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. Our SENDCo is qualified to undertake diagnostic tests. 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

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.

Transition

Each September there is an open evening for Year 6 pupils 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 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.