SEND Information Report
SEND Information Report
|Loreto High School is committed to supporting all SEND learners achieve the best outcomes in their programmes of learning and endeavours to meet the needs of all pupils through individualised support in discussion with pupils and parents.
|Named contacts for pupils with SEND
|Headteacher: Catherine Hughes
SENDCo: Kate Holden
Safeguarding Lead Rebecca Graham
Governing Body Link Fiona Keenan
|What types of SEN do we provide for?
|Loreto High School, Chorlton is a co-educational mainstream secondary school, catering for students between the ages of 11 and 16, within the Year groups 7-11. We are a Roman Catholic school and are part of the 400 year old Loreto family, which has a reputation for delivering excellence in education on an international basis. We believe in inclusive practice and therefore do not offer specific units or separate provisions for any of our young people. We cater for students in the following four broad areas of need:
|Collection & Identification of Additional
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
|The application form provides the first opportunity for pupils to disclose any additional needs. The more
information we have at point of application, the better we can plan ahead and prepare an appropriate support plan.
Further opportunities for disclosure exist:
Furthermore, identification of need may occur at any point during the school year through staff referral or through any of the following screening tests
|Pre-induction through increased networking with partner schools and outside agencies has improved early
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.
|A member of the SEND Support team will meet with pupils in the first few weeks to discuss aspirations,
individual needs and how to provide the support that will best suit the individual. Data review is termly and ensures that:
|Range of support
|At Loreto, there are many sources of help available:
|Involving pupils in planning support
|If a pupil is identified as requiring additional support, information is collated from a range of sources: pupil,
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
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
|Communication with parents
|The SENDCo or Head of Year is the first point of contact for any concerns that parents may have concerning a
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.
|Record Keeping – Plan & do
|All pupils accessing additional support are monitored for progress by the SEND Support Team. Accurate records
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.
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.
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.
|Remote learning/ working from home
|Loreto puts in place best endeavours to support learners working remotely. Additional to the wider school
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
|We have an Enrichment programme at Loreto, with a broad range of activities on offer, catering for all tastes.
Trips, residential visits and work shadowing placements/projects include accessibility considerations as part of the planning process.
|Preparing for Adulthood
|Learners with disabilities are encouraged to develop their self-confidence by acting as worthy advocates and
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.
|Support and training for school staff
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.
|The Local Authority Offer
|Our contribution to the local authority offer can be found at:
|What to do if things go wrong
|In the first instance, pupils are encouraged to speak to the SENDCo to see if a problem can be resolved.
If the concern is not resolved, then pupils should follow the Complaints Procedure on the school website.
|Date: November 2023
|Review: November 2024