Overton Grange School Hearing Support Department

View Overton Grange School's Statement of Provision. 

Address: Stanley Road, Sutton

Postcode: SM2 6TQ

Contact: Mrs Seonaid Ryan, SENCo

Telephone: 020 8239 2383

email: s.ryan@overtongrange.sutton.sch.uk

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

twitter: https://twitter.com/overtongrangesc?lang=en

Contact to discuss child needs

At Overton Grange School we believe that every teacher is responsible and accountable for all pupils in their class, wherever or with whoever, the pupils are working. If you are concerned about your child’s learning or progress in a particular subject, you can contact in the first instance their subject teacher or the relevant head of department. If you have concerns about your child’s learning over a number of subjects you can contact the head of year or Special Educational Needs Co-ordinator (SENCo) by phone or by email. Concerns about your child’s communication and language skills can be shared with the form tutor, head of year or SENCo. If you have worries about your child’s hearing or vision, you could speak with your GP. If your concerns are regarding the general well-being of your child, you can contact your child’s form tutor, head of year or Deputy Headteacher (Pastoral), who is also the Designated Safeguarding Leader.

Assessing children

Teachers regularly monitor and assess student progress, using this information to respond to individual needs. There are at least two ‘grade gathers’ a year, when your child’s attainment levels and effort grades for every subject are collated.
Departments meet regularly and student progress across each year group is discussed. There regular year progress meeting at which students not making their expected progress are discussed and strategies to teach or support learning are agreed.
There is a member of the Senior Leadership Team linked to each year group to oversee student progress. They liaise with heads of department and the relevant head of year to ensure that appropriate interventions are in place.

Informing parents and carers

Parents will be notified through school reports, grade gather reports, Parents evening. Parents will also be contacted if there are ongoing concerns in school about a students’ progress or attainment.
If your child is on the Code of Practice there are termly meetings to review progress and targets.

Updates on progress

There are two grade gather reports a year in addition to yearly parents evening.

If a child is not making progress

Students who are not making progress over three grade gathers, or not attaining the levels expected for that age group, are raised with the Head of Hearing Support who will contact home to discuss concerns and plan appropriate interventions to support the student. If necessary the Head of Hearing Support will seek advice/support from external agencies.

Curriculum

Overton Grange School is an Academy committed to providing excellent secondary education for the local community. Our aim is to ensure that each student is taught an appropriate range of subjects to help everyone to fulfil his/her learning potential and to ensure that students receive a curriculum characterised by breadth, balance, coherence, relevance, differentiation, inclusion and progression.

Adapting for child needs

Overton Grange is committed to personalising learning in order to harness the interests, aptitudes and enthusiasm of each individual and enable them to make rapid personal, social and intellectual progress. Students supported by the Hearing Support Department may be withdrawn from Modern Foreign Languages and/or Music to give them tutorials for pre teaching and reinforcement of the curriculum and for language work. This decision is made in discussion with parents and students.

Teacher flexibility on child needs

There is a qualified teacher of deaf children teaching and a highly experienced Deaf instructor on the staff. All teachers are trained in special educational needs through their initial teacher training and receive Deaf Awareness training in school so they are skilled in adapting to the needs of hearing impaired/deaf students in school.

Additional support

Students in Year 7, whose literacy skills are below what is expected are taught in small groups and follow a programme of study that focuses on reading, reading comprehension, spelling and writing alongside the Year 7 English curriculum. This allows students to build on their literacy skills while learning the literacy skills for the mainstream English curriculum. Every student is included in all classes and teachers will differentiate lessons to allow all students to access and to learn. Some students have extra support in the classroom from Teaching Assistants. The support is flexible and may involve the Teaching Assistant being a reader or scribe for the students; the TA may differentiate the learning tasks further so the students can complete the work independently. The policies for literacy and numeracy can be found on the school website.

Learning strategies

Every student is included in all classes and teachers will differentiate lessons to allow all students to access and to learn. Some students have extra support in the classroom from Teaching Assistants. The support is flexible and may involve the Teaching Assistant being a reader or scribe for the students; the TA may differentiate the learning tasks further so the students can complete the work independently.

Meeting child needs

At Overton Grange, teachers regularly monitor and assess student progress, using this information to respond to individual needs. There are at least two ‘grade gathers’ a year, when your child’s attainment levels and effort grades for every subject are collated. This information is sent home. Departments meet regularly and student progress across each year group is discussed. There are regular year progress meeting at which students not making progress are discussed and strategies to teach or support learning are agreed. Your child’s class teacher or the Head of Department may contact you to discuss the concerns at any time during the year as concerns arise in school. There is a member of the Senior Leadership Team linked to each year group to oversee student progress. They liaise with heads of department and the relevant head of year to ensure that appropriate interventions are in place. Parents will be informed of these. Students who are not making progress over three grade gathers, or not attaining the levels expected for that age group, are raised with the SENCo who will contact home to discuss concerns and plan appropriate interventions to support the student. If necessary the SENCo will seek advice/support from external agencies.

