Special Educational Needs & Disability/
Information Report 2020-2021
Send Information Report 2020-2021
At Challney High School for Boys we believe in achievement, ambition and progress for all children and we aim to meet the needs of all children through highly effective teaching and learning.
There is an emphasis on early identification of need with support to develop skills and strategies which reduce barriers to learning.
We undertake a rigorous system of monitoring children’s progress and using a wide range of strategies to foster a culture of life-long learning and independent living skills for all children.
We work in a flexible way to develop effective partnerships with children and their parents/carers, the SENDCo, specialist teaching staff within the school and external professionals, such as educational psychologists, speech and language therapists, occupational therapists and child and adolescent mental health services (CAMHS) to ensure that the school can meet a broad range of special educational needs.
What Kind of SEND do we provide for?
At Challney High School for Boys we provide support for students with additional needs in all four areas of need as explained in the SEN Code of Practice 2015.
These categories are:
- Cognition and Learning
- Communication and Interaction
- Social, Mental and Emotional Health
- Sensory / Physical needs
How do we identify children and young people with SEND and assess their needs?
We aim to identify students with additional needs and assess their needs as soon as possible. We monitor students’ performance at each data collection and work with Heads of Faculties, subject teachers and pastoral team to put strategies in place in order to cater for those students’ additional needs.
In addition, the SENCO carries out a number of assessments in order to identify the barriers to learning and put provision in place should there be a need for it.
We use information gathered from the student, their parents/carers, teachers, form tutors and external agencies to identify the needs. The SENCO also filters information from end of year reports and GL assessments in order to identity where progress has been slow in order to monitor all students’ participation, progress and attainment, and identity our students’ additional learning needs as early as possible.
How do we consult with and involve parents and pupils?
At Challney High School for Boys , we believe it is very important for parents/carers to be involved in their child’s learning. Parents can contact their children’s form tutor or subject teachers to discuss their child's SEN needs. You can also book a meeting with the SENCO.
If your child has been identified as having additional learning needs, you will be informed of this in writing and given an opportunity to book an appointment with the SENCo to discuss this further. All students with an identified special educational need will have an individual Learning Plan which will be shared with their subject teachers in order to scaffold learning materials for them as well as monitor their progress and participation in the lessons.
Each student with an EHCP has a key worker who works closely with the family, student and school. Our key workers develop strong relationships with families and students. This way we are better able to communicate with families and students who have additional learning needs.
Students with an education, health and care plan (EHCP) will have Annual Review meetings. These meetings will be conducted by the SENCO, who will invite you to your children’s annual review and you will have an opportunity to confirm your attendance. At these annual reviews, EHCP targets and outcomes are discussed, reviewed and amended as necessary.
The relevant case worker from the local authority may be invited to attend these if there are significant changes to be discussed. In these meetings you will have an opportunity to meet with other professionals involved in supporting your child’s learning, and discuss strategies, activities and ways for you to help your child to meet his/her potential.
We encourage all students with education, health and care plans (EHCPs) to be present at the annual review. Students are encouraged to participate in all aspects of their education, including any extracurricular activities, and are assisted in this when necessary.
At Challney High School for Boys, you can contact the SENCO on at any time of the academic year in order to arrange a meeting and raise/discuss your concerns with her.
Support for Learning Team is open to every child to come and have a conversation with the SENCO or any member of the team in order to provide further support and guidance for all students at Challney Boys.
How do we assess and review young people’s progress towards outcomes?
Students and their parents receive termly progress reports across the school. For students with EHCPs, the academic targets set by subject teachers will be linked into their Annual Review targets.
All students with additional educational needs who are on the school’s SEND register will have either Student Passports or Individual Learning Plans depending on which Wave of support they are at. The Student passports and Learning Plans are available for all teachers and teaching assistant to access via the school’s secure folders. These documents are regularly reviewed and updated, and if there are any further concerns the parents/guardians will be invited to a meeting where these concerns will be raised and next steps discusses.
Most of our students who have additional needs attend intervention sessions that run at different times of the day. The interventions cover a wide range of SEN needs in order to cater these needs and narrow the gap in their learning. The students who have been identified in need of further interventions are assessed by the SENCO at the start of these interventions and at the end to determine what progress has been made and to find out if these students need to continue attending these interventions or ca go back to all their mainstream lessons where Wave 1 Quality First Teaching will cater for their needs.
How do we support pupils moving between phases and preparing for adulthood?
Challney High School for boys has a thorough Primary to Secondary transition programme.
We work as closely as possible with our local primary schools and external agencies to ensure that we know as much as possible about students with special educational needs and which strategies are successful at primary school so that these can be adapted to a secondary environment as necessary.
Challney High School for Boys’ Transition
- Parents and students are invited to attend our open evening.
