Wilson's School

Address: Mollison Drive,Wallington,Surrey

Postcode: SM6 9JW

Contact: Tom Gore (SENCO)

Telephone: 020 8773 2931

email: tpg@wilsonsschool.sutton.sch.uk

website: https://www.wilsons.school/

Contact to discuss child needs

• Head of Year: At Wilson’s the relevant Head of Year is normally the first point of contact when you wish to discuss any concerns or needs relating to your son. They have overall responsibility for monitoring the academic progress and wellbeing of pupils. They also liaise with teachers and other staff (including the SENCO) about any interventions that may be required. Occasionally, the Head of Year may recommend direct contact with the form tutor, who has day-to-day contact with your son.

• SENCO: The school’s SENCO has overall responsibility for pupils with Special Educational Needs (as defined in the 2015 SEN Code of Practice), including identification and coordination of provision. The SENCO also liaises with, advises and coordinates training for teaching staff relating to pupils with SEN and their needs. The SENCO is responsible for annual reviews and other key meetings about pupils with SEN. (Full job description available within the SEN Policy).

• Pupil Support Managers: At Wilson’s, we have additional post-holders on the pastoral team who support students with additional needs in co-ordination with the Head of Year and if relevant the SENCO.

• Class teachers: At Wilson’s, class teachers monitor the progress of each pupil and liaise with the Head of Year and/or SENCO about the additional needs of particular pupils. It may be appropriate to contact a class teacher to discuss a subject-specific issue.

• Designated Safeguarding Lead: The DSL is a vital point of contact whenever there is any concern about the welfare of a child. The DSL at Wilson’s is Rachel Atwell. Cover for this role is provided by Gavin Englefield and Samantha Banner.

• SEN Governor: The SEN Governor (Lynne Smithard) regularly meets with the SENCO to support the evaluation of SEN provision in the school. The SEN Governor can be contacted via the Clerk to the Governors at the school.

Assessing children

• The school has very rigorous tracking procedures to monitor the progress of pupils. Where there is a concern that a pupil may not be making good or exceptional progress as a result of previously unidentified Special Educational Needs, London Borough of Sutton’s Graduated Support for Special Educational Needs is consulted to determine the type and severity of need. Data suggesting that a pupil is not making above expected progress may trigger an application for an Education Health and Care Plan assessment.

• Assessment and progress data about pupils with Special Educational Needs is subject to extra scrutiny on a termly basis by classroom teachers, Heads of Department, Heads of Year and the SENCO. Any concerns about progress are recorded and collated and may lead to additional review meetings.

Informing parents and carers

• Parents receive a termly report on their son’s progress. There is also an annual Parents’ Evening, when parents can talk to their son’s teachers about his progress. Where a pupil is not making above expected progress in one or more subject areas, there may be additional contact between the school and home.

Updates on progress

• Parents of pupils with Special Educational Needs are likely to be updated on their son’s progress more regularly than this – particularly if their son is not meeting expectations in one or more subject areas. This may involve formal meetings in school with the Head of Year or SENCO. Pupils with an Education Health and Care Plan have a full, formal annual review of their progress.

If a child is not making progress

• Any additional support that is made available to pupils with SEN is documented and evaluated regularly in conjunction with classroom teachers, the Head of Year and pupil support mentor (if appropriate).

• It may be appropriate to involve external agencies in providing additional guidance and support, for example the Educational Psychology Service or CAMHS and the school does this when necessary.

• We believe that listening to the voices of our pupils at Wilson's is crucial if we are to provide the best possible school experience for them. As well as the school's many structured opportunities for Pupil Voice, pupils with SEND are given opportunities to share their views during review meetings. One of the main purposes of the Pupil Support meetings is to listen to pupils and pass on a record of their views to other colleagues.

Curriculum

• Teaching at Wilson’s secures outstanding outcomes for pupils, including those with Special Educational Needs. The school’s Teaching and Learning Excellence Criteria give full details of the expectations for classroom teaching at Wilson’s.