Access to exams

Access arrangements are special arrangements given to allow fair access to tests, exams and assessments. There are strict published guidelines and the school’s decision will be final.
There needs to be a clear history of need which can be evidenced by specialist teaching and the students’ usual way of working in the classroom. Every student is assessed yearly using a literacy assessment tool. We follow up with further assessments and discussions with the students, teachers and parents to ascertain appropriate support and access arrangements. There is communication from the school to notify parents that their child is being considered for further assessment and another letter on what decision is made following the assessments. Concerns can be raised to the SENCo by the student, teachers and parents regarding eligibility for access arrangements. These will be looked into and decisions communicated to the student and parent.

Access arrangements

Parents and students will be notified yearly about the access arrangements in place by letter.

Comfort, safety and socialising

The school has a strong pastoral structure and anti-bullying policy and procedures in place. These are regularly reviewed and evaluated by governors and external agencies. There are also anti-bullying leaflets for students, parents and carers which explain the school’s procedures in dealing with incidents of bullying. The school has a high level of pastoral support – with staff who offer individual and group support around social skills, anger management and positive choices. This includes an Education Welfare Officer, Pastoral Support Worker and a Student and Family Support Officer. The school can also access more specialist support from external agencies.

Social and emotional skills

We run a nurture group (lunchtimes) for Y7 students and a social group for all other year groups at lunch time. The Pastoral team in school run a number of groups through the academic year supporting social and emotional skills. Study Club is run at lunchtime and after school in the Library with Teaching Assistants available to offer support. Other extra-curricular activities, including sports clubs run regularly and are open to all students these are advertised in the fortnightly newsletter to parents and on noticeboards around school. There is a high staff presence during break times and CCTV is in place in many communal areas of the school. The transition to High School is led by the Head of Year 7, with support from key staff including the SENCo. The transition process includes interviews at primary school, visits by the Head of Year 7 to primary schools, an induction day, a parent group, extra visits for students with an identified needs and summer school offered to all students moving to high school.

Bullying

There is a robust Anti Bullying Policy in place which can be found on the school website as well as a strong Pastoral support system to support students. This includes key people like the form tutor, Head of Year, Head of Pastoral Support. Students are informed about our anti bullying message through assembles and lessons in some subjects.

Disability support

Overton Grange has an accessibility plan which takes into account our duties under the Equality Act 2010. The school is acoustically treated, with the exception of the sports hall and gym, and meet the requirements specified in to comply with Building Regulations BB93 ‘The Acoustics of Schools’. Overton Grange has two lifts and several ramps to allow access to all floors in school and outside areas. There are toilets for students with disabilities on the ground and first floors. There are staff on site during the day who routinely check that the buildings and grounds and are safe for all students.

Accessing lessons

Overton Grange makes use of resources that allow teachers to make reasonable adjustments to enable students to access the lessons. We routinely complete accessibility audits and adapt facilities to the needs of current students on roll.

Who we work with

To support students with hearing impairment, we work closely with a range of other services and agencies including:- Education Service for children with hearing impairment, other schools in the primary and secondary sector with provision supporting hearing impaired children, Educational Psychologist, Health Speech & Language therapists, Audiology departments in local hospitals, Cochlear Implant Teams, Springfield University Hospital, National Deaf Children’s Society.

Other agencies

The school seeks to work with parents and will discuss any referrals to be made to external agencies, save where there are concerns about safe guarding issues.

Informing parents and carers

Parents/carers will be kept informed via telephone/letter and consent is sought before a referral is made to an external service.

Helping your child settle with confidence

We have very close and well-established links with our feeder primary schools. Students may begin visiting Overton Grange throughout their time at primary school, teachers and students from Overton Grange visit the primary schools for learning projects and sporting events during the year. Parents of children with SEN in Year 5 are invited to visit Overton Grange and are welcome to arrange individual visits. The SENCo attends the Annual Review meetings of students in Year 6 who are going to be entering the school. In the summer term of Year 6, we hold two transition mornings for students with SEN or are vulnerable to allow them to get to know the school and some of the key staff. All students are supported through the transition from Key Stage 3 (Year 9) to Key Stage 4 (Year 10) with information days and evenings on the GCSE options. We support students with SEN in making their choices through discussions with the students and parents. Students in Years 10 and 11 have the opportunity to choose a work based programme which gives opportunities to learn about applications to colleges, jobs or apprenticeships. Students in the 6th form are supported through the 6th form team and allocated Teaching Assistants as needed. Students are supported in looking for post GCSE placements in study and/or work and there are opportunities to attend induction days in various establishments. We also work closely with the Careers advisor in school and the LDD officer who completes the ‘Moving On’ form for students with SEN/D. A parent group runs every year in the summer term to support parents of Y6 students with the transition process. A number of students join the school each year through the midterm admissions process. Support for these students include: Liaison with previous school Support from tutor and head of year Assessments (literacy and numeracy).

Extended School Day

We run a number of clubs at lunch time and after school. Details can be found on the school website.

Policies

The school website provides comprehensive information about what the school offers and its policies

SEN Policy 

Equalities Policy

Anti-bullying 

Medical Needs (Healthcare) 

Complaints Policy

Updated

June 2017