Welcome to Trinity’s SEND page. On this page you will find information on the support we provide for students with Special Educational Needs and Disabilities (SEND). We hope you will find this information useful and that it will give you further insight into how we support students with SEND throughout their learning journey at Trinity and into further education or employment.
At Trinity, we will use our best endeavour to ensure that provision is made for all pupils who have SEND and we constantly strive to improve the accessibility of our school and curriculum for all learners. We will make reasonable adjustments to ensure that disabled children are not disadvantaged compared with their peers. All pupils are valued equally, and it is our aim to help all pupils reach their full potential.
Our Special Educational Needs Co-ordinator is Mrs C Lowther who can be contacted by email: [email protected] or telephone 0208 504 8946
What are Special Educational Needs and Disabilities (SEND)?
A pupil has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
- A significantly greater difficulty in learning than the majority of others of the same age or
- A disability which prevents or hinders then from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other or young people of the same age by mainstream school.
What are the school’s aims for students with Special Educational Needs (SEN) and Disabilities?
Our aim for students with SEND is that they make progress and are given the opportunity to develop their curriculum and learning skill, social skills and life skills in order to succeed in whichever path they follow upon leaving the school.
What underpins Trinity’s practice for students with SEND?
At Trinity, as with all schools in the United Kingdom, we use two main documents to inform our policies and practices for students with SEND. The first of these documents is the SEN Code of Practice (2014) which sets out guidelines for all schools to follow and maintain in order to ensure appropriate support for all students with SEND. The second document is the Equality Act (2010) which protects students with SEND from discrimination and ensures that inclusive practice is adopted and adhered to within the school.
Who supports students with SEND?
- There is a collective responsibility at Trinity, in that all teachers teach and support students who have SEN.
How does Trinity know if a student has SEN?
The identification of SEN is built into our overall approach to monitoring the progress and development of all pupils. This allows us to identify pupils who are making less than expected progress at an early stage. Inadequate progress might be that which:
– Is significantly slower than that of their peers, starting from the same baseline.
– Fails to match or better the child’s previous rate of progress.
– Fails to close the attainment gap between the child and their peers.
– Widens the attainment gap.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views of the student and their parents. We will use this to determine the support that is needed and whether we can provide it within our core offer.
The following could also indicate that there is a need:
- a learning concern is raised by a member of staff
- a concern is raised by the student
- a concern is raised by parents/carers
- there is a change in the student’s behaviour or progress
In all of the above circumstances, the concerns will be assessed by the Special Educational Needs Department or an external specialist in order to provide further support or advice where necessary.
What happens at Trinity to support students with Special Educational Needs and Disabilities?
- All students on the Special Educational Needs Register will be supported by an Individual Education Plan. The IEP is pupil-centred and offers clear objectives for students. These profiles will be reviewed on a termly basis.
- The first response to inadequate progress is high quality teaching targeted at the pupil’s areas of weakness. Most pupils will have their needs met through Quality First Teaching. This may include appropriate differentiation of learning tasks, adaptations to the curriculum and learning environment, the provision of additional practical or visual resources etc…
- Pupil’s can be supported by time-limited interventions. We focus on early intervention to ensure ‘gaps’ are targeted and intervention is put in place at the earliest opportunity. All interventions will be planned with clear objectives in mind; time constrained (usually for a term) and reviewed by all involved in order to judge the effectiveness of the intervention.
- Occasionally a student may need more specialist support from external agencies. If this happens, a referral will be made by the SENCo with the parent/carer’s consent and forwarded to the appropriate agency.
How will the curriculum be matched to meet a student’s needs?
- When a student has been identified with SEN their work will be differentiated by the class teacher to enable them to access the curriculum and make progress.
- Teaching Assistants may be allocated to support teaching staff where there are pupils who have an Education Health Care Plan in a lesson.
- All students identified with SEN will have an IEP which will be monitored termly.
- Appropriate agreed specialist equipment may be used to support pupils within lessons e.g. laptop, reading pen.
How will I know how my child is doing?
- At Trinity we promote a partnership with our parents to ensure that all pupils enjoy, achieve and continually make progress.
- Parents and class teachers can communicate with one another daily through the pupils’ journal.
- Parents can make appointments to see subject teachers, form tutors, Year Leaders, the Directors of Site and the SENCO if they wish to discuss matters relating to their child’s progress and learning.
- Parents are provided with subject progress reports at the end of the autumn term and at the end of the summer term. Parents have an opportunity to meet with each pupil’s class teachers to discuss their child’s progress at the parent / teacher evenings which are conducted in the spring term and with the pastoral staff during the pastoral evening which is conducted in the summer term.
- Following an early discussion with the pupils and their parents when identifying whether they need special educational provision, Parents will be formally notified when it is decided that a pupil will receive SEN Support.
- The SENCO coordinates a programme of reviews with the parents of SEN pupils to help gather family/pupil views and to agree and plan out all support.
- Parents are made aware of the Parent Partnership services available as part of the Local Offer.
- The SEN Team conducts SEN Annual Review (AR) meetings with the parents of pupils that have EHC Plans.
What support is there for students’ overall well-being?
The school offers a wide variety of pastoral support for pupils who have emotional, social and mental health difficulties, these include:
- Each year group has a Head of Year who is available to support students during break, lunchtime and after school. Our school encourages pupils to discuss concerns with key adults and we provide opportunities for pupils to talk with teachers and key pastoral staff in a safe environment where they can share any information that may be concerning them.
- Our school completes regular Student Voice Surveys with pupils and also has a confidential email address that pupils can use to raise any concerns.
- Lunch clubs are available to students who find long periods of unstructured times difficult.
- The outside space is divided into distinct areas so students can choose their own activities during break and lunch.
