Who can I talk to regarding my child’s learning needs or disability?

At Sidestrand Hall School we are committed to delivering an education that is specifically tailored to meet the needs of individual children; we therefore feel it is important that you have the opportunity to discuss your child’s needs and education. You can talk to your child’s teacher and teaching assistant in the first instance. The school has a dedicated Management Team that supports pupils’ welfare and development.

The school has an Assistant Head responsible for safeguarding and pupil welfare, an Assistant Head responsible for curriculum and assessment, an Assistant Head responsible for admissions and Looked after Children and a Senior Teacher for complex and medical needs, assistant SENCO and a SEN Governor.

How are different types of SEN identified at Sidestrand Hall School?

Children who attend Sidestrand Hall School will already be identified as having a Special Educational Need. However should parents, carers or teachers become concerned of any additional need then they can speak class teachers to identify support necessary for the child. If it is felt necessary the School can make a referral to outside agencies for further assessment.

What we do to support learners at Sidestrand Hall School.

In the School we try to keep class sizes to 10, pupils with a high staff pupil ratio. On average, there are at least 2 adults to 10 pupils. The School is very popular and faces tribunals every year which does increase our pupil numbers, and impacts on class sizes.

The curriculum is designed with the students’ needs being consideration.  The majority of our students follow a subject specific curriculum in line with National Curriculum objectives.  The curriculum intent and implementation is overseen by Curriculum Leaders and the curriculum design supports teachers to bespoke learning to pupils but at the same time offer continuity, progression and impact. The Curriculum at Key Stage 4 and 5 pupils follow a variety of accredited courses to equip them for the next stage of the learning, training or employment.

• • Teachers are responsible and accountable for the progress and development of all the pupils in their class.
  • High quality teaching is our first step in responding to the needs of our pupils. This will be differentiated for individual pupils based on their needs and barriers to learning.
  • Teachers regular review progress and there are three data captures in the School year. This assessment helps to support pupil reports and pupil progress review meetings.
  • Adaptions may be by task, resource, groupings or 1:1, outcome and the level of adult support.
  • Resources will include the use of ICT equipment or programmes, communication aids, I pads, chrome books
  • All of our extra-curricular activities and school visits are available to all our pupils
  • All pupils are encouraged to go on our residential trip(s)
  • All pupils are encouraged to take part in sports day/school plays/assemblies/theme days/harvest festival and carol services in church etc
  • No pupil is ever excluded from taking part in these activities because of their SEN or disability.
  • The school supports ongoing training for Teachers and Teaching Assistants with a commitment to a strategic plan involving training ensuring staff are kept up to date with information
  • In order to support the diversity of need there are different learning pathways. We have Curriculum leads who are responsible for overseeing the curriculum ensuring it is broad and balanced with each curriculum lead being responsible in ensuring it is designed in a way that is flexible for each teacher to tailor to their class needs.
  • Curriculum leaders provide Mid-Term Plans and Long-Term Plans for teachers and they are responsible for monitoring the effectiveness of their curriculum area. With a changing cohort of need the curriculum has to be flexible in its delivery.
  • The Headteacher and Assistant Headteacher and Assistant SENCO all hold the SENCO National Qualification. As a school we use external providers and commission specialist training in some areas.  This could include Health, Speech and Language and Educational Phycologists’.

What funding is available for SEN?

The School is funded via the Local Authority. The School Budget is allocated according to the number of pupils @ £10 000 per pupil. The School is audited each year to allocate Top Up banding allocations for each pupil including a Top Up for residential pupils.

How does the school find out if support is effective?

Monitoring progress and achievements by pupils is an integral part of Sidestrand Hall School.  We use a variety of baseline information, including BPVS, Sandwell or Puma testing for Maths, Salford reading and comprehension, TALC and Thrive. Ongoing progress is recorded against the SHS levels, AQA unit award criteria, Entry level, Arts award and Sports Leaders’ specific level descriptors as defined by Ofqual.

Curriculum leads review progress data and use the professional judgement of staff to select pupils that would benefit from further intervention.

EHCP Annual Reviews

We hold annual reviews of EHCP outcomes for every child.  All staff are responsible for knowing the individual targets and supporting the development of them within the curriculum.

The Senior Leader responsible for pupil data meets twice yearly with every teacher to identify which pupils are making above or below expected progress and any areas for development.

If a child/young person is identified as making lower progress than expected then intervention and support will be discussed to support the child/young person.

Student voice is important at Sidestrand and we have a School Council with Class Representatives being voted for each year.  We are keen where possible to demonstrate where we have implemented suggestions that have been discussed and raised at School Council meetings.  The school completes a yearly survey to gain student views.

Before EHC Annual Review meetings students will be asked their views to be shared at the meeting and explored further if necessary.

What other opportunities exist to support my child’s learning?

At Sidestrand Hall School there are a range of opportunities for children to apply their learning and gain other skills. The extensive facilities and expertise on the staff team contribute to the breadth of learning opportunities on offer. The School uses the 15 acre site to its full potential, outdoor learning includes Nature Learning, gardening, nature trails, mountain bike trail, Go-Kart Track, outdoor play equipment. Specialist areas include a science lab, food technology room, gym, hair and beauty salon, construction and mechanics workshop, art/technology room, ICT suite.

Interventions

There is a range of support offered within each class to support students’ individual learning.  A number of our staff are trained to deliver interventions in speech and language, behaviour, THRIVE, emotional literacy and nurture.  Education Learning Mentors are available to all children for social, emotional and behavioural support.

