SEND Offer

He took a little child and had him stand among them.  Taking him in his arms, he said to them, “whoever welcomes one of these children in my name welcomes me; and whoever welcomes me does not welcome me but the one who sent me. “Mark 9:36-37

Welcome to our SEND pages.  We hope you will enjoy reading about the variety of ways in which Raines Foundation is able to support students to reach their full potential.

Our Special Educational Needs Co-ordinator is Mrs Coral Bell

Our Special Educational Needs Administrator – Mrs Helen Simmons

At Raine’s Foundation Church Of England School we welcome everybody into our community.  We believe that our community should reflect Gods wish that every child is welcomed and should be provided with the opportunity to achieve his or her full potential.

Every student at Raine’s Foundation has the opportunity to follow all National Curriculum subjects as well as following an appropriate curriculum pathway.

We are committed to narrowing the attainment gap between SEND and non-SEND students.  This may include after school interventions, short-term intervention learning programmes off site provision, home-school intervention learning programmes or other learning interventions developed on an individual needs basis.

If your child has a disability and you would like to know more about what we offer at Raine’s Foundation contact us on

020 8981 1231 or c.bell@rainesfoundation.org.uk

h.simmons@rainesfoundation.org.uk

 

SEND Register 2015/16

Attendance

Does attendance affect your chances of achieving 5 good GCSEs?
Yes it certainly does! You should bear this in mind when considering whether or not to take your child out of school for a family holiday, during term time (or allowing them to take one off days.

Set out below are statistical FACTS about how your percentage attendance, affects your chances of ending your time at school with at least five good GCSE passes (Grades A*-C)

If your attendance is 95.1%-100% your chances are 69.4 %( You are odds-on favourite)
If your attendance is 90.1% to 95% your chances are 51.2% (You have significantly less chance)
If your attendance is 85.1% to 90% your chances are 28.2% (You are an outsider)

Now think about THIS! Taking just 10 days holiday in term –time means that your MAXIMUM attendance can only be 95%. Check above as to how that affects your chances

Also think about THIS! Taking “A day off every couple of week” means that your MAXIMUM attendance can only be 90%. Check above as to how that affects your chances.

Students it’s your future and “ITS UP TO YOU”.

Does my child have a disability?

The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

A physical or mental impairment includes:

  • Learning difficulties
  • Medical conditions, including epilepsy, diabetes, more severe forms of asthma and eczema
  • Specific learning difficulties, including dyslexia
  • Autism
  • Speech, language and communication impairments

If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.

A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.

A young person has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age

Or

  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.

If you would like to discuss your son or daughter please contact Coral Bell or Helen Simmons.

 

Back to SEND offer

 

 

Informing Parents Of Their Childs SEND Need

 

Should your child be identified as having an SEND condition, you will be informed.  If your child is offered an intervention, you will be informed in writing.

 

How Do Parents Of SEND Students, Find Out About The Progress That their Child Is Making?

  • Parents of pupils with a SEND need have the opportunity to discuss progress concerns at any time with the SENCO.  In addition information about progress of SEND students is given at:
  • Annual reviews (including pupil and parent participation in planning the review)
  • -school reports
  • Interim progress reports
  • Parents evenings (SENCO attends every one of them)
  • Informal conversations between parents and teachers TAs SENCO
  • Friday parent drop in afternoon
  • PEP meetings (including pupil participation in the preparation for these meetings)
  • Students are routinely consulted about their SEND to enable effective deployment of interventions.

Supporting The Transition Of SEND students through The Key Stages

Support provided For The Transition From Primary To Secondary

  • The SENCO attends the Tower Hamlets transition meeting – Primary and secondary school meet to discuss students with a SEND condition
  • Information is shared between parents and the SENCO, at the year 6 transition evening
  • Base line testing of all year 6 students organised by the SEND department, helps us to organise support at the point of transition.
  • Members of the SEND department make several transition visits to primary schools and work alongside the most high profile SEND students
  • SEND and Medical information is distributed to all teachers and TAs on the first day of the autumn term.

 

Support Provided For Transition From KS3 KS4

  • Assistance is given to all students about option choices. The curriculum allows for different pathways.  SEND students are encouraged to pick the most appropriate pathway
  • The careers adviser is able to support students when they are making their option choices.
  • We apply for Special examination Arrangements for many of our SEN students
  • An ASDAN option is available for students who require support with confidence building.

