

 

All parents and families are welcome to visit the school prior to their child or young person attending the school.

 

What are the arrangements for consulting parents of children/young people at The Bridge and involving them in the education of their child?

 

At The Bridge - parents are fully included in the process of working with their children/young adults.

 

This includes:

 

Initial visits to school

Introductory meetings

Daily home/school book for information exchanges and key messages

Parent/Carer and teacher meetings including update from professionals

Annual Review meeting and report

Parent workshops and training

Coffee mornings

Parental Representation on Governing Body

Parent involvement in changes in school through informal and formal consultations

 

What are the arrangements for consulting young people at The Bridge about, and involving them in, their education?

 

All children and young people in our school are treated with dignity and respect. There is full personalisation for the curriculum for each pupil/student in order that they can access and experience success through-out their school life.

 

The School Council involves students to contribute and decide on aspects of school life relating to their needs.

 

The assessment and annual review process of statements of SEN and EHC Plans includes the choices and views of pupils/students.

 

What are the arrangements for assessing and reviewing pupils/students progress towards outcomes?

 

Every child in school will have 12 month short term educational outcomes set for them. Parents/families are consulted on these outcomes. Progress towards the outcomes is reviewed formally on 6 monthly basis and through liaison with families across the year.

 

Monitoring of progress towards outcomes is continuous in the classrooms.

 

What are the arrangements made by the governing body for dealing with complaints from parents/carers of pupils/students in relation to the provision made at The Bridge?

 

The process for all complaints is made available in the parent handbook which is updated each year and sent out directly to families. The complaints procedure is also available on the website.

 

How does the governing body involve others - including health, social services, local authority services and voluntary organisations, in meeting the needs of pupils/students at The Bridge and in supporting their families.

 

The governing body are aware of the wide range of staff working together within the school to support the children, young people and their families. Some staff are employed directly by the school, others have different lines of management as can be seen below. The governing body consists of some professionals with backgrounds in health and public services and there is a consistent monitoring of practice to ensure that children and families needs are met through meetings and reports. This year a speech and language project initiated by school with the Speech and Language Therapist continued and focussed on consistency of staff skills following communication training. It continued to be highly successful in highlighting excellent practice in classrooms and promoting further skills. Teachers involved in work this fed-back to governors on the curriculum and standards committee.

 

Classroom staff are employed directly by the school. This includes teachers, teaching assistants and lunchtime supervisors. Admin staff are also school employees.

 

Other professionals work for a range of agencies some are based within the school, others have office bases elsewhere and work in school on particular days or as necessary.

 

School Nurses, Speech and Language Therapists, Occupational Therapists and Physiotherapists are employees of Shropshire Community Health Trust. All these professionals work within school - training staff, advising staff, working with children and young people who are on their case load.

 

CAMHS LD team is now known as Emotional Health and Wellbeing Service(EHWBS) and has transerred to a new provider as of 1st May 2017. The new provider is South Staffordshire& Shropshire Healthcare NHS Foundation Trust (SSSF Trust). They have issued a briefing that the clinical service will continue to be delivered on a hub and spoke basis and, in the short term, there will be no changes to clinic locations. Access to the service is via Family Connect (Telford). This will be reviewed and further communications will take place.

 

The Sensory Inclusion Service staff advisory teachers -  are employed by the Local Authority, not the school, and are based in the Education and Inclusion Team. They provide staff training and advice on individual children's needs.

 

Transport to school is organised by the Local Authority not the school. Transport staff are employed by the transport companies.

 

There are social workers for children/young people with disabilities who are Local Authority Employees.

 

All contact numbers for support services, described above, are within the parent handbook. If families have a query relating to these areas it is best to contact the professionals directly. This ensures that any message/queries/concerns from families are dealt with in the most efficient way.

 

What are the schools arrangements for supporting pupils/students in transferring between phases of education or in preparing for adulthood?

 

All transitions are well planned for through-out school as children and students move from class to class and phase to phase. Parents/carers always have the opportunity to meet the new teacher and class staff.

 

Students are increasingly supported in planning for their transition from school to adult life.  Staff from Future Focus (previously Connexions) and the Transition Team work with pupils in school to get to know them and to advise both pupils/students and parents/ carers on what is available after leaving The Bridge.

 

We continue to have strong links with local provisions including the Willow Tree Centre based at Telford College. Opportunities to visit the Centre are available for parents and students in the final year at The Bridge.

 

Where is the information on the Telford and Wrekin's local offer published?

 

There is further detail on our website on our own school website and this links to directly to the Local Offer for children with Special Educational Needs and Disabilities and their families on the Family Connect pages on Telford and Wrekin's website - www.telford.gov.uk.

 

There are also links from the school website to neighbouring authorities Local Offers - Wolverhampton; Staffordshire and Shropshire for families who live in theses areas.

 

If you have any queries or requests for policies or information relating to this report please contact the Deputy Head Teacher - Nicola Davis - on 01952 387108

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