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Welcome To
Carlton Digby School


Together we achieve

SEND Report

1. What kinds of special educational needs does the school/setting make provision for? 

Carlton Digby is special school, in Mapperley, that teaches pupils aged 3-18 with a wide range of Special Educational Needs and Disabilities, including: severe learning difficulties; profound and multiple learning difficulties; moderate learning difficulties; autism with associated learning difficulties; visual impairment; hearing impairment; multi-sensory impairment; social, emotional and mental health needs; speech, language and communication needs; and physical disability with associated learning difficulties. Pupils who attend the school have an Education Health and Care Plan (EHCP). Admission to the school is coordinated by the local authority SEN team (please see admissions page for further details).

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs? 

 

3. a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs? 

All pupils at Carlton Digby School have significant special educational needs and the school’s quality assurance programme monitors provision to ensure that it meets those needs.

Teaching and all aspects of learning are monitored at least termly by the senior leadership team and school governing body. These take the form of lesson observations, learning walks, work and planning scrutiny, pupil interviews, moderation, pupil assessments and appraisal of teachers and support staff.

The classes are divided to enable staff to support the pupils individual needs within a class setting. Additional support is sometimes required for individuals. There are a range of intervention rooms within the school, which are used as appropriate to the individual or group of pupils.

b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

Parent and Carer involvement is vital in the education of each child. The school regularly involves parents in the educational process. There are 3 parents’ evening meetings per year where progress is shared and discussed with the parents and the class teacher. An annual review of the EHCP takes place where progress and target setting are discussed. In addition, an annual curriculum report is sent to parents at the end of each academic year.

There are further opportunities for parent/carer communication in coffee mornings, daily diaries, start and end of the school day and termly whole school newsletters. Parent/carer workshops offering information or training are available across the school year through the parents group.

Behaviour is monitored closely within the school, and parents will receive written communication detailing any incidents that have occurred. Parents are encouraged to contact the class teacher to discuss this further if they wish.

c) What is the school’s approach to teaching pupils with special educational needs?

The class groupings at Carlton Digby are appropriate to the needs of and the number of pupils. Classes at Carlton Digby are small and have a high staff to pupil ratio and we ensure that a suitable peer group is available for each child. Pupils have the opportunity to work as a whole class, small group and individually. When required, some pupils have personalised programmes.

All staff are highly trained to meet the needs of all pupils within the school. Training is cascaded to staff as appropriate. Staff and pupils use a variety of communication methods to ensure that pupils can access learning.

The school is a purpose built facility for pupils with SEND. There are a range of fully accessible, specialist rooms, such as hydrotherapy, sensory room, soft play room, interactive floor, science laboratory, food technology.

d) How will the curriculum and learning be matched to my child/young person’s needs?

On entry to the school, pupils have a baseline assessment within the first 7 weeks in all areas of the curriculum. Pupils are challenged with annual and curriculum based targets to support their learning. To suit the wide range of need, the school is able to provide accredited courses up to entry level and to offer a sensory curriculum appropriate to the needs of its learners. A curriculum overview is in place to meet the National Curriculum requirements, but also meet the needs of individual / cohorts / groups of pupils as required and ensure a broad and balanced curriculum is accessed. There is a focus on the development life skills, independence and transferable skills across the school.

e) How are decisions made about the type and amount of support my child/young person will receive?

Decisions around provision are made initially around the time of entry into school through consultation with parents and other professionals. An initial post entry review meeting for new pupils is held within the first term of their entry into the school. Regular meetings are held to review progress and provision with both the local authority and parents/carers.

School recognises and respects the individual needs of all the pupils.

The school population covers a wide range of ages and abilities and consulting with pupils is based on these factors. Pupil voice is encouraged through a school council and pupil meetings.

All pupils have access to a programme of personal, social and health education which is adapted to ensure it meets the needs of all.

f) How will my child/young person be included in activities outside the classroom, including school trips?

Pupils have access to after school clubs, off-site school visits, Forest Schools and an opportunity to attend a residential visit. The school has mini-buses to enable these visits to happen. Staff are fully trained to support pupils’ medical needs and a thorough risk assessment process is undertaken for off-site visits. The School Council meet termly and discuss a variety of topics and themes. They make decisions on other activities that are outside of the classroom, including making items for and selling them at a Christmas fair.

g) What support will there be for my child/young person’s overall well-being?

All pupils have a named class teacher who has responsibility for the overall well-being of the child.  School staff work within a multi-disciplinary team which includes Special School Nursing, Speech and Language therapy, Physiotherapy, Occupational therapy and Music therapy. There are 3 designated safeguarding staff in school should there be any concerns. All staff receive safeguarding training at least every three years and updates on an annual basis.

