Further Information

Assessment of Needs

We identify special educational needs in a variety of different ways. This is commonly through primary transition. However, it could be as a result of information from professionals within School supported by observations and assessments. Staff within the Learning Support department are able to offer diagnostic screeners, if requested. We may also use external agencies or respond to concerns raised by parents/carers.

At King’s we ensure that provision for those with SEND is administered as soon as possible through:

Cognitive testing and assessing when concerns arise;
Maintaining close liaison with feeder primary schools during transition;
SMART target setting, tracking of performance and regular reviews;
Exam Access Arrangements testing (Years 9 & 10);
Addressing concerns from parents/carers;
Attending to referrals made by external professionals.

For more information, please see our SEND policy:

https://www.kings.peterborough.sch.uk/page/?title=Policies&pid=34

Ensuring that Disabled Students are Fully Included

The Department seeks to fulfil its statutory duty as laid out in section 69(3) of the Children’s and Families Act 2014. As a department, we are passionate about inclusion and supporting the needs of all students. We will work closely with home and previous settings to ensure that, wherever possible, we can encourage all students to thrive. We will liaise closely with other providers and the relevant outside agencies. The School is committed to making reasonable adjustments to allow disabled pupils to access educational provision at the School. The School’s buildings date from between 1885 and 2009. In recent years, the School has made every effort to make the premises as fully accessible as possible, responding to the needs of individuals as well as to the legal requirements in force at the time of the renovation of the Victorian building and the construction of the latest teaching blocks. Access has been improved with the provision of lifts and stair-lifts in almost all areas, and there is colour differentiation in corridors and stairwells. We have clear accessible signage for students with visual impairments and dedicated toilets. Across the school, we will make adaptations to resources to ensure all pupils can access their learning. We also provide different exam provisions in order to meet needs.

If your child has a disability, please contact the Learning Support team so that we can discuss admission arrangements.

Please see our Accessibility Plan:

https://www.kings.peterborough.sch.uk/page/?title=Policies&pid=34

Monitoring of Progress

In Years 7 and 8, all pupils’ reading is monitored through Accelerated reader testing. Students in any year group who present with significant reading concerns are assessed on a one to one basis, using standardised reading tests by our SENDCo. Students in ever year group, including students with SEND, have aspirational flight path targets which are tracked and monitored by the Year teams. The SEND team is part of this process to ensure quality assurance. Students that fail to make expected progress are considered for intervention and targeted through the assess, plan, do, review process. In entry to Year 7, and again in the Sixth form, students are assessed using standardised tests. The SEND team closely analyses this data. Where appropriate, some students may be offered extra intervention.

In Enhanced Provision, students are regularly assessed to ensure progression. Targets are based on assessment, used to inform planning and reviewed each term. We share targets with students and endeavour to involve them in discussion around how to achieve these targets.

Partnership with Parents

We welcome the views of parents and students and work closely with them to ensure the most effective provision. We make contact with parents in different ways, including:

Annual reviews
Interim reviews
Parental meetings
Email
Telephone
Letters
The School Gateway
Parent/teacher consultations
SEND questionnaire
If English is not your first language, we will aim to put in support to help you to understand.

We would urge parents/carers to contact us should they have any concerns.

Consulting Young People with SEND

We work hard to involve young people with SEND throughout their educational journey. When setting up and reviewing SMART learning targets we include the students, capturing their voice, views and opinions. We offer mentoring, providing the students the opportunity to share their thoughts about their school work, homework plus the ability to share any worries or concerns they may have. We have an open-door policy so that students can ‘drop in’ anytime to discuss their needs with us. At lunchtime, we run various clubs where students have the opportunity to interact with peers and talk to the Learning Support staff.

Transition

Each September there is an open evening for Year 6 students when Learning Support staff are available to discuss your child’s needs.
Where applicable key members of staff visit primary schools or the current secondary school.
For Year 6 students there are usually 2 Primary Induction Days followed by a Parents' Evening.
Where students are identified as having additional needs, further visits to the School and transition meetings are held if required. Where appropriate, individual transition plans are put in place.
We welcome early contact from children and/or their parents and carers.
The Learning Support department works to prepare students for a smooth transition to the next phase of education.
Our Careers Advisor works closely with SEND students. This enables our young people to create ‘preparing for adulthood’ outcomes which reflect their ambitions. This may include higher education, employment, independent living and participation in society. Through our careers department, we can signpost students to the appropriate pathways.

Allocation of Resources and Monitoring of Progress

The SENDCo works in conjunction with Teachers and Teaching Assistants to determine the level of need. We aim to work closely with parents to ascertain their views. Resources are allocated according to the level of need and the type of provision necessary; they are no longer quantified as ‘hours of support’. Allocation of resources is based on discussions and guidance from the local authority. The School budget may be used to target individuals and groups. The effectiveness of the provision is monitored in different ways. This may include teachers’ assessments, national assessments or in some cases standardised assessments. In the case of pastoral support, this may include monitoring attendance, homework and behaviour points.

The Academic Head of Year (AHOY) is responsible for monitoring the progress of all children in a particular year group. The SENDCo works closely with the AHOY to monitor the progress of learners with SEND and children at risk of falling behind. Reports are sent home and parent/teacher consultation meetings are held. Any concerns are shared with parents/carers; this may be through email, telephone call or meeting directly with the parents or carers. Where necessary, we will explain how learning is planned and how this can be supported at home. Parents/carers may also meet with the AHOY, class teachers, and/or Pupil Support Officers.

The Teaching of Phonics

In the Junior Department, we teach phonics using the Read, Write, Inc programme. The teaching of phonics is very much informed by the identified needs of each particular cohort of students. This is captured through a phonics assessment at the start of the year. Phonics is usually taught as intensive interventions, in small groups or individually, by a member of staff qualified in the Read, Write Inc programme. These interventions usually take place outside English lessons and may run four times a week or daily. If the cohort requires it, we would teach phonics as part of daily English lessons. Phonics may also be taught in Enhanced Provision. In school, we may also use a variety of resources such as Fresh Start, Phonic Books and Rapid Plus Reading schemes. We are committed to dedicating the necessary time to ensure this learning is secure as well as adopting and changing our practise as cohorts and identified needs change.