Special Educational Needs
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Introduction from Mrs Osborn
This video was recorded for a virtual open evening, however covers all you need to know about SEND support at Boston High School
Boston High School SEN Information Report
At Boston High School we want every student to achieve their full potential, both academically and as individuals ready for adult life beyond school. We pride ourselves on being an inclusive school and we comply with the SEN Code of Practice (January 2015) and Equality Act 2010. At Boston High School all students follow the National Curriculum. We recognise that a number of our students may require tailored and targeted support over and above the usual academic and pastoral provision; this may be either a temporary or permanent nature. We aim to tailor and target support for individual students who have been identified as having a Special Educational Need.
Examples of need we have successfully supported include:
- Autistic Spectrum Disorders e.g. Asperger Syndrome
- Slow Processing
- Visual or hearing impairment
- Physical Disabilities
- Chronic Medical Conditions such as Chronic Fatigue Syndrome (CFS), diabetes
- Mental health and emotional issues
- Attention deficit disorder
Staff within the SEN department
|SENCO||Mrs K Osborn|
|SEND Administrator and Student Mentor||Mrs P Mitchell|
|SEN 1:1 and Teaching Assistant||Mrs E Moody|
|SEN 1:1 and Teaching Assistant||Mrs T Bryant|
|SEN Teaching Assistant||Miss L Warner|
Teaching and other staff have regular SEN training. Recent examples of training include dyslexia and autism awareness.
Intervention and Support: Assess, Plan, Do, Review
The first step to a graduated response for students who may or do have SEN is high quality teaching which is differentiated to meet the needs of the student. Where further support is required the SEN department will investigate and review evidence of need. The SEN department is able to dyslexia screen where evidence identifies that this may be required. Where extra SEN support is required further interventions will be planned and external agencies may be included. Students may be assessed by the Specialist Teacher Team where evidence identifies that this is the correct route. This will usually take place in the year before their GCSE or GCE examinations. Students with identified SEN needs will have an Individual Education Plan (IEP) drawn up. The IEP identifies the need and sets out recommended support and targets. This may be informed by recommendations from the Specialist Teaching Team where an assessment has been carried out.
The SENCO works closely with teaching staff to ensure strategies for individual students are appropriate and effective. All teachers are required to read the IEPs of students they teach and differentiate their teaching as appropriate. IEPs are reviewed to an agreed schedule.
Students are provided with a “passport” which highlights how staff can support students and includes key points from their IEP. This provides readily available information for teaching and cover staff to help them to support students.
Students with SEN needs may use laptops and other resources where suitable and practicable.
The school may apply for examination access arrangements, following recommendations by the Specialist Teaching Team. These arrangements are subject to approval by the JCQ (Joint Council for Qualifications) and a student’s access arrangements may change or be withdrawn where the regulations are changed by the JCQ.
Parent/carers are consulted prior to Specialist Teacher assessment, referral to outside services, where an application for a EHCP is advised and in review of IEPs.
Professional Referrals and Support
Referrals to other professionals and agencies are made when deemed necessary. We are always happy to facilitate sessions in school. Examples of agencies we may work with are:
- Educational Psychologist
- Child and Adolescent Mental Health Service (CAHMS)
- School Nurse or other Specialist nurses such as Diabetes nurse
- Family Support Services
- Working Together team – Autism outreach
- Occupational therapist
- Sensory service
- Virtual school
- Specialist Teaching Team
Supporting Medical Needs and Conditions
Students with chronic medical needs or conditions have a Care Plan drawn up, in consultation with parents/carers and medical professionals, where appropriate. Should these needs impact on their access to learning a referral is made to the SENCO who will put in place an appropriate support plan. Support from specialist medical staff is sought where appropriate and designated school staff will undergo relevant training to enable them to provide the agreed support.
Education and Health Care Plans (EHCP)
Very occasionally, where it is identified that further support is required, an application may be made to the local authority for an EHCP. This would be in consultation with parents/carers.
English, Maths and other support
Students may be given targeted small group English and Maths support as identified by the Head of department and Head of Key Stage. Students may be timetabled for time out of the classroom to work in the Student Support Centre (SSC).
Students may be referred to our in House school counsellor. There is peer support available through the sixth form Student Welfare Officers (SWOs) and subject ambassadors. Other support is available through activities such as the lunchtime social club which is held in the Student support centre. The school will work in partnership with outside agencies where further emotional support is required.
Transition and Induction
Once they have accepted the offer of a place, all new Year 7 students are visited in their primary school by the Head of Key Stage and their primary school teachers are consulted. Prospective Year 7 students are invited to attend a taster day in the summer term prior to starting school in September. There is also a summer school held during the summer holidays. In Year 12 students may choose to attend the taster day before applying.
For all students where there is a known learning need a meeting will be arranged with parents/carers and the SENCo to agree a transition plan. Where appropriate, additional transition visits will be arranged.
Looked after children
Where students are in the care of the local authority the designated teacher, Mrs Osborn, will liaise with the virtual school and local authority. Regular reviews will be made of the students’ electronic personal education plan. If a student is in the care of Lincolnshire County Council then a SEN assessment will be made by the Specialist Teacher Team. Where a SEN need is identified then appropriate support will be provided in consultation with the virtual school.
Lincolnshire Local Offer
The Lincolnshire Local offer can be found by clicking the link at the top of this page. The Local Offer is part of the Special Educational Needs and Disability reforms from the Children and Families Act 2014. The Local Offer includes information regarding services and provision available for the children and families of children with Special Educational, Needs and Disabilities.