Adapting for child needs

• At Wilson’s, teachers’ planning for lessons is based around the prior attainment of individuals and groups within the class – this includes individual pupils with SEN. The link to the list of pupils with SEN is sent at least termly to every member of teaching staff. The list can be amended by the SENCO at any time, but review of the list is a standing item at meetings of the Directors of Key Stage. We also place on the same list students who do not meet the threshold for Special Educational Needs, but who we feel may require monitoring and additional guidance within their lessons.

Teacher flexibility on child needs

• Information about each student with Special Educational Needs is contained within an electronic folder accessible to all staff. This contains details of their condition or needs as well as records of meetings (where appropriate) and current action and advice. Teachers have a degree of flexibility and independence in meeting the needs of their students within the broad guidance given by the SENCO.

Additional support

• Pupils with SEN may have objectives set for them within lessons that are ‘additional to’ or ‘different from’ those normally provided as part of the differentiated curriculum offer and strategies (SEN Code of Practice, 2015). In practice, this may mean that teachers may anticipate and encourage different outcomes from pupils who are working with the same lesson content. Some pupils may also have access to different resources (e.g. extension or support).

Learning strategies

• We use setting extensively at Wilson’s to ensure that lessons are tailored to the abilities of students. Furthermore, within most lessons seating plans are used and groups carefully selected to enhance the progress of individual students. This may, for example, allow a pupil to play a specific role within group work.

Meeting child needs

• In some circumstances it may be appropriate to provide additional adult support within individual lessons or across the curriculum. We are able to make this provision at Wilson’s. Where we do so, it is with the intention in bringing about improved independence on the part of the pupil.

• Some pupils meet regularly with a member of teaching staff to review academic progress. We call these ‘pupil support meetings’ and they may be used to provide additional guidance to teaching staff on the curriculum and teaching methods.

Access to exams

• The Director of Data, SENCO and Exams Officer are responsible for the administration of Access Arrangements for examinations.

• Where there is a concern that a student may not be able to gain equal access to an examination, the SENCO makes arrangements for screening or a diagnostic/specialist assessment as appropriate. This may involve a specialist professional (e.g. educational psychologist). If parents have secured such an assessment themselves, the SENCO will meet them to discuss its recommendations.

Additional support or time for exams

• The JCQ criteria are always used in decision-making about Access Arrangements. Parents are kept informed about the procedures and progress of an application for Access Arrangements when necessary. Access Arrangements are also made available to pupils with medical needs when necessary.

• When a decision about Access Arrangements is made, these details are added to the SEN/Monitoring list and distributed to all staff so that they can become part of a child’s normal way of working in the classroom and internal examination environment.

Access arrangements

• The JCQ criteria are always used in decision-making about Access Arrangements. Parents are kept informed about the procedures and progress of an application for Access Arrangements when necessary. Access Arrangements are also made available to pupils with medical needs when necessary.

• When a decision about Access Arrangements is made, these details are added to the SEN/Monitoring list and distributed to all staff so that they can become part of a child’s normal way of working in the classroom and internal examination environment.

Comfort, safety and socialising

• Pastoral care is of fundamental importance at Wilson’s, which is a friendly and caring school. Class teachers, form tutors and Heads of Year are especially vigilant about the social integration of pupils with SEN. Each form also has two form tutors to try and maximise pastoral support. The Planner used by students is an essential part of the home-school communication. On occasion, additional visual prompts are made available for students who require them (e.g. a ‘What do I have? What do I need?’ card) to reduce the risk of damaged relationships with peers or teaching staff.

• The school is a safe place at break and lunch times. Members of staff are on duty in all parts of the school and the Senior Leadership Team routinely walk through the whole school site during these times. Senior Staff are also highly visible before and after school (including at the bus stops). There is an extensive extra-curricular programme (including lunchtime and after school), which strongly enhances the school experience for many students (including those with SEN) and boosts opportunities for structured social interaction. The Library is open after school for pupils who wish to work in a quiet, safe environment.

Social and emotional skills

• The school nurse operates a drop-in which is available to all students in the school. Appointments can also be made. The school also employs a counsellor who is available to any pupil who wishes to express and clarify any distress that may be affecting his life and then support him in making changes

• When appropriate, we may request that our school-attached educational psychologist works with a pupil to improve their social skills and/or enhance their self-esteem within and beyond the educational context.

