SENDCo:                                Hayley Lindley

Safeguarding Lead          Rebecca Graham

Governing Body Link       Fiona Keenan

• Cognition and Learning
• Communication and Interaction
• Social, emotional and mental health
• Sensory and/or physical needs

Needs

We welcome all pupils who may have a physical or learning disability, a medical condition or mental health issue and recognise the rights of all learners to be treated fairly, regardless of disability. Every effort is made to meet individual needs and we employ our best endeavours to ensure that all pupils have equal access to the opportunities and experiences offered. Our Equality and Diversity Policy can be viewed on the website. Special educational provision will apply to any pupil where SEND is identified or disclosed, regardless of whether or not the pupil has an Education, Health & Care plan (EHCP).

Identification & Disclosure

information we have at point of application, the better we can plan ahead and prepare an appropriate support plan.

Further opportunities for disclosure exist:

• At transition days
• Parental meetings
• Primary school liaison
• During formation with tutors
• During monitoring reviews with staff
• Via the First aid room
• When arranging field trips

Furthermore, identification of need may occur at any point during the school year through staff referral or through any of the following screening tests

• Lucid Screening
• Reading assessments
• Specialist exam assessments
• Dyslexia Screening
• Educational psychologist assessment
• Referral through external agency/professional

identification and subsequent support for pupils with special educational needs. A dedicated team works directly with primary schools to provide information within the school setting, delivering school assemblies aimed at improving the knowledge and skills of pupils in preparation for transition.

We are regularly invited to EHCP reviews for pupils with SEND. Visits are made to schools to elicit pupil information, to check that we have everything in place for a successful transition. We work in partnership with local schools to offer ‘taster days’ during the summer term; The SEND Support team invite all pupils, where SEND is disclosed, to an additional transition event in the summer term. Additional individual transition visits are accommodated wherever possible.

individual needs and how to provide the support that will best suit the individual. Data review is termly and ensures that:

• Individual needs are identified and agreed
• Subject teachers and tutor are fully aware of specific requirements
• Suitable provision is made to meet individual needs

• there is liaison with outside agencies if appropriate.

• SENDco and TA team who are experienced in working with students to remove barriers to learning
• All pupils have formation Tutor who maintain an overview of academic progress, emotional health and well- being.
• Pastoral team who are available to work through issues with pupils and promote wellbeing
• Additional support and Access Arrangements for examinations are implemented by the Academic Support Team, in close collaboration with the Examinations Manager.
• If pupils experience difficulty with work, teachers are readily available in subject specific resource areas and many departments employ peer mentoring schemes.
• Our Careers Advisers, are on hand to give individual help where necessary.
• Experienced Counsellors, available throughout the week to listen to concerns and help find a solution to any problems.

parent, previous educational provider, external agency and current teachers. If pupils fall behind with work we can provide additional resources for independent study, or suggest strategies to improve progress. The initial discussion centres upon how we can best meet the needs of an individual, whilst ensuring that this is what the pupil actually wants. Information is subsequently shared with parents for their feedback, approved and then disseminated to other members of the school community. Support could include assistive technology or other specialist equipment, in-class assistance, literacy or numeracy intervention, peer to peer wellbeing support, individualized catch up sessions and social communication group

Pupil Voice

The annual pupil voice survey enables pupils with disabilities to make a positive contribution to improvement plans by identifying barriers and working with teachers to suggest appropriate intervention to ensure all pupils can access learning. Pupils are actively encouraged to be at the centre of their learning

young person with SEND. The SENDCo and Heads of Year are available by telephone or email during the school day and meetings can be arranged at mutually agreed times if this would be more appropriate. At Loreto, we will continue to involve parents, guardians and carers in the vast majority of decisions.

Each Parents/Carers’ Evening and other parental events provide a valuable opportunity to ask questions face to face. These events are calendared throughout the academic year and provide an opportunity to speak to individual subject teachers and the SENDCo or another member of the SEND Team. Contact details for the SENDCo are available in the annually published Loreto Family Handbook.

detail any ‘additional to or different from’ provision utilised to meet the pupil’s SEN and note progress towards specified outcomes. This information is revisited at interim points throughout the year to evaluate and adjust support as appropriate. Regular liaison with stakeholders ensures continuity and consistency.

Review

The effectiveness of support and its impact on the pupil’s progress is reviewed regularly. Formal monitoring occurs each half term following the collection of data on each student’s Attitude to Learning, Care & Precision and Home Study. The Quality Review and Supervision meetings are an opportunity for data relating to all students but particularly SEND students to be interrogated at an individual pupil level. Two cycles of formal academic data capture provide an additional opportunity to review the impact of support and its impact on the pupil’s progress. Meetings with parents and students take place at the end of any formal ‘Assess, Plan, Do, Review’ cycle and adjustments made with the agreement of all parties. Parents receive an academic report twice a year and parents are invited to attend a formal Parents/Carers’ Evening once a year. Loreto works with the local authority to carry out a formal annual review for pupils with EHC plans. This multi-agency review will focus specifically on the next steps for pupils and the support they need.

Ground floor rooms are fully accessible for pupils with mobility impairment. There are no restrictions on choice of curriculum; individual needs can be accommodated via sensitive timetabling. Copies of the site plan, which indicate the location of accessible toilet facilities and advised routes for wheelchair users, are available from reception; ramps have been installed at all entrance and exit points. A personal Fire Evacuation Plan is provided for all pupils who require this facility, which is agreed with the pupil in advance and made available to subject staff.

Equipment

We support the needs of pupils who require assistive technology on an individual basis, based on what is already being used. We have adjustable furniture and specialist I.T. software and hardware, fully supported by technicians within school.

A copy of the accessibility policy can be found here on the school website.

offer:

Individual remote appointments with teaching assistant where appropriate

Weekly contact and review for pupils with EHCP Online support in remote classes (Teaching Assistant) Adapted physical resources

• Sport and Physical Activity
• Music and Drama
• Emotional Wellbeing
• Work experience

Trips, residential visits and work shadowing placements/projects include accessibility considerations as part of the planning process.

representatives of the school; a considerable number of pupils are involved in work experience placements and community participation.

Progression to Further Education and work is supported and monitored at Loreto. The department provides

support for college applications and liaison with college services as appropriate on behalf of individuals. Staff are available to help with Personal Statements for college application.

The department has full access to external specialist services and expertise to support the learning of pupils with SEND. This includes CAMHS, specialist sensory services teams and associated health practitioners. In addition, we employ an Educational Psychologists to advise where appropriate

In service training

The SEND Support team includes both support and teaching staff, who keep up to date with SEND developments and new legislation. Members of the team have received specialist training in specific areas such as counselling, dyslexia support and mentoring. Developments in SEND are shared with all staff through INSETS.

www.manchester.gov.uk/sendlocaloffer

senco@loretochorlton.manchester.sch.uk

If the concern is not resolved, then pupils should follow the Complaints Procedure on the school website.