4. (For mainstream schools and maintained nurseries) Who is the school/setting’s special educational needs coordinator (SENCO) and what are their contact details. 

 

5. a) What training have staff supporting special educational needs had and what is planned? 

All staff receive training on an annual basis to support pupils’ health and safety needs as well as more specialist training around specific conditions. Staff receive training in Makaton (SALT), safe moving and handling (internal trainer) and MAPA (external trainer). Staff are kept up to date with new developments through continuing professional development (CPD) and its effectiveness is monitored. Staff have an obligation to share their CPD with other staff to facilitate a cascade of the information/advice/training they have received. All teaching staff are part of a peer coaching programme to share and develop good practice across the school.

b) What specialist services and expertise are available or accessed by the setting/school?

Effective multi-professional/agency working is the key to successfully supporting pupils’ needs at Carlton Digby School. We have regular access to physiotherapy, school nurses, speech and language therapy, music therapy, occupational therapy and educational psychology. Regular multi-disciplinary meetings (MDT) are held with a member of SLT and members of the health staff team.

6. How will equipment and facilities to support pupils with special educational needs be secured? How accessible is the school/setting? 

Carlton Digby is a five year old, purpose built, three story building which allows access for all pupils to all areas of the school by use of lifts. Access to the building and grounds is through a secure gate and a double door in the main foyer. All external doors are controlled by an access fob system. There are also internal fences and doors which allow the pupils to move safely through the grounds.

The school has a range of specialist equipment including a hydrotherapy pool, sensory room, a soft play area and adapted outdoor play areas. All equipment is modified to meet the needs of pupils. The school offers specialist curriculum areas for science, art, design technology, ICT and music.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will I be involved in the education of my child/young person? 

Parent and Carer involvement is vital in the education of each child. The school regularly involves parents in the educational process. There are 3 parents’ evening meetings per year and an annual review/EHCP review where progress and target setting are discussed. In addition, an annual curriculum report is sent to parents at the end of each academic year.

There are further opportunities for parent/carer communication in coffee mornings, daily diaries and termly whole school newsletters. Parent/Carer workshops offering information or training are available across the school year through the parents group.

8. What are the arrangements for consulting young people with SEN and involving them in their education? 

School recognises and respects the individual needs of all the pupils. The school population covers a wide range of ages and abilities and consulting with pupils is based on these factors. Pupil voice is encouraged through a school council, pupil meetings and student subject questionnaires. Pupils formally input into their annual review and their views are sought (where appropriate). The school supports pupil centred reviews and completes a review of pupils’ views at least once a year.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting? 

The school has a formal complaints procedure but in the first instance getting in touch with the school and discussing the issue with the class teacher or the senior leadership team is encouraged. Parents can contact the Head teacher or if necessary can also get in touch with the Local Authority.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils? 

The main responsibility for involving other organisations has been delegated to the head teacher. The governing body regularly monitors all aspects of school life through its regular full governing body meetings. Governors attend school at least termly to conduct a learning visit with a specific focus or hold meetings with key members of staff. 

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people? 

Signposting parents to information is usually undertaken on an individual basis e.g. at review meeting or via the home/school diary. The school holds some information on targeted support, short break services etc. However if the school is unable to signpost then they will attempt to direct towards an alternative service provider or set up multi agency meeting.

A transition morning for pupils and parents/carers of pupils in Year 9 and above takes place on an annual regular basis. A large variety of different providers and provisions attend to allow parents the opportunity to gather more information on the subject of transition and to enable them to see what is available for their child when they leave school.

The school holds parent workshops to share relevant information.

The Nottinghamshire County Council Local Offer web site is extremely useful: www.nottinghamshire.sendlocaloffer.org.uk

12. How will the school/setting prepare my child/young person to: 

Individual transition programmes are prepared which, whilst different for each pupil, can involve visits, focused time in class, a transition book with photographs, visual timetable, objects of reference, countdown timetable or phased entry, if needed.

Pupils are supported for transfer between different classes and phases within school through a transition morning. This is where all pupils and staff move to their new classes to prepare for their move. Further transition time is arranged if needed by individual pupils. Teachers liaise with the previous teacher to ensure a smooth handover and ensure that the necessary requirements for to happen are in place (e.g. a sensory diet). Pupils in the Post 16 phase have a tailored independence life skills programme, including independent travel programme; functional skills maths, English and ICT; cookery; shopping; cleaning; access to community facilities and work experience. Pupils are also supported with transitions in their final year to their next placement.

13. Where can I access further information? 

Further information can be found on the school web site www.carltondigby.notts.sch.uk or through contacting the school office 0115 9568289.

Nottinghamshire County Council website – SEND offer: www.nottinghamshire.sendlocaloffer.org.uk

Review Date: October 2017

To be reviewed: October 2018