SEND Information Report for 2020-21
The SEND Information Report is a requirement under the Children’s and Families Act 2014 and will be updated annually to reflect any changes. Please read this information report in conjunction with information provided on our website and watch the two short films we have made as a part of our SEND Information Report.
If you have any further questions please do not hesitate to contact our school:
Phone: 01480 375012
What kinds of SEND is provision made for at Samuel Pepys School?
We are an area special school in Cambridgeshire. We provide special education for children and young people with moderate, severe and profound and multiple learning difficulties within the age range of 3-19. All pupils have an Education, Health and Care Plan (EHCP) Some pupils have additional special needs such as autism, physical, visual or hearing impairments.
How does Samuel Pepys School evaluate its effectiveness of provision for pupils with SEND?
Every pupil’s EHCP is reviewed annually. Pupils, their families and other professionals use this process to evaluate effectiveness and ensure we are the most appropriate provision to meet pupil’s special educational needs. Our governing body act as critical friends. We also work with SEND Advisors from the local authority. We send out questionnaires to families and staff and gather the views of pupils through our schools council and “All about me” contributions as part of their EHCP. Ofsted externally evaluates our provision. At our last inspection in March 2019 we were judged as being an ‘outstanding’ school.
What are the arrangements at Samuel Pepys School for assessing and reviewing the progress of pupils with SEND?
Every pupil has an annual EHCP review meetings at which their progress is shared and outcomes reviewed. We liaise regularly with the Cambridgeshire SEND Resources Team to ensure progress is reviewed in line with the SEND Code of Practice. In addition to the EHCP review meeting, two consultation appointments are offered per school year, as well as regular communication via home/school books and phone calls. Families of pupils with positive behaviour support strategies (BSP) have additional opportunities to co-produce and review the strategies, often in collaboration with specialist input such as speech and language therapy or occupational therapy, or in some cases CAMH or an Educational Psychologist. For pupils in our early years provision staff and families complete Learning Journals to record and share their achievements. We use Evidence for Learning (a web based recording system) to record and celebrate achievements and progress. We use “My Targets” and “My Progress” to assess and track individual pupil progress and are part of an established special school moderation and assessment group (known as SSMAG) where we moderate with colleagues from other schools.
What is Samuel Pepys School approach to teaching pupils with SEND?
Our core purpose is to collaboratively plan, deliver and celebrate the best possible learning opportunities and achievements for every pupil within our positive, inclusive community.
Our curriculum offer includes:
- Opportunities to practice and consolidate individual pupil targets which are based upon outcomes in EHCPs, ensuring that these priorities remain at the heart of successful planning and delivery of learning
- Promoting life skills, taught in practical ways including access to indoor, outdoor and community based learning
- Communication underpins all areas of the curriculum. The curriculum emphasises the development of listening and speaking skills and aims to give pupils effective communication strategies thus building their confidence and self esteem. We ensure that all pupils are fully included in learning activities by utilising a wide range of communication approaches; spoken communication is supported through the use of signing and visual cues such as photographs and symbols
- Integrating advice from other professionals who support the pupil, for example speech and language therapy specialist teachers for hearing and visual impairments and physiotherapy recommendations
- Access to a broad and balanced curriculum that includes social and cultural experiences reinforced through topics
- Pupils in early years access a play based curriculum, with accessible indoor and outdoor learning areas, using a differentiated EYFS curriculum to promote and develop early learning skills
- Daily access to functional literacy and numeracy activities
- Access to regular physical activity to promote physical and mental health and well-being including The Daily Mile and sensory circuits and access to community facilities such as swimming and horse riding, as appropriate
- Learning at all levels is designed to be fun, purposeful and relevant to individual needs. Pupils learn from each other as well as from the adults and we place great emphasis on pupils recognising, respecting and valuing first themselves and then their peers.
Learners in KS4 and Post 16 (PFA, Preparation for Adulthood) access a curriculum where the focus is even more sharply focused on practical life skills transferable within and beyond school. Access to opportunities to develop and extend skills for volunteering and potential supported employment are promoted for some learners in P16.
What additional support for learning is available for pupils with SEND?
How does the governing body involve other bodies in meeting the needs of pupils with SEND and in supporting families?
We maintain a high adult to pupil staffing ratio, within average class sizes of approximately eight pupils, all of whom are led by a teacher with qualified teacher status (QTS) and a team of over fifty teaching assistants. In line with a pupil’s needs set out in their EHCP they may also receive support from-
- Speech and Language Therapy (SALT)
- Occupational Therapy (OT)
- Play Therapy
- Music Therapy
- Person Centred Art Therapy
- Rebound Therapy
- Teacher for Hearing Impairment (HI)
- Teacher for Visual Impairment (VI)
- Teacher for Multi-sensory Impairment (MSI)
We work in partnership with Health and Social Care to meet pupil’s individual needs.
What support is available for improving the emotional, mental and social development of pupils with SEND?