• Specialist support (e.g. CAMHS or Speech, Language and Communication support) is engaged when necessary.

Tier 2 / Early Help Support in the Community

Some pupils meet regularly with a member of teaching staff to review academic progress. We call these 'pupil support meetings' and they may be used to provide additional guidance to teaching staff on the curriculum and teaching methods.

The school nurse operates a drop-in which is available to all students in the school. Appointments can also be made. The school also employs a counsellor who is available to any pupil who wishes to express and clarify any distress that may be affecting his life and then support him in making changes.

When appropriate, we may request that our school-attached educational psychologist works with a pupil to improve their social skills and/or enhance their self-esteem within and beyond the educational context.

Specialist support (e.g. CAMHS or Speech, Language and Communication support) is engaged when necessary

Bullying

The full Anti-bullying Policy is available in the school's Code of Conduct, which is published on the website. Bullying is completely antithetical to the guiding principle of the school’s Code of Conduct: that “Everybody will act with courtesy and consideration to others at all times”. Bullying does not only affect its victims but makes the school community less safe for everyone, limiting opportunities to learn and thrive. We define bullying as any behaviour that is intended to hurt someone either physically or emotionally. It may be repeated, or it may be a single act. Within the curriculum, the school raises awareness of the nature of bullying through inclusion in PSHE lessons, PSHE days, form time, assemblies and subject lessons as appropriate in an attempt to reduce and raise awareness of such behaviour. Students are told how to report bullying and how it is dealt with. Assemblies address different forms of bullying (including racism and homophobia) in a systematic way. In assemblies teachers openly discuss differences between people that could motivate bullying, such as religion, ethnicity, disability, gender or sexuality. Also children with different family situations, such as looked after children or those with caring responsibilities. Students are taught that using any prejudice based language is unacceptable.

Disability support

Due to the age and composition of the main school building (constructed in 1975), there is no wheelchair access to the first and second floor. The Foundation Building (constructed in 2005) has a lift, which gives access to all rooms. This is attached to the Lower School Building (constructed 2015), which therefore provides access to all rooms via the Foundation building lift.

Wheelchair access is available to all rooms on the ground floor throughout the school. When necessary, a timetable will be rewritten to ensure that all classes for a student who is unable to use the stairs are on the ground floor

Accessing lessons

No student is ever prevented from physically accessing the location of any lesson at Wilson’s. The school fulfils all duties under the Equality Act 2010. We are always happy to discuss the individual accessibility requirements of pupils, parents or any visitor to the school.

Who we work with

The school works with all of the following services on a regular basis:

Educational Psychology Service (Sutton: 020 8770 6780)
School Nurse (contact the school on 020 8773 2931)
Child and Adolescent Mental Health Service (Sutton: 020 3513 3800)
Children’s Social Care in a range of local authorities (Sutton MASH: 020 8649 0418)

Other agencies

When necessary, the school may also consult or refer to a range of other local services (e.g. the Autism Spectrum Disorder Service or the SEN team).Please see the school website for further information.

Informing parents and carers

When a referral is made to any of these services, parents will usually be informed. Please see the school website.

Helping your child settle with confidence

We work hard at ensuring that the transition into Year 7 is a positive experience via an extensive induction programme to help new pupils feel at home. For pupils who are already considered by their school to have SEN, meetings or visits by the SENCO or Head of Year take place.

Year 7 and 8 students have the vast majority of their lessons in a separate building the from rest of the school population to ease the transition from primary school.

Where students with SEND move on to other schools, the liaison with the school will be thorough and the sending on of documentation will be prompt.

The vast majority of pupils at Wilson’s stay at the school until the age of 18 and so our main consideration is ensuring effective transition to universities; this may involve additional support and guidance for pupils with SEN from our Higher Education Coordinator and liaison with university admissions departments where appropriate.

Where appropriate, careers advice and guidance is specially tailored towards pupils with SEND; transitional plans across Key Stages will be written and put in place as required.

Extended School Day

There are a range of school clubs and activities that run during and after the school day. Please see the school website for more details.

Policies

https://www.wilsons.school/docs/

Updated

July 2020