Glenthorne High School ASD Base

View Glenthorne High School's Statement of Provision. 

Address: Sutton Common Road, Sutton

Postcode: SM3 9PS

Contact: Miss Danielle Hughes (SENCO)

Telephone: 020 8644 6307

email: enquiries@glenthorne.sutton.sch.uk

website: http://www.glenthorne.sutton.sch.uk/

Contact to discuss child needs

Placement of a student in the ASD Base is the decision of the Local Authority in consultation with the school. To be considered for the base, students must have an Education Health Care Plan for autistic spectrum disorder. The SENCO is the first point of contact for pupils who have a place in the ASD Base.

Assessing children

There is a termly review of progress of students in the ASD Base. Information from students, parents, Teaching Assistants, class teachers, educational psychologists and other relevant professionals form the basis for these reviews.

Informing parents and carers

Parents/carers are informed of progress at each review, but can be contacted more frequently if required.

Updates on progress

In addition to their Annual Review meetings, parents/carers of students in the ASD Base will be invited for two additional meetings per year to discuss progress and set targets.

If a child is not making progress

Progress will be discussed at meetings. Appropriate targets will be set to focus on key areas for development, and support interventions will be implemented as required to help the student meet the targets.

Curriculum

Students in the ASD Base are expected to attend their mainstream curriculum lessons, with support as required. Students in the ASD Base are encouraged and supported to attend extra-curricular activities.

Adapting for child needs

Teaching assistants, including ASD specialist teaching assistants, may support students in their mainstream lessons in order to ensure they can access the curriculum.

Teacher flexibility on child needs

Teachers are trained in supporting students with ASD through internal training run by the Base and are therefore able to adapt the curriculum according to individual needs.

Additional support

Focused individual/group sessions may be offered to students to support with specific aspects of their development, such as language and communication or literacy.

Learning strategies

Guidance and recommendations from relevant professional reports are shared with all school staff through the student's SEN Support Plan.

Meeting Child needs

All staff have access to pupil SEND Support Plans. Staff are expected to implement strategies listed on SEND support plans to ensure pupil needs are met. TAs have designated time during which they liaise with teaching staff to ensure TA support within the classroom is focused on the specific needs of pupils with SEND. The review process will highlight and review provision and strategies that are in place. Where progress is not evident, further advice will be sought and additional support and interventions implemented.

Access to exams

Pupils are entered for KS4 examinations appropriate to their age and ability, and usually these will be GCSEs. Where appropriate students will be assessed for exam concessions using the JCQ assessment criteria. Pupils will only be considered for access arrangements if the arrangement reflects the student’s normal way of working and where evidence supports the level of need.

Additional support or time for exams

The SEN concessions officer will write to parents/carers to confirm what exam arrangements are to be put in place.

Comfort, safety and socialising

Glenthorne High School has a strong pastoral care system. Additional support is provided by the ASD Base in the form of:
• staff available at all times outside of lessons to discuss concerns
• break and lunch time supervision within the base
• homework club available after school

Social and emotional skills

Various clubs and activities are run throughout the year in help promote teamwork and self-esteem. Further support can be sought from external agencies such as CAMHS, the ASD service and Speech and Language services as well as the Sensory Support Services.

Tier 2 / Early Help Support in the Community

The school have a range of resources available to support students with their emotional wellbeing. Pupils can access peer mentors, ELSA-trained staff, a school counsellor or specific courses on behaviour. All of these services are available on a referral basis, accessed through the Head of Year.

Bullying

The school has a clear policy on bullying and all incidents of bullying are recorded and acted upon by using appropriate sanctions or restorative processes.

Disability support

Reasonable adjustments are made for students with additional needs. Advice is sought from relevant professionals where appropriate.

Accessing lessons

The intention is that all pupils regardless of need are able to access all lessons. However the site is built on a hill and some buildings are over 50 years old, so not all classrooms are accessible to pupils with physical disabilities. Parents will be made aware of any difficulties through meetings either for SEND Support Plan reviews or through Parent Meetings.

Who we work with

Glenthorne High School works with a variety of external agencies such as the Educational Psychology Service, CAMHS, the ASD service, Speech and Language and Occupational Therapy professionals.

Other agencies

The school works with external agencies to help with assessment of needs, delivery of support and to review stages of student progress.

Informing parents and carers

Parental permission will be sought in all cases of referrals to outside agencies such the Educational Psychology Service, CAMHS etc.

Helping your child settle with confidence

Discussions are held at the primary/secondary transfer meeting during the summer term prior to joining Glenthorne between SENCos from primary school and the School SENCo. As well as the Induction Day for year 6 pupils, the ASD Base staff also offers an additional Induction Day for identified students with ASD.

During year 7 pupils are closely monitored by their tutors, subject teachers and Head of Year. Further support can be offered by the SEND team. Continual monitoring of pupil progress will take place through the year and all pupils in the ASD Base will have their progress discussed during termly review meetings.

Further meetings are arranged with the SENCo or senior staff as students decide on which options to take at KS4. There are many information evenings throughout each year which aim to prepare pupils for exams. All pupils have access to the school’s independent Career Advisor and meetings are arranged with a member of the Senior Leadership Team to discuss the transition to post 16 education.

Extended School Day

There is a supervised breakfast club available for students from 7.45am. Pupils with a place in the ASD Base can also access support from ASD TAs from 8.15am.

There are a range of after-school clubs on offer which finish at 4.15pm. These include curricular and extra-curricular activities. There is also a homework club specifically for pupils with a place in the ASD Base.

Policies

Policies on school website

Updated

February 2021