Transition To Post 16

  • Pupils who have selected the ASDAN choice make visits to colleges, have mock interviews and receive help with completing their application forms.
  • The careers adviser priorities pupils with a SEND condition for advise and support
  • Pupils with a statement ECHP are supported in their transition arrangements at their annual reviews
  • SENCO liaise with further and higher education colleges about the support requirements of SEND students.
  • Work experience is offered to all students
  • The careers service has a specialist worker to consult with SEND students. Referrals are made to this worker via our careers adviser.

Outside Links

Links with outside organisations

Raine’s Foundation works in a collaborative partnership with many different agencies. This means that a supportive plan can be developed to meet your child’s needs both in and out of school.

 

We hold regular meetings to monitor the plan and make changes when necessary to the plan.  We call these meetings Team Around the Child (TAC) because that is what they are – a meeting where you and your child consult with the team members to implement the plan to support your child.

 

We will also use the Common Assessment Form (CAF) to record information you provide about your child, this will provide a baseline to develop a multi-agency planned approach to addressing the SEND of your child.

 

Listed below are just some of the outside agencies with whom we work collaboratively:

  • Tower Hamlets Special Educational Needs Section
  • Child and Adolescent Mental Health Service (CAMHS)
  • Phoenix Outreach team
  • Educational Psychologist (EPs)
  • Tower Hamlets Social Care team
  • Norman Grove Outreach team
  • NHS Speech Therapy Team
  • Tower hamlets behaviour Support Team
  • Attendance And Welfare Assistant
  • Partnership Education Providers

Parents ‘Drop In”

Parents are welcome to contact Coral Bell our SENCO at any time.  However we are now running ‘drop in’ sessions for any parents who wish to discuss their child’s SEND needs.

 

The sessions will take place in the Upper school SEN room, on the second and fourth Friday afternoon of every month. (1:30-3PM)

No Appointment is needed, Just ‘drop in’.  During some Friday afternoons our EP (Dilly James) will also be available to offer advice.

Who is Who at Raine’s Foundation?

 

All our staff are involved in and committed to providing education and support for SEND students.  If you are concerned about your child please contact one of the staff listed:

 

Head of Learning Year 7: Ms. E. Omo-Bare e.omo-bare@rainesfoundation.org.uk

Head of Learning Year 8: Mr. G. Leighton g.leighton@rainesfoundation.org.uk

Head of Learning Year 9: Mr. G. Jenkins g.jenkins@rainesfoundation.org.uk

Head of Learning Year: 10: Ms. M. Martin m.martin@rainesfoundation.org.uk

Head of Learning Year 11: Mr. A. Scantlebury a.scantlebury@rainesfoundation.org.uk

Head of Learning Year 12: Mr. J. Childs - j.childs@rainesfoundation.org.uk

Head of Learning Year 13: Ms. S. Chandler - s.chandler@rainesfoundation.org.uk

 

Deputy Headteacher In Charge of Inclusion         Ms. L. Swarbrick

LSU Manager                                                        Ms. F. Afuwape

Special Needs Co-coordinator                              Mrs. C. Bell

Administrator for the SEN Department                  Mrs. H. Simmons

Higher Level Teaching Assistant                          

 / Examination Access                                           Mrs. C. O’Brien

 

Any enquires about SEND provision at Raine’s Foundation should be made to Mrs. C. Bell

Telephone: 020 8981 1231

Email: c.bell@rainesfoundation.org.uk

 

OTHER STAFF INVOLVED IN SUPPORTING OUR SEND STUDENTS: 

 

Learning Support Assistants 

Ms. J. Warner - j.warner@rainesfoundation.org.uk

Ms. K. Lee - k.lee@rainesfoundation.org.uk

Ms. J. Venn - j.venn@rainesfoundation.org.uk

Mr. I. Choudhury - i.choudhury@rainesfoundation.org.uk

Ms. B. Theophile - b.theophile@rainesfoundation.org.uk

Ms. S. Najmeen - s.najmeen@rainesfoundation.org.uk

Mr. D. Stephens - d.stephens@rainesfoundation.org.uk 

Mr. M. Mara - m.mara@rainesfoundation.org.uk

 

 

Learning Mentors

Mr. A. Hassan (plus assistant head of learning KS4)

Extended School’s Social Worker                             Ms. H. Davis

Educational Psychologist                                          Ms. D. James

Education Welfare Administrator                              R. Boniface

Behaviour Support Assistant                                    E. Omo-Bare

Teaching, Learning and Assessment

At Raine’s Foundation we use data to accurately track students’ progress.  Your child will be set challenging targets.  Our challenge is to support your child in attaining the targets.