- The school Chaplain is available to provide short term support for students’ social, emotional, mental health needs.
- Brentwood Catholic Children’s Society provides counselling and support for student’s social and emotional needs. This service is accessed via a referral in school.
- For pupils with more complex special educational needs, advice is sought from outside agencies as required.
What specialist services are accessed by the school?
The school works with a range of specialist services in order to support a wide range of needs. The services provide advice and support for teachers within school as well as providing individual or small group intervention for students.
The main services accessed by the school are:
- Educational Psychology Service
- NHS Speech and Language Therapy
- CAMHS (Child and Adolescent Mental Health Service) through Child and Family Consultation Services
- SERC (Special Education Resource Centre)
- CAF Team
- Virtual School for Children Looked After
- Social Care services
- Education Welfare and Support Service (EWASS)
- Redbridge Tuition Service
- SEATSS – Specialist Education and Training Support Service
- NHS Occupational Therapy
- SEATSS Hearing Impairment Specialist Teachers
- SEATSS Visual Impairment Specialist Teachers
- Redbridge Careers Service (Connexions)
- School Nurse
How does the school support students’ medical needs?
The details of all student’s medical needs are kept on a central database. The NHS Associated School Nurse visits the school regularly and provides up-to-date information on students medical needs.
For those students whose medical needs are severe, or pose a high risk, care plans are drawn up by Mrs Warwicker and the School Nurse.
What training have the staff supporting students with SEND completed?
The staff supporting students with SEN have completed a comprehensive training package, these include:
- SEN Briefings
- Reasonable Adjustments for Students with an ACE Background
- Teaching students with ASD
- Teaching Students with ADHD
- Teaching students with SPLD
- Differentiation for students with SEN
- Making the Best use of Teaching Assistants
- Medical training; Asthma awareness; EpiPen, First aid
How accessible is Trinity?
Trinity has an Accessibility Plan to ensure that all pupils with SEND can take part in all aspects of school life. The plan can be found on the school’s website.
Trinity is a split school made up of numerous school buildings. The school has some of the following adaptations in place to meet sensory and physical needs and those not yet present are being planned for in the future:
- appropriate seating, acoustic conditioning and lighting
- adaptations to the physical environment of the school. There are ramps at the entrance to the main school building on both sites.
- adaptations to school policies and procedures
- specialist equipment may be provided by the relevant LEA as an assessment of need indicates. This may
- include: access to specialist aids, equipment or furniture
- regular and frequent access to specialist support
- clear route signage to assist in general access around the school as well as emergency escape routes.
- disabled toilet facilities on both sites
- should the need arise, Trinity will make every endeavour to provide an interpreter in order to communicate with Parents/Carers whose first language is not English.
- We endeavour to provide different ways for all learners to access the same learning experience, rather than withdrawing pupils and providing an entirely different activity. All teachers address the learning needs of all pupils in the classroom. Teachers receive regular training and support to ensure that they are skilled in differentiating the curriculum – this is quality assured through monitoring of planning, lessons and progress data by senior leaders. The differentiation of teaching includes giving longer processing times, pre-teaching of key vocabulary, reading instructions and texts aloud etc… Pupils are regularly encouraged to review their own learning and reflect on their learning styles. They are given the opportunity and the support to develop self-help strategies to ensure their full access to the curriculum and to help them develop as independent learners.
How does the school support the transition of students from primary into secondary?
At Trinity we have a thorough transition process that supports students with SEN from primary into secondary from the point of induction.
- Parents and primary SENCOs can arrange visits to see Trinity’s facilities & SEN resources and thus inform planning for the transition to secondary education.
- For pupils already identified as having SEN, the school provides for these needs by regularly consulting with External Agencies, who are already involved in the support of these pupils.
- Parents are consulted regarding the needs of SEN pupils through a “SEN Information” document that is circulated during Y6 to the parents of all pupils that have been offered a place in Y7 at Trinity. Similarly, a “SEN Information” document is also circulated to the families of all pupils that are offered a place in Trinity’s Sixth Form thus ensuring that new needs in Y12/Y13 are identified and supported from the outset of a pupil being offered a place in the Sixth Form.
- At the start of Y7 the English department assesses the current attainment levels of all pupils in reading, writing, spelling & handwriting. The SENCO works closely with the English department in helping to implement the tests and to analyse the results.
- Where available, Key Stage 2 test data is gathered from primary schools and this is analysed alongside the school’s own intake assessment data to support the identification of children with SEN.
- At the end of the first half term all staff at Trinity are surveyed regarding the progress of all Y7 pupils. This information helps to ensure that all pupils with SEN have settled into secondary school life and it also helps to inform the identification of new or emerging needs in Y7.
How are the school’s resources allocated and matched to the student’s SEND?
- The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs.
- Additional agreed resources may include:
- Teaching Assistant support in classroom
- One-to-one or group interventions
- Specialist learning tools or materials
Some students receive Higher Needs Funding through an Education Health and Care Plan. These students receive extra funding which is allocated in partnership with the relevant LEA. This allocation is reviewed annually.
How is the decision made about how much support students will receive?
- The decisions are made in consultation with the SENCo; the Special Educational Needs Department ; subject teachers; Year Leaders and external specialists. Decisions are based on termly tracking of student’s progress, concerns raised by staff or assessments by external agencies.
- Students with Education, Health and Care plans have an individual package of support created and maintained by the relevant LEA. The SENCo’s role is to ensure this support is directed, monitored and supported.
What should I do if I think my child has Special Educational Needs or require further information?
If you are concerned about your child’s progress, you should contact their form tutor / subject teacher in the first instance: they will be able to pass your concerns onto the SENCo if needed.
If your child has a SEN and you require more information, or would like to discuss their needs further, please contact the SENCo using the contact details at the top of this page.