- The SENCO is available at open evening to speak to the parents in person to give an insight into the support we give to our students
- After the places are offered, the SENCO along with the Year 7 Transition Lead attends primary schools in order to discuss SEND students’ needs with the primary school SENCOs
- In July students are invited to come in for a whole day of transition activities to see how things will work when they are at Challney Boys
- Some vulnerable students, or those with SEN or disabilities are invited on an as-needed basis to participate in an extended transition programme. In this programme, students are able to come to the school as regularly as is deemed necessary to become familiar with the surroundings and the format of the school day
- During this time, students may shadow Y7 students in some lessons and spend break and lunch times with them
- For SEN students who have EHC Plans in place, the transition coordinator is invited for their reviews to guide the students through the best transition path
The LA Transition Coordinator also visit our students in Y10 and Y11 in order to give them support and advice
The approach to teaching children and young people with SEN
Challney High School is dedicated to providing high quality first teaching to all students, with an ‘all included’ ethos. We have a broad and balanced curriculum, and teachers are trained to use a range of teaching strategies to support students’ learning needs. Students are set by ability and this is regularly monitored to ensure that students are in the correct learning groups.
At Challney High School for Boys, we believe that your child’s learning needs will first be met through the Wave 1, Quality First teaching delivered by the subject teachers who adapt their teaching to meet your child’s learning needs.
Parents are notified by letter if they are to receive any additional interventions to support their learning. These interventions will initially be for a term and then it is reviewed in order to measure the progress of your child.
The school has trained staff running LLIP (Luton Literacy Intervention Programme) and Numeracy, Speech Language and Communication groups, ELSA(Emotional Literacy Support Assistance) Social Skills such as Lego Therapy, Guided Reading as well as in class support for those who have EHCPs in place and/or need a little more extra help.
The subject teachers, tutors, Support for Learning and Pastoral Team work with your child to ensure that he receives appropriate teaching and support in order to reach their goals. The strategies and progress will be reviewed termly through progress reports and internal monitoring. External agencies and specialists may also review your child’s progress and work with teachers to adapt their planning accordingly.
How have we adapted the curriculum and the learning environment?
Teachers are trained to differentiate the curriculum, employing a number of teaching and learning approaches to enable students make progress. A range of specialist equipment and resources are available where necessary.
Students in key stage 4 may be entered for additional alternative qualifications if necessary, Examples of alternative qualifications include the OCR Cambridge Nationals Sports Science qualification and .
At Challney High School for Boys, we believe that your child’s learning needs will first be met through the Quality First teaching delivered by his class teacher. We carefully plan our curriculum to match the age, ability and needs of all children.
The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability. It may be appropriate to adopt different strategies, approaches or resources and adapt outcomes to meet your child’s learning need. Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning. We hold regular staff training sessions to ensure that strategies are up to date and working for students with special educational needs.
Our provision map is regularly updated and reviewed to ensure that all the provisions we offer are high quality and impact on students’ progress. We use only those interventions that are evidenced based, provide the best value, meets your child’s needs and are recommended by stakeholders such as educational physiologists.
Challney High School for Boys has limited accessibility due to the age of the site. Wheelchair access is possible at the main entrance leading to; the main hall, buttery, toilet and lower school cafeteria. Further access is possible to the SEA block via a side ramped entrance leading to; Science, Languages, Engineering, Maths & ICT. In addition, have accessible toilet facilities across the school, in the same location as each set of toilets.
- For students with social, emotional or mental health difficulties (SEMH) we offer school based counselling services, ELSA (Emotional Literacy Support Assistance). ELSA focuses on a wide range of needs such as social skills, self-esteem, resilience, bereavement and loss support.
- For students with Speech, Language and Communication Needs (SLCN) support is provided by the classroom teachers by employing the Context and Language Integrated approach. Some students with SLCN have out-of-class sessions and they follow the evidence based programs such as TALC (Test of Abstract Language Comprehension). TALC is ELKAN approved progamme.
What additional support for learning is provided?
At Challney High School for Boys we have a 3 tiered approach to supporting a child’s learning.
- Wave 1 – this is the high quality first teaching your child will receive from his class teacher and may include differentiation to cater for your child’s needs.
- Wave 2 - it may be appropriate to consider making additional short term special educational provision to try to close the gap to your child’s learning. At this stage, you will be notified in writing that your child has been entered on the SEND register outlining the support that is going to be put in place. You will also have an opportunity to meet with the SENCO to discuss your child’s Wave 2 Provision in person. This one to one or small group interventions may run outside the classroom during the school day or after school. These will be limited to 6 -8 weeks with the aim to review it at the end and remove your child from the SEND register to minimize disruption to the regular curriculum. You will be kept informed of your child’s progress by the SENCO.
