Our SEND Information Offer at Falconer School

Welcome to our SEND pages, providing information on the support we provide for pupils who have Special Educational Needs or Disabilities. We hope you will enjoy reading about the variety of ways in which Falconer School is able to support pupils with additional needs to reach their full potential.

The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014 and please fine relevant information below.

Kind of SEND that is provided for at Falconer

Falconer is a school for boys aged 11-16 years’ old who have special educational needs and have an Education, Health and Care plan ('EHC plan'). To be placed at Falconer the pupil must have a main diagnosis of Autistic Spectrum Condition (with the possibility of additional needs). Placement can only be made through the Local Authority (Herts. County Council).

Policies for identifying children and young people with SEN and assessing their needs

As all pupils attending Falconer have an EHC plan the identification of their needs has already been agreed. The school however has local policies related to the education and support of children with special educational needs. These policies can be found on the school website under our school, statutory information, https://www.falconer.herts.sch.uk/

Special Educational Needs Coordinator is Bernie Murphy.

Governor with responsibility for SEND is Adam Dabin.

Arrangements for consulting parents of children with SEN and involving you in your child’s education

At Falconer School we recognise and value the importance of working in partnership with parents. We listen to parents/carers and work together with them to ensure their child gets the best out of their time here.

This starts from the end of year 6 at the young person’s annual review meeting, where a transition plan is agreed. Opportunities are provided to visit the school pre admission with their child.

On entry termly parent review meetings are held. These meetings are to set targets and record progress and to give parent and child an opportunity to discuss any matters.  An individual One Page Profile is also completed for each pupil. The One Page Profile is an overview of needs and any reasonable adjustments needed. The One Page Profile is also reviewed termly in conjunction with the parents and supports the pupil’s education, health and care plan.

At the end of each term parents receive an end of term report.

Parents are invited to the formal annual review meeting related to the child’s educational, healthcare plan.

All parents/carers are able to contact key staff at the School by email, phone or in person and are welcomed to attend a number of events, including target setting and review days where parents receive information regarding their child during the school year.

During the School day, parents/carers are encouraged to contact their child’s form tutor or mentor if they have an urgent query. Similarly, school will contact parents should any relevant information be needed to be passed on.

Mentors review pupil progress at least once every half-term, informed by their regular sessions.

Arrangements for consulting young people with SEN and involving them in their education

Pupils are fully involved in planning and arranging transitions- between key stages and between institutions.

Primary – Secondary transition is a coordinated programme. Falconer staff visit students in their Primary setting, students have visits and ‘taster’ sessions at Falconer School and have individual meetings involving parents/carers and key staff.

Transitioning from KS3 to KS4 students are engaged in a structured programme to assist them in selecting appropriate options for KS4 study. This includes dedicated lesson time in PSHE & PD; dedicated tutor time; individual meetings with key staff; publication of an information pack which is distributed to all students and parents/carers.

Discrete time in the KS4 curriculum is dedicated to supporting students in making successful progression from Falconer School on to suitable further education and/or training. Furthermore, all students have independent, impartial advice and guidance from our external partners in Services for Young People – including individual meetings, visits to colleges and Careers Fairs.

In relation to learning within Falconer School, all pupils are involved in target setting on a termly basis. Pupils are also invited to their annual review meetings and as a minimum are asked for their views and input.

Providing formative and summative feedback to pupils is embedded within the Teaching and Learning principles, policy and procedures. Feedback may be verbal and/or written and is structured to enable students to know what has been successful and how to improve their performance.

Every pupil at Falconer has an assigned form tutor who use ‘Zones of Regulation’ as a means to keep a regular check on pupils well-being.

Falconer has a Pastoral Support Team who support pupils who become dysregulated or require additional help. School also provide various therapeutic support where this is identified within their EHCP or as a short term measure where a specific need maybe identified (in partnership with the pupil).

Arrangements for assessing and reviewing children and young people’s progress towards outcomes. This includes the opportunities available to work with parents and young people as part of assessment and review

Baseline assessments are completed termly (on entry relevant information such as SATs results are taken into account).

As part of Teaching and Learning regular assessment opportunities are taken and the school uses a commercial programme (B-Squared). This programme captures small steps of progress across a range of subjects.

Pupils also receive end of term reports and are invited to a termly progress meeting to discuss the content of the report.

As previously stated all pupils are invited to be involved in their annual review meetings (this includes transition arrangements in preparation for their next step of employment/education or training).

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society

In preparation for next phases Falconer School delivers PSHEE and Personal Development as discrete subjects as it is a very important part of preparing pupils for adulthood. Careers education is delivered through the PHSEE and Personal Development Curriculums, enhanced by super-curricular activities within and beyond the school.

Careers Education: Falconer School will ensure that all pupils between years 7 to 11 are provided with impartial careers guidance (see Careers Policy). Falconer School will ensure that it works to raise the career aspirations of all our pupils and broaden their employment horizons via opportunities such as taster days; work experience; mentoring; enterprise experiences; role models and inspiring speakers.

Key Stage 3 to Key Stage 4 Transition: Pupils in year 9 are fully supported to make their curriculum choices for Key Stage 4.  Within the ECHP, pupils will discuss appropriate subject choices that meet their needs and aspirations for the future, including post-16 Education. Pupils at this point will have access to impartial careers advice (independent careers advisor).

Support to Prepare for Adulthood: Falconer School will work to understand the interests, strengths and motivations of our pupils and use this as a basis to plan the support around them (including EHCP requirements). In addition, all pupils are encouraged to take part in enrichment activities both within and beyond the School day, this includes the extended day; trips and visits.

Preparation for Adulthood: For pupils in year 9 onwards, Falconer School will seek to work in partnership with other agencies such as employment services; West Herts College; post-16 providers and 6th forms; alternative education partners; housing agencies; disability organisations and other relevant agencies as required to ensure that pupils understand what support and opportunity is available for them as they get older.

Planning Transition into Post-16 Education and Training: In year 11, pupils and families will be supported to decide on a firm destination post-16 and to familiarise them with the expected new setting. This will include contingency planning.

Information about previous SEN provision will be shared with any post-16 provider before the young person takes their place, preferably in the Spring Term prior to their start to enable the provider to develop a suitable support plan. Falconer School will share this information sensitively and with the best interests of the student at the centre. Pupils must agree the information to be shared.

The approach to teaching children and young people with SEN

Curriculum: All Falconer School pupils have access to a broad and balanced curriculum. The curriculum offer is personalised to the individual student in order for them to be successful both in terms of their learning, progress, outcomes, character development and their progression to their future pathways. Due to recent changes in the pupil population the school is utilising Autism friendly curriculum delivery methods. Staff continue to receive training in Autism teaching approaches.

We personalise our teaching as necessary to ensure that the learning needs of all pupils are met. This may take the form of:

• School utilises Autism teaching techniques (TEACCH principles)
• Working individually or in small groups.
• Using reasonable adjustments and resources in the classroom for individual pupils.
• Using a range of strategies as stated in pupil’s educational health and care plan and One Page Profile.
• Support from a Teaching Assistant.
• Advice from a professional.
• Using technology such as a laptop, IWB
• Small class sizes and additional adults.
• STEPS trained staff – all staff at Falconer use the STEPS approach to support learners with social communication
• Structured lessons that provide certainty and help to reduce anxiety due to consistency
• Regular breaks to help with movement needs or sensory needs

How adaptations are made to the curriculum and the learning environment of children and young people with SEN

Our teachers will set high expectations for every student, whatever their prior attainment.  Assessment targets (based on prior attainment) will be set centrally by the school according to the School’s Assessment Policy. Teachers will set individual student next steps towards their targets based on their assessment of student’s individual work and their developmental needs which are deliberately ambitious for the individual and are in line with this policy. In addition, teachers will provide specific, subject based, written, formative feedback in the form of marking to enable pupils to work towards their next milestone in the subject. Lessons will be planned to address any potential areas of difficulty and to remove barriers to student achievement. In the majority of cases, this will mean that pupils with SEN and disabilities will be able to study the published curriculum.

