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SEND Information Report

How do you identify children/young people with special educational needs?

How will I be able to raise any concerns I may have?

If the setting / school /college is specialist which types of special educational need do you cater for?

  • The screening that takes place includes reading, comprehension, spelling and numeracy on entry in year 7. We also look at National Curriculum data. We work in close partnership with primary schools while students are in year 6 to plan support for every student who has additional educational needs.
  • In addition to the standard testing above, the relevant support teams plan interventions to meet the child’s needs. These may include meeting with learning mentors, testing for access arrangements for exams or liaising with external agencies.
  • We closely monitor the progress of all our learners in all areas of the curriculum. Teaching staff monitor students closely and inform the SENCo if there are any concerns that may suggest a child might need extra support.
  • Parents/carers are encouraged to speak to the class teacher/tutor about any worries they have. Tutors are the first port of call for raising general concerns. Subject teachers can answer specific questions related to lessons. Where appropriate, these concerns may be referred onto the SENCo or Heads of House. At any time we are interested to hear your views and any concern you may have

Kings liaises with external agencies to provide support with Speech and Language support and other additional strategies to help with behaviour and inclusion issues.

Who will oversee and plan the education programme and who will be working with my child/young person and how often? What will be their roles? Who will explain this to me?

How are the setting / school / college governors or trustees involved and what are their responsibilities?

How does the setting / school / college know how effective its arrangements its provision for children and young people with special educational needs are?

  • If a child has additional educational needs, the SENCo will plan an individual programme of support for the child.
  • The SENCo will work with appropriate teaching staff, teaching assistants, learning mentors, professionals and external agencies to put this support plan into place.
  • All students who have a statement of Special Educational Needs will have an Individual Provision Map (IPM) created for them. This replaces the old IEP system. The IPM includes an outline of what support is being given, information about any referral made to external agencies and targets for the student. This is reviewed termly by the SENCo and forms part of the Annual Review process.
  • Our school works with governors to monitor the quality of our Special Educational needs provision. The governor responsible for the schools SEN provision is Harri App-Rees.
  • We monitor how effective interventions are through tracking student progress and regular meetings.
  • Where we feel something isn’t working, we are quick to respond and try to find a more effective intervention through talking to staff, the learner and their families.

At Kings College we are lucky to have access to many professionals who are on-site and who can provide help with interventions such as counselling, friendship groups and small group sessions.

What are the setting’s / school’s / college’s approaches to differentiation?

How will that help my child/young person?

  • We have a broad and balanced curriculum. All learners follow a path that suits their specific needs.
  • We try to match a student’s subjects to their personal strengths, be they practical or written.
  • Teachers and teaching assistants are familiar with students’ individual needs and are given strategies to help their learning. HLTA’s and TA’s are encouraged to monitor the effectiveness of the support that the child is receiving in class and inform the SENCo if they believe that things need to be changed.
  • The child is at the centre of any decisions made about supporting their individual journey through Kings College, which is why we always talk to them about the support they may need and what is working for them.
  • We try to make sure each student has a curriculum that suits them. We hold regular meetings to check that they are making good progress. These meetings may include Heads of House, curriculum heads and pastoral staff as well as the SENCo. This approach provides a whole picture of what the child needs to best fulfil their potential.
  • Lessons give students the chance to work at different speeds and in different learning styles. TA’s, who know the needs of the children in their supported lessons, are available to give guidance with creating differentiated materials and resources for use in lessons.

Some students also have extra literacy and numeracy support sessions, as well as individualised support if needed in other subject areas in consultation with subject Heads and other relevant staff.

In addition to the normal reporting arrangements what opportunities will there be for me to discuss his or her progress with the staff?

How does the setting / school / college know how well my child/young person is doing?

How will I know what progress my child/young person should be making?

What opportunities will there be for regular contact about things that have happened at early years setting / school / college e.g. a home / school book?

How will you explain to me how his or her learning is planned and how I can help support this outside of the setting / school / college? How and when will I be involved in planning my child’s/young person’s education? Do you offer any parent training or learning events?

