SEN information report for Archdale School (SEN Code of Practice paragraph 6.79 and Section 69 Children and Families Act 2014)

 At Archdale we recognise the uniqueness of the child and this is reflected in the variety of approaches that we use to support children and their learning.  The children at Archdale have different learning needs and so we have different ways of working with them and creating a more personalised approach based on good relationships. 

Arrangements for the admission of pupils with a disability 

Archdale School caters for children between the ages of three and eleven years with profound and multiple learning difficulties, severe learning difficulties, complex medical needs and autism. All pupils at Archdale have an Education Health Care Plan (EHCP). 

Archdale School follows Sheffield City Council's school admission arrangements which can be found by clicking here.

Arrangements for consulting parents of children with SEN and involving them in their child’s education

Parental engagement is a key aspect to the development of children’s learning. At Archdale we ensure that we provide a wide range of opportunities for parents to be involved in their child’s education. Details of our provision are listed below:

Before children arrive

- A tour of school with a member of the SLT to support parents to make their choice of school.

- Home visit from school staff.

- Pack sent home with details about school life.

On arrival

- Flexible arrangements for children to become accustomed to school life.

- Phone calls, letters and photographs to inform parents about child’s progress in settling into school.

Weekly

- Home / school communication book written in by class staff about activities in school. Parents to write back with information from home. 

Termly

- Special events in school such as assemblies and sports days.

- Coffee mornings.

- Friends of Archdale meetings.

- Joining classes for a morning.

- Letters

- Information provided on the school app

- Parents and carers are updated on pupils' learning throughout the term with pictures and observations shared through the app, Evidence Me.

Yearly

- Annual reviews

- Parents afternoons / evenings

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

All children are giving the opportunity to contribute to their own education where appropriate. This is achieved by children contributing to annual reviews in the form of the child’s voice.

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

At the yearly annual review parents and young people work alongside school staff and other involved professionals to review a pupil's EHCP and set targets for the next 12 months. The EHCP outcomes inform curriculum targets directly, which are reviewed and assessed by teachers each term. Progress towards these targets is captured through Evidence Me and shared with families.

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

As young people move between phases or between classes in the school, staff work closely with each other to meet and pass on all relevant details to ensure transitions are as smooth as possible. This process will also involve staff spending time in classrooms of children they will be teaching in the coming year.

When young people leave Archdale School in Year 6, staff from their secondary school visit to meet each child and speak with the class teacher. There are also a number of transition visits organised to help children adapt and prepare for their new school.

The approach to teaching children and young people with SEN

Every child has the opportunity to grow and develop through a multi-sensory and holistic approach built on strong relationships. Children need to feel safe, secure, settled and happy before any growth can take place and these elements are at the heart of everything we do. We ensure that the children and their families are a part of the school community right from the very start of joining us.

Our promises and aims for the children

We will ensure all learning is fun and engaging.
We will respect that each child is unique.
Time will be given for each child to learn and develop in their own special way and at their own pace.
We will recognise and celebrate small steps of progress and achievement for every child.
We will build strong and meaningful relationships based on mutual respect and trust.
We will build positive relationships with the multi-discipline team working around the child and their families.
We will fully acknowledge the range and complexity of needs that the individual child has but will allow them to be a child and allow them to grow as an individual in confidence and self esteem      We will use evidence based programs and methods to encourage communication: PECs, Objects of Reference, Core Vocabulary, AAC switches, TEACCH.

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

Archdale school aims to deliver a broad and balanced curriculum which is individually tailored to meet the needs of all of our pupils. At Archdale we offer three curriculum pathways for pupils so that learning is personalised and incorporates EHCP outcomes and curriculum priorities together. These curricula are: EYFS curriculum, NPS Informal curriculum, NPS semi-formal curriculum, all of which you can find out more in the curriculum area of our web-pages. 

Our curriculum puts an emphasis on communication, independence and life skills which go hand in hand to help equip our children in preparing for adulthood. Through carefully planned learning experiences for all of our children, we provide a functional and meaningful curriculum which is individualised with a focus upon the personal needs of the child. Learning experiences are often play based or multi sensory and contextualised as much as possible. 

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

Our staff receive on going training related to their roles in school and this may be as a whole staff or on an individual basis according to priorities and interests.  Staff  have regular training around safeguarding children, moving and handling, dysphagia and approaches to supporting behaviour for example and engage in supportive and reflective sessions with leads in school around approaches to teaching and learning.  Staff in school are keen to develop and we have staff currently studying for qualifications including Level 1 certificate in Mental Health and MSc in Complex Needs. Our school staff are supported by the expertise of a MAST (Multi-Agency Support Team) and have regular support from a wider team of therapists in school. 

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

The SLT ensure that the provision in school is continually monitored and evaluated to ensure it is highly effective for all the children in school. The process involves systematically analysing all areas of the school and reporting outcomes and future recommendations to governors. 

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

The school works very closely with other bodies to support all children and families in school. A range of professionals are based in school such as Speech and Language, Physio and Occupational Therapists. We also have regular visits from vision and hearing support teachers and we work with CAMHS to enhance our work in school. The school has built up strong relationships with social workers and works closely with Clinical Commissioning Group (CCG), dietitians, continence professionals etc.  in Sheffield to support the healthcare needs of some of our children. In addition the school regularly works with other external bodies when the needs arise to ensure the best outcomes for the children can be achieved.  

The facilities and services we provide to help our pupils access the school and participate in meaningful learning experiences

Staff in school draw upon a range of strategies, skills and knowledge to enable each child to learn and develop and to access a range of learning experiences. These strategies are informed by a MAST and include environmental factors and organisation as well as communication aides and best positioning for example.  They also include specific factors such as access to:

• Ceiling Track Hoist systems 
• Lifts 
• Wheelchair access 
• Auditory cueing systems
• Hydrotherapy pool
• Sensory room
• Soft play room 
• Rebound therapy 
• NHS professionals on site (Speech and Language Therapists, Dentists, Occupational Therapists, Physiotherapists)

Reviewed February 2021