- Name of school
- The Limes College
Sutton West Site
Robin Hood Lane
- SM1 2SD
- Limes School Office
- 020 8652 1150
- Contact to discuss child needs
- The School aims to meet the special educational needs and disabilities (SEND) of all our pupils as defined in our SEN policy. 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, tutor or the relevant Head of Year. If the concerns are in regard to learning need please contact the Assistant Head/Special Educational Needs Co-ordinator (SENCO) directly.
- Assessing children
We conduct baseline testing in literacy and numeracy for all new students in order to identify any additional learning needs that may require support.
Teachers regularly monitor and assess student progress, using the information to respond to individual needs.
Teachers regularly monitor rates of progress and identify pupils not making progress.
Each term all students are reviewed by termly assessments and an action planning meeting.
- Informing parents and carers
- Tutors have a weekly dialogue with parents and will talk to parents about behaviour, achievement, progress and attendance. Parents and carers are welcome to contact the school with any concerns and advice can be sought from individual subject teachers on how to support your child at home
- Updates on progress
- There are a number of opportunities through the academic year for parents to talk with staff. In addition, reports are sent each term.
- If a child is not making progress
- Additional SEN support can be provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies; for example Educational Psychology Service. This additional support may be documented by an individual Plan / Provision Map. We seek external support for children continuing to experience significant difficulty which may involve an application for Education Health and Care Plan assessment.
The average class size is six (KS3) and eight (KS4). In our primary unit and SEN provision class sizes are often smaller.
A broad and balanced curriculum is taught across all year groups in age specific groups. This curriculum includes GCSEs, vocational qualifications and other specialist and personalised programmes.
Students are placed within ability sets as appropriate based upon the results of baseline data and ongoing progress.
- Adapting for child needs
- Teachers use a varied range of strategies; e.g. visual timetables to ensure all lessons are personalised and differentiated to support all students in making good progress. Experiences to develop social skills and team building to enhance student success and progress including a range of trips, residential experiences, after school clubs and whole school events are a key component of our curriculum.
- Teacher flexibility on child needs
- Teachers are trained in special educational needs through their initial teacher training which is consolidated through in-house and external training run by the SEN and assessment team, Education Psychology Service, Speech and Language team plus other relevant teams and are therefore skilled at adapting the curriculum according to individual need.
- Additional support
Additional support e.g. differentiated tasks may be used to help groups of students to develop their independent working skills.
We offer a KS1 and Primary unit and support that can be offered to Primary Schools through referral to Primary Vulnerable Pupils Panel (PVPP).
Our SEN provisions are an eight placed vulnerable pupil group and we also offer bespoke tailored packages if commissioned by SEN.
- Learning strategies
All Teachers and support staff are provided SEN Profiles of students giving them the information they require in regards to the individual child’s needs and classroom strategies. A tailored programme of information gathering is undertaken with the student’s previous schools to support the successful transition into the school and where appropriate back into the school they have been on respite from.
A range of literacy, numeracy and emotional literacy interventions are mapped and provided for students including whole class, small group or individual led by both internal and external staff.
Some students have extra support in the classroom from teaching assistants. This support is flexible and may involve the teaching assistant being a reader or scribe for the students; the teaching assistant may differentiate the learning tasks further so that the students can complete the work independently.
- Meeting child needs
At The Limes College, we enjoy very close links with parents and carers
Tutors have a weekly dialogue with parents and will talk to parents about behaviour, achievement, progress and attendance
Parents and carers are welcome to contact the school with any concerns and advice can be sought from individual subject teachers on how to support your child at home
- Access to exams
Access arrangements are concessions given to allow fair access to tests, exams and assessments. In order to be eligible for access arrangements there needs to be a clear history of need which can be evidenced by specialist testing and the students’ usual way of working in the class room. Access arrangements can be a reader, scribe, extra time or modified exam papers.
Access arrangements are used on entry in KS4, where baseline assessments or initial teaching indicate a need, so support is in place as early as possible.
- Access arrangements
- If your child is eligible for access arrangements you will be informed by letter.
- Comfort, safety and socialising
The Limes College has a strong ethos of pastoral care which we feel is highlighted through our tutor group system and pastoral department.
Family Outreach Workers liaise with the family and student and offer a wide range of mentoring, support either as part of a group or as a personalised programme.
(take out rest of section and replace with below)
Outreach staff can offer support and advice to families who are under stress for a variety of reasons, such as relationship issues, communication between family members, or more practical things such as housing or money problems.
