Under the SEN Code of Practice (September 2014) all schools and local authorities have to publish the services that are available within the local area to support children with special educational needs and their families.
What specialist services and expertise are available at, or accessed by, the school/setting?
- Mainstream School Access
- MAKATON Signing
- Specialist Dyslexia Teacher
- Specialist Mental Health and Wellbeing Lead
- First Aid Qualified Staff
- Person Centred Planning and collaborative Education Health Care Plans
- School nurse
- Speech and Language Therapist
- Orthotic and Wheelchair services
- Occupational Therapy
- Advisory Teachers for Visual Impairment, Hearing Impairment, Autism Spectrum Disorder and Behavioural, Social and Emotional Needs
- Educational Psychology Service
- Social care professionals
- Play Therapist
- Paediatric Learning Disability Nursing Service
- Equine therapy
- Sensory provisions
What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
All of our staff undertake Continuous Professional Development to ensure that they meet the needs of all our students. There is a rolling programme of initial, and refresher training, to ensure that we maintain up to date and high standards of education. Child Protection and Safeguarding are an essential priority in Crosshill, all staff undertake regular training and 2 members of staff have undertaken Senior Designated Person training. Staff also receive First Aid training regularly and Asthma/Epilepsy/Anaphylaxis training annually. Our staff hold a variety of other qualifications such as:
- Special Educational Needs Coordinator (SENCO) holds the National Award for Special Educational Needs Coordination
- A member of staff is TEACCH trained
- A number of staff are Team Teach Trained
- A number of staff are mental health first aid trained
- A member of staff is a trained counsellor
- School has achieved ‘Asthma Friendly School’ status
How do you know if my child needs extra help?
All young people who attend Crosshill, require specialist support to access learning. We work with parents/carers to identify what type of support will best meet the needs of the young person, and allow them make progress in all areas. Our class sizes are small, ensuring that each individual has the right type and amount of support, differentiated access to learning and appropriate opportunities to work as independently as possible, in order for them to be confident learners.
What should I do if I think my child may have special educational needs?
If your child already attends a school or other provision, you should speak to their Headteacher or the SENCo who will be able to support you in determining whether your child has additional needs and what steps need to be taken to support your child and your family. If you wish to speak to a member of staff at Crosshill, or would like to visit or have a look around, then you are most welcome to contact us directly in school.
How will staff support my child?
Teaching staff support all students by ensuring work is differentiated to meet their needs whilst challenging them to ensure they make good progress. Support staff work in each class to support individual students or small groups of students.
How will the curriculum be matched to my child’s needs?
Crosshill with BCHS takes a personalised approach to meeting the needs of each individual learner by providing a highly differentiated package of curriculum offers and programmes of study. The students are grouped by stage not age. At Crosshill with BCHS we currently offer three levels of curriculum within each Key stage:
- Informal Curriculum Offer (connecting and responding)
- Semi-Formal Curriculum Offer (a life-skills based curriculum)
- Formal Curriculum Offer (an adapted National Curriculum which emphasises life need)
At the end of Key Stage 3 leaners will be placed onto very personalised qualification pathways to ensure that they achieve the highest accreditations possible at their starting point.
At Post-16 learners follow a curriculum with the aim of preparing them for adulthood and employment.
Individual interventions are undertaken where required for speech and language, motor skills, dyslexia, social skills and sensory difficulties.
How will teaching approaches be modified to support my child?
All staff are highly trained and use a range of general strategies and specific strategies for individual students to support all students in their learning. Much of teaching is based on a multisensory approach.
How will both you and I know how my child is doing?
Teaching staff are in regular contact with parents and carers through the following methods:
- Parent/carer consultation evenings
- Coffee mornings and other informal events
- Phone Contact
- Annual Review of Education Health Care Plans
- Interim and end of year reports
Targets are reviewed on a termly basis and this is communicated through the annual review, Parent/carer consultation evenings in the Autumn and Summer terms, interim reports in the Autumn and Spring terms and an end of year report.
We formally measure and track pupil progress through our internal skills ladders within KS3 and accreditation assessment criteria within KS4 and Post-16. We have a robust assessment cycle which we follow throughout the academic year which involves a range of quality assurance methods. We are also part of a special school’s moderation and assessment group to assist in making comparisons with other special schools.
How will you help me to support my child’s learning?
We are always happy to offer advice to parents/carers on how they can best support their child’s learning at home. We have a range of types of homework to suit children of differing abilities and needs. Each child has the opportunity to read daily in school and parents are encouraged to support reading activities at home. Coffee mornings are held each term where parents and carers can come into school and chat informally to staff.
What support will there be for my child’s overall wellbeing?
The well-being of our students is paramount to what we do. We have a specialist mental health and wellbeing lead who works across the school. We work closely with social care teams and health staff, to ensure that all of our students have access to the right support when they need it. This is done through:
- Education Health Care Plans
- Specialist diets (provided through our catering kitchen) and allergy considerations
- Weekly School Nurse Drop-in sessions
What activities will be available for my child?
At Key Stage 3 the students have a varied curriculum containing English, Maths, Science, Computing, RE, PE, PSHCE, Humanities (History, Geography, MFL), Music and Technology. They will also spend some of their curriculum time ‘Learning Outside the Classroom’.
At Key Stage 4 the students study qualifications in English, Maths, Science and Computing at a level appropriate to them which could be Entry Level or ASDAN. Alongside this the students have lessons in Art, Food, PE, PSHE/RE and Life skills. There is also an opportunity for students to take part in work experience and Duke of Edinburgh.
At Post-16 the students study Open Award qualifications based around communication for life and work, independent living skills, independent travel and being part of the local community. They also access work placements and community activities.
Educational visits play a key role in learning throughout the school.
- Lunchtime clubs e.g. dance, crafts, sports
- Residential visits
- Family activities such as Pantomine, Let’s Get Cooking
- Representing the school in various activities e.g. boccia, dance, swimming, football
- Youth Zone once a week
How will you prepare and support my child during transitions?
In Year 6 a representative from Crosshill will attend the Annual Review to begin planning for transition. Following this they will observe the child in the primary school setting and speak to key people such as the child’s support assistant. The child will then be invited to attend transition days where they will meet the Crosshill staff and take part in activities with Crosshill students. Further visits can be arranged depending on individual needs.
Transition planning for between key stages and moving to post-16 takes place during Education, Health and Care Plan meetings annually, so that any changes are well planned. This allows the young person, as well as you and their wider family, feel well supported through them and confident about them being successful.
How are resources and equipment allocated and matched to my child’s needs?
Working collaboratively with families and colleagues across health and social care enables us to identify what resources and equipment a child or young person may need, or benefit from. Where necessary we will refer children to external specialists for assessment and recommendations. These will then be implemented in school and, in collaboration with parents, at home if necessary.
How are decisions made about what type and how much support my child will receive?
Decisions are made with full discussions with students and their parents/carers. We work with parents/carers and other professionals to ensure that any additional support required at home is in place.
Who do I contact if I have any specific questions regarding this Local Offer?