Alternative Provision: Falconer School may commission alternative provision for pupils who face barriers to participation in mainstream education. Alternative Provision will be used only when other mainstream options have been exhausted. Parents and pupils need to be in agreement and parents will need to sign paperwork. Providers are quality assured by the Vocational Learning Co-ordinator who works closely with all chosen providers. Falconer School only works with providers who meet our high expectations of our pupils in terms of education, support, safeguarding and aspirations. Parents are kept closely informed of their child’s progress by the Vocational Learning Co-ordinator. With parental/carers agreement, information is shared with the provider regarding the child’s SEND.  Falconer School will, in the main through the Vocational Learning Co-ordinator, ensure that there is a clear progression plan and keep the arrangements under review, adapting to the needs of the student. Should an alternative provider have concerns about a child who may have SEN that are not being met, they should raise their concerns with the Assistant Head teacher who leads on Alternative Provision.

Enrichment: All pupils are encouraged to attend at least one enrichment session per week. Pupils have many wider enrichment opportunities within their curriculum, including trips and visits. Individual student’s needs will be taken into account when planning for these. A student with SEND should not be prevented from participating fully in enrichment because of their SEND needs.

The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured

At Falconer School, we have a training programme for all staff which focuses on supporting teaching and learning. Included in this programme are a range of INSETs on topics such as adaptation (personalising the curriculum to meet every student’s needs) and different special educational needs (English (Phonics), Maths, ASC, Speech and Language, STEPs annual refresher training. Our teaching assistants attend training that is relevant and specific to the needs of the pupils.

Our training focuses on:
• Quality first teaching and learning- leading to improved progress for all pupils (assessment and target setting).
• Structured conversations with parents/carers – to improve parents’/carers’ engagement with school and their involvement in their child’s learning and achievement (EHCP/parent review meetings).
• Wider outcomes – to support the participation, enjoyment and achievement of children in all elements of school life.

In addition to the above, all staff are encouraged to share good practice and attend external training which enables them to build on their strengths and develop skills in other areas that will help them to provide effective support to our SEN pupils.

Specialist expertise has been utilised through the services of Herts. For Learning. This includes core subject specific training and curriculum overviews.

Evaluating the effectiveness of the provision made for children and young people with SEN

The following are methods in which the school is evaluated: -

• As a maintained community special school Herts. County Council have overall oversight on the provision and provide the necessary support as required.
• Governors review all aspects of the provision annually (including health and safety, safeguarding and the school development plan).
• Falconer works in conjunction with Unity Schools Partnership in terms of supporting whole school’s developments.
• Senior leaders evaluate the provision and produce any necessary development planning.
• Head of Key stages (3&4) monitor effectiveness of day to day provision.
• Outside agencies such as Ofsted.

Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying

The school curriculum is designed to ensure that emotional and social development is embedded across all subjects and in particular PSHEE.

Staff are trained in STEPs a Hertfordshire therapeutic approach to supporting positive behaviour management.

Pupils have access to staff at all times of the school day and can discuss any concerns at any time.

Therapeutic opportunities from outside professionals are also available when required.

Pupils are involved in annual review meetings and parent review meeting.

School has an up to date Anti Bullying Policy – see school’s website.

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families

As every child has an education, health, care plan, it is likely that all the relevant services are included in the provision for both the pupil and the family on an individual basis. If the school or parents identifies additional services, this would be considered.

Arrangements for handling complaints from parents of children with SEN about the provision made at the school

Should there ever be a reason for a concern please in the first instance contact the school. We naturally would wish to resolve any concern or complaint immediately. If, however, you feel the need to go beyond this the school has an up to date Complaints Policy – see school’s website.

Information where the LA’s local offer can be found  

Parents/carers are encouraged to visit the Hertfordshire County Council Local Offer website: https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx- copy link into browser if link not working. 

This​ website provides valuable information about support, services and activities available for children and young people with special educational needs and disabilities (SEND) and their families.