  • We work in partnership with families to talk about provision. Reports compare a student’s current grade to their potential grade and Parents/carers evenings are an opportunity to discuss this information with teachers.
  • Module reports also tell a parent or carer about a child’s behaviour and attitude to learning.
  • Heads of House also provide opportunities to meet up with Parents/carers if they have concerns about the progress of a child. Meeting early on can prevent any gap in progress getting worse
  • Students not achieving a level 4 in Maths or English are likely to benefit from literacy and numeracy ‘catch-up’ units that take place at Kings College.
  • Students may also attend an after-school club or activity targeted at students with particular needs.
  • We do everything we can to make sure parents/carers and students understand what good learning looks like at Kings.
  • There are a range of extra support events for Parents/carers.

What is the pastoral, medical and social support available in the setting/ school / college for children with SEND?

How does the setting / school /college manage the administration of medicines and providing personal care?

What support is there for behaviour, avoiding exclusions and increasing attendance?

How will my child / young person being able to contribute his or her views? How will the setting / school / college support my child / young person to do this?

  • Kings College has a whole school focus on well-being. All staff are expected to provide care, support and guidance for all students.
  • At Kings we have a full-time on site Physical Disability Centre (PDC). The PDC Manager is able to offer support with personal care and medication. Additional staff are medically trained to provide help if the PDC Manager is absent.
  • We have a student cloakroom where support is offered for students in organising their belongings, having the correct uniform and answering any questions they may have.
  • Staff receive training in child protection regularly.  The Behaviour Policy includes the Anti-Bullying Policy and is available on the school website. It tells staff and students how we expect people to behave in school. It is supported by rewards and sanctions. Our Anti-Bullying coordinator is Mr Le Brun.
  • Our home school agreement reminds students, parents/carers and staff of our high standards.
  • Our Attendance Officer checks attendance daily and can support families in getting young people to school regularly. We are fully supported by our Educational Welfare Officer.
  • Students are rewarded for their contribution to ‘respect’ and ‘community’ at Kings, as well as for their personal progress.
  • There is a full calendar of extra activities for all students.
  • We also have a very active school council who often get involved in organising activities such as the year 8 Christmas disco.
  • All students study PSHE and PERL (Philosophy, Ethics Religion and Life).

Are there specialist staff working at the setting / school / college and what are their qualifications?

What other services does the setting / school /college access including health, therapy and social care services?

  • SEN and Inclusion staff specialise in supporting students with additional educational needs. These include the SENCo, PDC manager, TA’s and HLTA’s.
  • The school links with a range of specialist services who offer advice, training and support for students, parents/carers and staff including Educational Psychology, Educational Welfare, ASD outreach, Learning and Language support and Behaviour Support services.
  • We also link directly with local Health and Social Care services, including CAMHs and Speech and Language Therapy.
  • We work with local youth workers who also provide counselling and help for students who need extra support.
  • The school pastoral team work together to provide support for families of children at our school.

What specific courses/training have staff attended and what training is planned within the school development plan? (This should include recent and future planned training and disability awareness.)

  • All Inclusion staff have specialist training and have completed external qualifications to prepare them for their work.
  • There is regular update training throughout the school year.

The SENCo regularly provides training for all teaching staff to ensure that the needs of our students are met effectively in lessons.

Will he or she be able to access all of the activities of the setting / school/ college and how will you assist him or her to do so?

How do you involve parent carers in planning activities and trips?

  • We make sure that all students are offered appropriate extra activities. Where necessary, additional staff will support our most vulnerable children.
  • PDC Students have access to their own accessible minibus so that they may be included in trips outside of school.
  • Parents/carers always have an opportunity to discuss their child’s involvement in extra activities.

Is the building fully wheelchair accessible? Are there disabled changing and toilet facilities?

Have there been improvements in the auditory and visual environment?

How does the setting /school / college communicate with parent carers whose first language is not English or who have learning needs/disabilities?

How will equipment and facilities to support children and young people with special educational needs be secured?