Teaching Assistants are allocated to class groups according to their experience and expertise and the needs of the pupils within a group.

We also have a service level agreement with CEPP who provide us with Education Psychologises who at times work directly with our pupils but also supports staff training.

The School’s extended curriculum particularly focuses on emotional and social development and independence. On Theme Days pupils are provided with opportunities to work with other pupils that may be outside of their own class and area of the School.

An independent travel programme is delivered from Year 12. It includes finding your way around the school, the local area and training in reading bus time tables and catching local buses to the School’s charity shop ‘Strands’ in Cromer.

The School also runs a House System which provides pupils with the opportunity to take on additional responsibilities such as representing the House in sporting events, it also is linked to our rewards system with pupils earning house points for a wide variety of reasons.

The School has four Phase Leaders who are responsible for pastoral welfare for the pupils within their Phase.  Line Managed by the Assistant Teacher for Safeguarding and Welfare, they will monitor the attendance, progress and welfare.

We have a zero tolerance approach to bullying.  The School holds an annual Friendship Week when pupils take part in activities that focus on building positive relationships.

Student Voice is also important to us at Sidestrand and we have an active Student Council, with representatives across the school, who meet regularly with a Senior Leader to discuss issues and feedback on ideas to develop the school.

The school’s approach to teaching pupils with special educational needs

The school has differing learning pathways which will see them following a curriculum path suitable to them.  The majority of students will follow a subject specific curriculum in line with National Curriculum objectives.  Pupils are grouped according to age and ability.  Students within our Dragonfly phase follow a pre and semi-formal provision of learning.  Curriculum leads oversee the curriculum intent and teachers plan lessons and deliver to support the needs of the students within the classes they are teaching.   Classes are supported by Teaching Assistants and more specific support will be personalised to support transition and understanding of learning activities by the use of visual timetables, and the use of additional resources or teaching aids.

Students are supported with technology and where identified will have access to tablets/laptops to support the recording of work.

Support available for improving the emotional, mental and social development of pupils with special educational needs

Through the schools vision and values the ethos and culture of our setting is about celebrating difference, supporting and identifying individuals’ strengths and nurturing these.  Within all members of the school community there are positive relationships fostered with a mutual respect for one another with a main value of showing kindness.  We encourage independence and encourage positive mental health.   Our School Council meet regularly and support in recruitment of staff, whole school events and providing suggestions to improve the school, which are explore and implemented when possible.  The whole school supports Zone of Regulations and within our KS2/3 curriculum and we support the teaching of relaxation.

The school has a Transition Lead for Careers and Post 16.  Starting from Year 9 in their annual review discussions begin to prepare for Post 16 and parents and carers are directed to view and consider what would be the best provision for their young person.  In Year 11 they will work closely with parents supporting in the process to ensure that the provision is sought for them to extend their education and support their needs.

The school’s curriculum along with its additional curriculum opportunities are supporting preparing students for adulthood and independent living or supporting to their level.  Students from Year 10 in the Annual review it will be discussed during these meetings potential opportunities for moving on to other settings and opportunities to discuss what these options maybe.  To support transition students entering and leaving Sidestrand we will speak with parents regarding information shared and where possible meetings will be arranged to support the sharing of information.  Reviews are person-centred and if students are not at the meeting themselves then their thoughts and ideas will be sought before the scheduled meeting.

How can parents and carers have input into the provision, policies and procedures at Sidestrand Hall School?

Due to the location of some of our families we realise that visits to School can sometimes be difficult.

The School has a text to parents’ service and parents receive letters detailing trips out etc. Letters are usually sent home on a Friday. Every parent is invited to the Annual Review of their child’s EHCP/statement.  If this is difficult for parents, teachers can arrange a telephone consultation.

The School holds a parent evening but parents are welcomed and encouraged to contact the school at any time.

Class Teachers complete home/school books for pupils.  Termly class newsletters are sent home.   Planners are also used in Middle and Upper Phases to support communication with home.

The whole School newsletter is completed half termly and is posted on the School’s website along with the School calendar of up and coming events.  The website also has active blogs for each phase written by staff and pupils.

Parents and carers are welcome to contact the school to discuss how they would like to support provision, policies and procedures. There are 3 parent Governors on the Governing Body and they are keen to increase parental involvement and support sessions.

The School has one Parent Support worker who can provide support to parents and careers, when necessary they are able to signpost services to parents and support in completing forms, attending meetings and any other support that may be needed.

We would always encourage parent and carers who are not happy with any element of the school to talk firstly with their Class Tutor or Phase Leader.  If things are not able to be resolved then your concern would be shared with the relevant leader to support a resolution.  There are details on how to make a formal complaint to the school on our School website.  If support or help was needed to complete this then our Family Partnership worker would be able to assist.

Not had your question answered?

Please feel free to contact the school on 01263 578144 and ask to speak to Mrs Fiona Drake who will be happy to try and answer any further questions you may have.

What is the Norfolk Local Offer?

“Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.”

It has two key purposes:

1. To provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it.
2. To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.

It can be accessed by clicking on the link: https://www.norfolk.gov.uk/children-and-families/send-local-offer The Sidestrand Hall School SEN Information Report for 2023-2024 forms part of the Norfolk Local Offer for learners with Special Educational Needs (SEND).