- Wave 3 – at this stage your child has been on Wave 2 intervention for at least a term and after the review, the SENCO did not see the rapid progress. For this reason, it may be necessary to seek specialist advice. This may include educational psychology (EP), speech and language therapy(SALT), occupational therapy (OT) and child and adolescent mental health services (CAMHS). Your child will be on Wave 3 intervention for a longer period of time and the reviews will be carried out with the external agency’s involvement.
Parents should be aware that they have the right to request an EHCP directly from their home local education authority, and the school is happy to provide supporting documents when requested by the borough for parents who wish to take this path.
What additional support for learning is provided?
Staff have INSET days where they are regularly updated on SEND strategies, approaches as well as external agency support they may seek. The SENCO also shares information about the students on the SEND register and how to support these students in the lessons. Any subject teacher can also book a meeting with the SENCO to discuss the students they teach and seek support from the SEND team.
Our Teaching Assistants hold Teaching Assistant qualifications, they regularly attend in-house Continues Professional Development sessions, attend day courses delivered by different stakeholders.
This academic year, staff will receive professional training in a wide range of areas, including LLIP, SLCN, Lego Therapy and ELSA.
How do we evaluate the effectiveness of our provision of pupils?
The impact of provisions are reviewed through formative and summative assessments for the interventions the students are attending. The classroom teachers’ assessments are also used to determine if the students attending the provision have made progress. We also use evaluation forms to see how the students and parents are feeling, and the SENCO uses this information to decide on the effectiveness of our provisions.
Evidenced based interventions are incorporated wherever possible to ensure that students with SEN are able to achieve the maximum amount of progress possible for them.
Quality Assurance is maintained by a regular schedule of learning walks, observations, and book scrutinies carried out by Subject Team Leaders and the Senior Leadership Team. In addition each department is audited annually to ensure that our high standards of provision are maintained.
How do we do to ensure that pupils with SEND have equal access to all activities available to all pupils in school?
Challney High School for Boys offers a wide range of clubs and activities. All of these are available to all students, regardless of SEN status. Where possible and appropriate, SEN support can be tailored to ensure that students with SEN are able to access all activities that they wish to participate in; for example a teaching assistant may be allocated for your child to a day trip.
Support for is in place for improving emotional and social development of our pupils?
Supporting emotional and social development is a key role of every member of staff at Challney Boys. The pastoral team and the SEN team work together to ensure that students are supported to achieve their full potential.
Students are encouraged to speak to an adult when they are feeling emotionally or socially vulnerable or if they are struggling with their mental health. Reasonable steps are taken to help support the students and their families.
Bullying is not tolerated at Challney High School for Boys, and students are encouraged to tell a teacher or member of staff if ever they see or experience bullying of any type.
Our in-house counsellor and ELSA trained Teaching Assistants are available to guide and support your child with his SEMH. All EHCP student have a Key worker who they meet on a weekly basis to share any difficulties they might have. Some students, who have been identified as having emotional and/or social difficulties, are assigned a key worker too. Vulnerable students have a safe place to go to where they can see a member of staff to talk about and share their social and emotional barriers, difficulties and needs?
Support for is in place for improving emotional and social development of our pupils?
The SENCO holds regular multi-agency meetings with speech and language therapists (SALT), SEN advisory teachers and educational psychologists (EP). If the SENCO needs to refer you child to an external agency, she will invite to a meeting in order to explain the reasons for the referral and ask for your permission.
You will always be informed in advance when an external professional is going to see your child and you will also have an opportunity to meet these stakeholders in order to share your difficulties with them. Staff also participate in meetings with other bodies whenever this is necessary, including social care, medical professionals, local authority services and voluntary agencies to coordinate support and share information where this is appropriate and necessary. We work very closely with parents, students and families to support them.
Who can you speak to with regards to SEND at Challney High School for Boys?
The SENDCo at Challney High School for Boys is Mrs Irma Jijieshvili.
She can be contacted on email@example.com or 01582 599921 ext: 361
What arrangements are in place for handling complaints regarding SEND provision?
If your child is on the SEND register or has an Educational Health Care Plan, and you wish to make a complaint about the school. Please follow the guidelines which are outlined on the government website: https://www.gov.uk/complain-about-school/sen-complaints
This guidance suggests three steps to follow:
- Talk to the school’s special educational needs co-ordinator (SENCO). The SENDCo at Challney High School for Boys this is Mrs Irma Jijieshvili
- Follow the school’s complaints procedure – which can be found here.
- Complain to your local authority: https://www.luton.gov.uk/Education_and_learning/Special_educational_needs/Pages/default.aspx
Luton Local Offer
Luton local authority also publishes their Local Offer setting out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education, Health and Care Plan (EHCP).
You will also find information about Luton Local Offer by accessing the following link: