Inclusion is at the heart of everything we do.
We want all our students to have a love for learning but we realise that some students need this aspect of their school lives nurturing. We want all our students to reach their full potential but we know for some students practical help will be needed. We also want our students to recognise their individual talents and abilities and achieve their goals.
The Inclusion Team comprises of a wide range of specialists who work together with parents and carers to help students achieve their best and feel included in all the opportunities on offer at South Hunsley.
The primary focus of the Inclusion Team therefore, is to constantly review how we support our students and ask the most important question: what does this student or group of students need and how can we meet those needs?
The efforts of our Inclusion Team have been recognised by Ofsted who praised the ‘high quality additional support and care’ provided to those students who might need some practical help or extra guidance to make sure they have every opportunity to grow and flourish as individuals.
SEN Information Report
You can read our SEN Information Report here.
Accessibility Report
You can read our Accessibility Plan here.
Important Contacts
SEN Coordinator: Miss K Jones katherine.jones@southhunsley.org.uk
FAQs
SENDCo – Jodie Sweeney (jodie.sweeney@southhunsley.org.uk)
SEND Manager – Katherine Jones (katherine.jones@southhunsley.org.uk)
SEND Support – Nicola Cheetham (nicola.cheetham@southhunsley.org.uk)
25 Teaching Assistants
2 Emotional Literacy Support Assistants
2 Pastoral Support Assistants
Education Welfare Officer
6 Heads of House
Careers Advice and Guidance Officer
Routine transition data collection and liaising with Primary schools
In year transfers – information requests from previous school, parents and agencies if involved
Baseline data, SAT data, diagnostic reports and additional testing
Referral by a member of staff or parent
1. Student is identified as having a need
2. Student is in receipt of support additional to and different from that provided by QFT
3. Student is placed on the SEN register
4. Progress of the student is reviewed after intervention
5. Student is identified as requiring continued intervention or having made progress and no longer in need of intervention
6. Student no longer in receipt of additional to & different from is removed from the register (AN)
Quality First Teaching (QFT)
Student Support Plans
In class support
Guided reading
IDL
IT resources
Support at social times
Social skills/Friendship Groups
Personal care
Physiotherapy
ELSA
Exam Concessions
Educationl Welfare Officer support
Behaviour mentoring
Key workers
Education Inclusions Service (EP/IP)
Speech and Language Therapy (SaLT)
Sensory and Physical Teaching Service (SaPTS)
MIND
SMASH
CAMHS
YFSS
Social Services
Physiotherapy/Occupational Therapy
NHS
Education Welfare Service
Label of Love
On entry students complete Cognitive Ability Tests (CATs) which have four standardised scores:
1. Verbal (ability with language)
2. Quantitative (ability with number)
3. Non-Verbal (underlying ability)
4. Spatial (ability to recognise patterns & manipulate shapes in space)
Reading and Spelling is also tested on entry and gives standardised scores.
The average range for all of these scores is 85 – 115.
This data is used when planning and seating students to ensure they are able to effectively access the curriculum content in lessons.
Some students could have some low data scores, but this does not necessarily mean they have a Special Educational Need.
All training is evidence informed and includes:
•Whole Staff training
•Training days
•TA training
•Teacher Development Meetings
•Subject Leader Meetings
•Senior Leadership Meetings
•SEND briefings (every three weeks)
Ongoing coffee sessions including professionals and increasing parent/carer voice
Ongoing training for all staff and QA process embedded within school
Sharing of internal processes and information with parents/carers through the school website
Updated referral form for use within school for staff to raise concerns