We share examples of good practice during departmental meetings; colleagues overcome learning barriers by working together.

We celebrate learning achievement in different ways.  Personal praise, achievement stickers and certificates, letters and positive post cards are sent home, reward trips and end of year prizes.

 

Identification and Monitoring of SEND Need

We use a variety of resources and areas of knowledge to identify students who have a SEND need.  For example:

-        transfer information from primary school

-        reading spelling and number tests

-        Observation from staff and parents

-        Speech and language assessments

-        Dyslexic tests

-        EP assessment

-        ADHD assessments via CAMHS

-        ASD assessments via CAMHS and Phoenix outreach teams.

Interventions

A deploy number of interventions for example:

  • In class dedicated TA support
  • Small group interventions for example the LIT programme, maths groups and behaviour support.
  • Individual interventions for literacy, speech and language, mentoring and number work
  • EP support
  • CAMHS support
  • School Nurse Support
  • Extended School Social Worker Support
  • LSU part time and full time placements
  • Examination Access Arrangements
  • Careers and Post 16 support
  • Subject specific tutors for English, Maths and Science at KS4
  • Differentiation of tasks.

 

Evaluation of Interventions

The effectiveness of interventions are evaluated in various ways for example:

  • Whole school academic tracking system
  • Annual Reviews Care Plan Reviews
  • Repeat reading spelling Tests
  • Whole school behaviour tracking system
  • Whole school attendance and punctuality tracking system.
  • Individual evaluation of students who are mentored
  • Case Studies where multiple interventions are deployed.

 

 

 

 

 

 

 

If I Am Unhappy With The SEND Provision Provided For My Child, Who Can I Contact?

Your child’s tutor

Your Child’s Head of Learning

The SENCO (Coral Bell)

Deputy Headteacher Inclusion (Lesley Swarbrick)

Headteacher (John Bradshaw)

Tower Hamlets Parents Advice Centre

Tower Hamlets SEN section

The Inclusion Team

The Inclusion Team is responsible for looking after the learning progress of:

Students with special educational needs and disabilities

Students with temporary or long term medical needs.

Students who are in the care of Tower Hamlets or neighbouring local authorities.

Students who have been placed on the Child Protection Register

Students with temporary or long-term emotional and or social difficulties which prevent them accessing full time main stream education.  These students are supported by our mentoring system, pastoral system, teaching assistant’s use of the SEN room as a sanctuary and a placement full or part time in the Learning Support Unit.  In addition we liaise with outside agencies such as CAMHS and social care teams.  Referrals are also made to outside counselling services such as ‘Step Forward’.

Students who are experiencing difficulties in maintaining progress

The aim of the inclusion team is for SEND students to fully participate in the curriculum and after school activities if they wish.  To enable this we are flexible with our deployment of teachers, adaption of equipment and the buildings have been adapted for wheel chair access to most areas.  Where needed we call upon expert advice from the Tower Hamlets Disability Team.

Teaching Assistants

We have teaching assistants (TAs) working with our SEND and Pupil Premium students.  One is qualified as Higher Level Teaching Assistant (HLTAs.)  TAs have high expectations of all students, and use their subject knowledge to enable students to achieve the learning objective in lessons.  Teaching staff plan lessons to make effective use of TAs; therefore their impact is significant in contributing to the learning and achievement in our classrooms.

 

Additionally our TAs oversee the schools LIT programme which is used to improve reading and spelling ages.  Some members of the SEN department are able to deliver the school mentoring programme, providing our SEND and Pupil Premium students with extra support and encouragement to realise their learning potential.

 

A large group of subject specific tutors deliver a comprehensive range of 1-1 interventions.

 

Training

Coral Bell our SENCO has attended the Tower Hamlets SENCO training course.  In addition she has also received training in a number of individual disabilities.  For example Speech and Language, dyslexia and mental health.  Coral also routinely attends SENCO conferences to find out about new policies and how they are being implemented in Tower hamlets

The teaching Assistants have varying degrees of experience and training.  We have TAs trained in the following areas:

Speech and language, dyslexic, dyscal, ASD, working with the visually and hearing impaired and bespoke training delivered by our EP to address the needs of some of our students with complex needs

  • Our mentors are trained by Tower Hamlets
  • Teaching Assistants who deliver the LIT Programme are fully trained to use the programme.