We hope that all pupils, staff and visitors find Samuel Pepys School a happy, friendly, safe learning environment where we place great value upon mutual respect. We offer access to appropriate therapies, in line with pupil needs. We also work closely with families and other professionals to promote continuity of support to enhance pupil well-being. The local Primary Care Trust provides a specialist nurse one day per week and clinics with the community paediatricians are held regularly in school. Assemblies are held regularly and cover a range of themes to promote social, moral, spiritual and cultural understanding.
What SEND expertise and training do staff have? How is specialist expertise secured?
We are committed to high quality professional learning for all staff and have regular training opportunities in addition to a comprehensive induction programme. We have staff trained in:
- Moving and handling
- Keeping Children Safe In Education and Safer Working Practice (Safeguarding)
- Prevent (Safeguarding)
- Picture Exchange Communication (PECs)
- Team Teach (Positive behaviour management)
- Emergency Aid & First Aid
- Teacch (Structured teaching)
- Sign Language
- The development of communication and language, including augmentative communication
- Sensory processing
- Intensive Interaction
- Sensory Curriculum
- Lego Therapy
- Rebound Therapy
- Attention Autism
- Outdoor learning and Forest Schools
- L2 Food Hygiene
- Medical Needs and competencies in line with DfE guidance ‘Supporting pupils with medical conditions’ This includes epilepsy, asthma, anaphylaxis and management of medication and is supported by the specialist school nursing team. The nursing team also deliver training and assess competency for procedures such as gastronomy feeding
We are also supported by Teachers for HI, VI and MSI in addition to an Educational Psychologist. Many Teachers have additional qualifications including specialist degrees and National Professional Qualifications (NPQ)
How are specialist equipment and facilities used to support pupils with SEND?
How does Samuel Pepys School adapt the learning environment for pupils with SEND?
Access to specialist equipment and facilities are linked to each pupil’s individual needs, as identified in their EHCP. Specialist equipment such as standing frames and specialist chairs are funded by the START and sourced from by NRS upon advice from the physiotherapy or occupational therapists.
Our specialist facilities include:
- Hydrotherapy pool
- Rebound trampoline
- A sunken trampoline outside
- Hoisting systems
- Soft Play Room
- Sensory Rooms (MiLE Room-multi sensory interactive learning environment)
- Sensory Circuits
- Wheel chair accessible minibuses
- Accessible horticulture area
Please see the short film on our home page for a snapshot of our specialist learning environments.
What are the arrangements for consulting with parents and involving them in the education of their child at Samuel Pepys School?
Before a pupil starts at Samuel Pepys School we encourage families to visit and also complete a home visit and facilitate opportunities for the pupil to spend time in their new class. We hold an annual EHCP review meeting and two consultation evenings per school year. Every pupil has a home school diary and we keep in regular contact with families via phone calls and email. We send out half termly newsletters with regular reminders of events and dates. A calendar of events such as special assemblies is shared in advance to encourage family involvement.
What are the arrangements for consulting young people and involving them in their education at Samuel Pepys School?
Pupils are actively involved in evaluating their own learning and we use a variety of strategies based on the needs of the learners, including symbols, iPads and peer reviews. Every pupil is asked to complete an “All about me” contribution for their EHCP Review. Older pupils join the review meeting and often attend consultation evenings. Pupils are supported with their contribution and we use staff who know the pupil well to act as a ‘pupil voice’ We also hold an annual ‘moving on’ event to share information about choices beyond school in preparation for adulthood.
What are the arrangements made by the governing body relating to the treatment of complaints from parents concerning the provision made at the school?
If there are concerns about any aspect of school life we encourage families to make contact with the class teacher in the first instance, or if this is not appropriate then an appointment can be made to meet with the Head Teacher or Deputy Head. A copy of the school’s Complaints Policy is available on our website. (See Families/Compliments and Complaints)
What are Samuel Pepys Schools arrangements for supporting pupils in preparation for adulthood?
We work closely with the Preparation for Adulthood Team, a representative attends EHCP meetings from year 11 upwards. Learners in KS4 and Post 16 access a curriculum where the focus is even more sharply focused on practical life skills transferable within and beyond school. Access to opportunities to develop and extend skills for volunteering and potential employment are promoted for some learners in P16. We hold an annual ‘Moving On’ event to which local colleges and providers share information with families.
Contact details of support services
The Cambridgeshire Statutory Assessment Team (START) can be contacted on: 01480 372 600
The Specialist Nursing Team can be contacted on: 01480 884335
The Social Care team can be contacted on: 0345 045 5203
Community Occupational and Physiotherapists can be contacted at Oak Tree Centre, Huntingdon on: 01480 418500 or 01223 884104
Information about Cambridgeshire local authority local offer
The Cambridgeshire Local Offer can be found at: http://www4.cambridgeshire.gov.uk/info/20136/special_e ducational_needs_and_disabilities_local_offer