  • We have an Accessibility Plan in place.
  • Most of the main building is wheelchair accessible with disabled toilets and we also have a Physical Disability Centre in which disabled students can access help with personal care as well as computers and support from the PDC Manager. The Main building also has a lift and has many ramps in place to enable safe access for wheelchair users.
  • All staff receive training on equal opportunities.
  • At Kings, we encourage every child to have confidence in themselves and value their personal strengths.
  • We welcome students from all cultural backgrounds.
  • Students with English as an additional language are well supported and teaching staff are given advice to make sure they progress in lessons. 

What preparation will there be for the setting / school / college and my child/young person before he or she joins the setting / school / college.

How will he or she be prepared to move onto the next stage?

What information will be provided to his or her new setting / school / college? How will you support a new setting / school / college to prepare for my child/young person?

  • Children will be very used to seeing Kings staff in our feeder primary schools. During year 6 we talk to the primary school teachers about the student’s needs. It also helps us to know which other services may have been involved with your child before they come to us. The SENCo will ask to be invited to your child’s last Annual Review at their primary school in year 6 if they have a Statement of SEN or EHCP. This ensures a smooth transition and that all support is in place for when your child starts at Kings in the September.
  • Your child will visit Kings College for 2 days in the summer term of Year 6. If they need to come for a further visit this can be arranged.
  • Where appropriate, students with Special Educational Needs are supported when they move to a new school or college by additional support from the PDC or SEN team, such as help with application forms and interviews. Specialist teachers also pass on all relevant information to their new placement.
  • All students are given support in choosing their next steps after GCSEs. They have 1:1 interviews about their choices and students who need extra help are given additional support. We also have a pathways or careers advisor who meets with students to help guide them with their choices.
  • Students are given help in tutor times with writing applications and CVs.

How is the setting’s / school’s / colleges special educational needs budget allocated?

  • At Kings we know our students very well. We plan our support around our students.
  • A child’s support will change according to their need and we measure the effectiveness of any intervention put into place.
  • The school management is very careful to make sure that SEN money is spent effectively.
  • If students have a statement, the Annual Review tracks that their needs are being met correctly
  • We regularly talk to parents/carers to review support.

Describe the decision making process.

Who will make the decision and on what basis? Who else will be involved? How will I be involved?

How does the setting / school / college judge whether the support has had an impact?

  • Additional support is decided after talking to a child, their family and their teachers.
  • The SENCo also takes advice from professionals outside of the school when deciding what support to put into place.
  • In lessons, students learning will be planned according to their needs.

Describe the setting’s / school’s / college’s approach to involving Parents/carers/carers/carers in decision making and day to day school life including for their own child or young person.

  • At Kings, partnership with parents/carers is essential.
  • The Principal also offers an ‘open door’ for any parent wishing to talk to her and will always act on concerns.
  • There are opportunities for parents/carers to be represented on our governing body.
  • We have a parent and friends group in which parents/carers can be involved.
  • Regular phone calls home make sure that parents/carers are kept up to date.
  • Regular SENCo coffee morning take place and parents are encouraged to come in and meet other parents for support.

Who would be my first point of contact if I want to discuss something about my child/young person?

Who else has a role in my child’s/young person education?

Who can I talk to if I am worried?

Who should I contact if I am considering whether child/young person should join the setting / school /college?

Who is the SEN Coordinator and how can I contact them?

What other support services are there who might help me and provide me with information and advice?

Where can I find the local authority’s Local Offer?

  • Form tutors or subject teachers will know your child very well. Email is often a good way to contact them.
  • Specialist support comes from the SENCo, Heads of House, PDC Manager or other members of our pastoral team.
  • Lots of information about admissions is available on the school website or can be obtained through the school office.
  • Parents/carers should always visit Kings before deciding whether it is right for their child.  Tours of the school are often led by the Principal or Senior Team, who are happy to answer any questions parents/carers may have. Tours can be booked through the school office.
  • The SENCo is Mrs S Chinnappa and she can be contacted directly via email s.oliphant@kingscollegeguildford.com  or through the school office.
  • Places in the PDC are sometimes agreed earlier and parents/carers should talk to the PDC Manager- Mrs Steph Oliphant. Her email address is: s.oliphant@kingscollegeguildford.com
  • The parents/carers section on our website lists a number of organisations to support families.
  • The local authority SEND offer is available at: https://www.surreysendlo.co.uk/
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