Secondary - Carshalton Boys Sports College

Record details

Name of school
Carshalton Boys Sports College
Address
Winchcombe Road
Carshalton
Postcode
SM5 1RW
Journey Planner
Contact
Alison Morgan
Telephone
020 8714 3100
email
amorgan@carshaltonboys.org
website
http://www.carshaltonboys.org/
twitter
https://twitter.com/carshaltonboys
Contact to discuss child needs
Class Teacher, Learning Coordinator (Head of Year), Alison Morgan SENCo, Paul Farr (Assistant Principal responsible for SEN), Paul Avery (Deputy Principal responsible for Inclusion), Jenny Gaylor (Vice Principal - Head of Safeguarding ), Simon Barber (Principal)
Assessing children
• The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy
• Regular setting and marking of homework
• Half termly data collections to identify underperforming students
• Termly review meetings for students with a SEN to evaluate intervention strategies and ensure good progress
Informing parents and carers
• Termly interim reports outlining the progress made across your child's academic subjects.
• Each year group has a parents’ evening once a year.
• A full, written report once a year
Updates on progress
• Termly data collections showing what your child has achieved and the progress they have made.
• Yearly full written report.
• Yearly parent's evening.
If a child is not making progress
• All reports will be very specific and will highlight clearly if your child is not making expected progress.
• Each year group has a learning coordinator who oversees both the pastoral and learning needs of the year group and who will liaise with either the pastoral or SEN team in regards to whether additional intervention is required.
• Intervention will be by subject departments and the pastoral/SEN teams if required and will be in consultation with with the child and their family
Curriculum
• Carshalton Boys Sports College is an all ability boys comprehensive.
• We have a broad and balanced curriculum that covers a wide range of subjects in the sciences, creative arts, humanities, technology and sport.
• The core subjects, English, Maths and Science, are taught in ability groups.
Adapting for child needs
• For students with an Education, Health and Care plan there is the opportunity for withdrawal 1-1 or in small groups to address their academic issues.
• There is a handwriting programme for all students if required.
• In years 7 and 8 we have a Fresh Start literacy programme, an accelerated reader programme and Reading classes to ensure all students attain a level of literacy that allows them to access all areas of the curriculum
Teacher flexibility on child needs
• Good, effective teaching ensures the planning of accurate, differentiated work for students to ensure good progress.
• Grouping arrangements organised carefully to maximise learning opportunities for all.
Additional support
• Additional support is provided where necessary, either through in-class support or withdrawal work.
• The school has a learning inclusion centre where students attend for counselling or seclusion if there are concerns of an emotional or social nature.
• We have a targeted attendance officer who works with specific students re attendance.
• We liaise with The Limes for respite places.
Learning strategies
• For students who are on the new Code of Practice at E - Education, Health and Welfare plans or K - the support category, teachers are provided with strategies giving them the information they require to address the individual students’ needs. Therefore, this is incorporated into lesson planning
• Some students, dependent on their needs, may be allocated to SEN classes with support and others may also receive extra support out of the classroom to address their specific needs in that particular key stage.
• At present students with very low reading abilities on arrival follow the READ, WRITE INC course for the first year to enable them to improve their literacy.
• At the present time all year 7 and 8 follow accelerated reader to increase literacy.
• There are many lunchtime and after school sessions to enable students to complete homework and improve. The SEN department runs a club called Xtra for such students.
• The pastoral support system also offers various programmes and packages of support, both internal and external, depending on the individual needs of students
Meeting child needs
• Individual plans and specific targets will be set, in liaison with the family with regular reviews to ensure that your child's needs are being met.
Access to exams
• Access arrangements are special arrangements to ensure a student is not disadvantaged in an exam. In order to be eligible for access arrangements there needs to be a clear history of need which can be evidenced by specialised arrangements throughout their academic life and be their usual way of working.
• We start with the baseline testing on entry and information from primary school to start identification. The basic access arrangements are a reader and/or a scribe and/or extra time. Although there are more.
Access arrangements
• For internal exams it is up to the school to make arrangements to help students. However, for public exams external permission has to be granted. For students who we wish to assess we will ask for your permission for them to be assessed by a specialist assessor. Then, combined with past history of these arrangements, we submit the figures to the exam boards who then grant or deny permission. We would inform you of what the board has agreed.
Comfort, safety and socialising
• We have a very strong ethos of pastoral care with each year group having a learning co-ordinator ( a teacher ), a pastoral support officer and a strong tutor team to support the pupils in that year.
• A fantastic transition to high school programme run by a dedicated team.
• An open door policy for all a students to have access to staff who they feel willing to talk to.
Social and emotional skills
• Where it has been identified that additional support for social and emotional needs is required the pastoral team can refer to either internal or external sources which may include
• the learning inclusion centre (see above) and our internal counselling service
• Groups set up either in-house or with external agencies to address issues such as anger management or social skills
• Sixth form peer mentoring program.
• Reports and individual monitoring reports.
• Lunchtime and after school clubs.
• Staff presence at breaks and lunchtimes.
Tier 2 / Early Help Support in the Community
Carshalton Boys has two ELSA (Emotional Literacy Support Assistants) on our Pastoral team. We also pay for the services of a Clinical Psychologist.
Bullying
Please follow the link at the end of this document to access our anti-bullying policy
Disability support
• Due to the age and composition of the buildings and site at CBSC it is very difficult to provide access to all areas of the site. Should a short term disability arise the school would move lessons to one building to allow the student access but there is no overall wheelchair access.
Accessing lessons
• If students required physical adaptations in lessons we would seek professional advice as to how to proceed and provide.
• There is staff on site during the day that routinely check the buildings and grounds so that they are safe for all students.
• There is also CCTV on the site which provides information and safeguards.
Who we work with
The school works with many agencies and education bases including:-EDUCATION
• Primary, secondary and special schools
• Services for students with hearing and vision impairments
• The Limes College
• The ASD service autistic spectrum disorder
• The educational psychology service
• The further education colleges
• STARSSOCIAL
• Joint Adolescent Service JAS
• Children’s services
• Vulnerable pupils panel VPP
• Youth Offending Team YOTHEALTH
• CAMHS (Children and adolescent mental health services) and their outreach services
• The school nurse
• Speech and language therapists
• Medical specialists – where appropriate
Other agencies
• Referrals are made on an individual basis and after consent has been sought from the family.
Informing parents and carers
• You will be informed of the need to access external agencies and the reason why through a family meeting involving yourself, your child, the learning coordinator and pastoral support worker.
• If consent is given then the referral will be made
Helping your child settle with confidence
• Our school has a dedicated transition team of the year 7 learning co-ordinator and pastoral support worker who liaise closely with the primary schools. Over the primary years many pupils visit us for one of our master classes and we also go to primary schools and run events like sports days. We have very strong primary links and pupils are quite likely to have had a lot of contact before they join the school.
• The SENCO will be advised of students with Education, Health and Care Plans who will be joining the school in September and will attend their year 6 annual reviews.
• The transition team will visit all the primary schools in Sutton in the Spring and Summer term and together, in liaison with the SEN department, will arrange visits for students who are nervous or worried about the transition.
• Students are supported by both the pastoral and SEN team in making option choices – from year 8 option choices through GCSEs, college, apprenticeships, sixth form right through to university.
• We have very strong links with universities and local colleges allowing students access to regular visits to these establishments, encouraging progression to further education and beyond
Extended School Day
Carshalton Boys runs a Breakfast club from 7:30am, where students can purchase a healthy breakfast.
Policies

All policies can be found here

Updated
September 2018