The Outreach staff will listen and make an assessment of the situation, then work with the family to agree goals together, the overall aim being to build on families’ strengths, to keep children safe and to develop their potential. Many of the support packages are through family group support sessions. The outreach team can also signpost to other services and liaise with Social Services if necessary.
The Limes College commission CAMHS for Clinical Psychology intervention and works with young people and their families in a number of ways including:
• Helping young people and their parents /carers develop problem solving skills
• Increasing parents/carers ability to manage existing psychological problems (e.g. anxiety, depression etc.)
• Helping young people cope with stress both now and in the future
• Encouraging useful skills and good relationships
This service can also provide an assessment for Autistic Spectrum Disorder (ASD), screen for Attention Deficit Hyperactivity Disorder (ADHD) and conduct assessments of students cognitive functioning.
- Social and emotional skills
At Limes we can refer to either internal or external specialist services which include:
• Mentoring activities by adult/peer Groups to develop Social skills and/enhance self-esteem
• Access to specialist support e.g. CAMHS, Speech, Language and Communication, Behaviour Management
• Lunchtime and after-school clubs
• Home/School liaison: Homework/planners/Report cards
- Tier 2 / Early Help Support in the Community
We offer a range of social, emotional and mental health support. We have a team of Clinical Psychologists, Speech and Language Therapists and Play Therapist as part of our intervention offer.
In addition we offer ELSA, parent groups and a wide range of workshops on topics such as self-esteem, and anger management and sexual health.
We have a team of Family Outreach worker (FOW) and a Looked after Care (LAC) worker who supports our most vulnerable students and their parents.
In addition to specialist services The Limes College supports social and emotional needs through:
• A robust Anti Bullying Policy in place which seeks to support individuals and their families
• Staff presence at breaks and lunch, before and after school
• Use of CCTV which is used to help students review their behaviour in the school community
- Disability support
- The Limes College has an accessibility plan which takes into account our duties under the Equality Act 2010. We have a lift and wheel chair access in most areas of the building.
- Accessing lessons
- The Limes College has some assistive technology which allows us to make reasonable adjustments to enable students to access the curriculum.
- Who we work with
The school works with a number of agencies from the education, health, social and community sectors in the London Borough of Sutton and other neighbouring boroughs including:
• Educational Psychology Service
• Learning Support Service
• Sensory Impairment Service
• Cognus Therapies (formerly Speech Language Communication Needs Service)
• Autism Spectrum Disorder Service
• Occupational Therapy School Nurse
• Child and Adolescent Mental Health Service
• Youth Offending Service
• Special Educational Needs Team
• Social Care
• Police – Safer Neighbourhood Teams and School Liaison Officers
• Jigsaw 4 U
• Social Services
• Post 16 Raising Participation Co-ordinator
- Other agencies
We involve a range of external agencies to offer additional support and intervention (Educational Psychologist, Speech and Language teachers and therapists).
We offer a range of internal support services: Family Outreach Workers liaise with the family and student and offer a wide range of mentoring, support either as part of a group or as a personalised programme
Our Family outreach workers and a Clinical Psychologist (May 2018) offer professional advice and support to students and their families in times of need. We seek external support for children continuing to experience significant difficulty which may involve an application for Education Health and Care Plan assessment
- Informing parents and carers
- Parents and carers will be kept informed and consent is sought in most cases before a referral is made to an external service.
- Helping your child settle with confidence
We have close links with our Primary, Secondary and Specialist schools.
Parents/carers and student are invited in for an admission interview and these are closely followed by appointments for assessments.
Students are allocated a Tutor who oversees the transition arrangements.
Transition from KS3 to KS4 is arranged by a hand over meeting between Tutors and GCSE taster options are arranged in the Summer Term.
We have a dedicated member of staff who facilitates the transition arrangements to post 16 provision.
Students can be supported at College interviews and completion of applications.
Taster days can be arranged, and Staff from Post 16 come in to talk at tutor events.
Where appropriate, parents will be informed of any concern a school may have and the parent and school will work closely together to address concerns.
As appropriate, referrals will be discussed with parents and they will be kept informed and the views of the parent and students will be sought and presented within the referral.
We support students into new school placements. A dedicated member of staff may attend school interviews or taster days and support them in the transition phase.
We support students in the summer holiday and autumn term post 16 to ensure they transfer to their college, apprenticeship or work placement.
We follow up all students who 'Move On' from The Limes in the autumn, spring and summer term.
- Extended School Day
- We offer breakfast clubs for our pupils and for KS4 students twilight sessions to support their GCSE studies.
Policies can be found here, including:
SEN Policy, Equality Policy, Limes Behaviour Policy, Accessibility Plan
- June 2019