The Marvell College vision is to be a co-educational, inclusive learning centre of all round educational excellence for all the community.
The purpose of this SEN information is to ensure that all stakeholders, including parents, teaching staff and governors understand and agree what is currently in place to meet the needs of young people with special educational needs.
Definition of Special Educational Needs (SEN)
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age; or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”SEN Code of Practice 2014
Definition of Disability
‘A physical or mental impairment which has a substantial and long-term effect on the ability to carry out normal day-to-day activities ’Equality Act of 2010
1. Special Educational Needs at The Marvell College
The Marvell College currently supports children who have a range of special educational needs (SEN). The Code of Practice 2014 describes four broad areas of SEN:
1. Communication and Interaction, including speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD).
2. Cognition and Learning, including moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and Specific Learning difficulties (SpLD), including Dyslexia.
3. Social, mental and emotional health, including attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), as well as other issues that are rooted in mental health.
4. Sensory and/or physical needs, including a range of physical difficulties (PD) as well as hearing impairment (HI), visual impairment (VI) and multi-sensory impairment (MSI).
The Marvell College has direct experience of supporting children with all of the above, with the exception of PMLD and MSI.
2. Identification and Assessment of Pupils with SEN.
a) The Marvell College have a dedicated transition team, who are responsible for ensuring a successful start at secondary school for all our young people. As part of transition preparation, a wide variety of information is gathered about all pupils, including those with SEN. Where necessary, the SENCo is involved in this process as it relates to pupils with SEN.
Further assessments are carried out during this process and in the early stages of year 7, including assessment of reading age, cognitive ability and prior attainment.
b) This data is reviewed in detail by the SEN team and if necessary, further assessments may be carried out to enable appropriate interventions to be put in place.
c) Through ongoing assessment and their knowledge of SEN, teaching staff at The Marvell College are able to identify pupils who may be experiencing difficulties in their learning. If they consider that a child may have SEN, there is a clear referral process to the SEN team in school, where further assessments of a child’s needs will be made.
d) In order to make sure that staff are able to do this, a regular programme of CPD regarding SEN began in 2015. This takes the form of whole school training, additional CPD sessions on specific types of SEN or aspects of SEN provision and staff are encourage to access online training tools, such as the Inclusion Development Programme (IDP).
e) Assessment of pupils with or without SEN is an ongoing process that ensures early identification of pupils who are not making expected progress for any reason, including the presence of SEN.
3. Making Provision for Pupils with SEN
The policies outlined in this section apply to all pupils with SEN, whether or not they have EHC Plans.
Once the needs of a pupil have been identified as outlined above (assess), suitable provision will be agreed in accordance with the specific needs of the young person (plan). The provision will then be put in place for a period of time as agreed (do), after which time progress will be checked (review). It may be that in doing the intervention, further information is gathered which may require an earlier review. After reviewing progress and carrying out additional assessment if necessary, it may be decided to carry on with the provision, or to modify or change the programme as appropriate. This is known as the Graduated Approach of Assess, Plan, Do, Review
The school closely monitors the progress of all pupils, including those with special educational needs. The effectiveness of the provision for these pupils is evaluated by ensuring that they make expected progress in relation to their starting point. This will be reviewed termly by class teachers in collaboration with parents, the SENCo and the pupils themselves.
a) Pupils who are receiving support that is additional to of different from their peers, due to special educational needs, will be assessed on a termly basis in all their subjects in line with the whole school. In addition, these pupils may be assessed in more specific terms using more detailed testing, to evaluate their level of progress in their specific area(s) of difficulty.
b) The approach to teaching pupils with special educational needs varies, dependent upon the need of the particular child. Some of the interventions that are used at The Marvell College are:
(i) In all cases, quality teaching is at the heart of everything that we do at The Marvell College. In 2015 we are aiming for differentiated provision for all high incidence SEN, for example dyslexia, to become part of all classroom teaching.
(ii) At KS3 pupils are withdrawn from lessons or registration to work in small groups on a variety of literacy interventions such as Fresh Start or Units of Sound, dependent upon their specific need.
(iii) In KS4, pupils who need support with life skills, take Step Up as one their option subjects, to aid their progress in to adulthood.
(iv) In 2015 KS3 Maths interventions will be provided to support pupils who show signs of difficulty with numeracy.
(v) Where a higher level of support is required, in-class assistance from a teaching assistant (TA) may be put in place.
c) For those pupils who are particularly weak in literacy, a Core group is provided in years 7, 8 and 9. Pupils who will benefit from this approach receive additional literacy interventions as appropriate and some study a differentiated Science curriculum.
d) At KS4, a differentiated curriculum can be provided offering a more practical range of subjects, designed to allow pupils with a variety of needs to be able to access learning and qualifications at a level appropriate to their abilities. In some cases, an element of off-site provision may be appropriate.
e) Lunch time and break time Friendship club is offered to all pupils, but especially for pupils who find unstructured time difficult to manage. There is also a Homework club and Film club after school aimed at supporting students.
f) Inclusion sports activities will begin in 2015 and pupils with special educational needs will be encouraged to participate.
g) In 2015 we aim to develop additional support to provide for pupils requiring emotional and social development in the form of social skills groups. A strong pastoral system now operates for all pupils in the school including those with special educational needs. This system allocates each child a tutor with whom they can discuss any problems and successes that they may have. Further support groups are available as they may be required.
4. Special Educational Needs Coordinator (SENCo)
SENCo name: Lisa Allen
Please Contact Adele Norton General Operations Manager
Contact Telephone number: 01482 799132
5. Training of Staff in SEN
Training on issues relating to SEN are provided to staff at The Marvell College in a variety of ways.
a) Whole school training is carried out across the school year during INSET sessions. Where appropriate, this may include training on SEN. In particular, at the beginning of the school year, staff will be provided with direct training on the needs of new pupils who are joining the school in year 7, who have SEN. Many of the ongoing staff inset sessions also include an element of SEN training.
b) A range of additional CPD sessions are available to all staff at intervals through the school year and by request from specific departments.
c) New teaching assistants (TA’s) undergo an intensive training programme when they join the SEN team. This covers everything from general SEN Information, to how they can best support individual children in their learning.
d) The SEN TA’s meet at least half termly for CPD sessions after school, as well as having a weekly meeting.
e) All staff may attend external courses as appropriate.
6. Equipment and Facilities to Support SEN
All needs for equipment and facilities will be assessed for each pupil individually. Dependent upon the nature of the need, funding may be provided by the school or requested from other appropriate agencies.
These agencies may include IPASS, who can provide specialist equipment for physical, visual, and hearing needs. They may even extend to requesting additional funding from the local authority if appropriate.
The school ensures appropriate access for disabled pupils through:
o Ramped access and lifts to all floors.
o Disabled toilet/washroom facilities
7. Consulting Parents of Children with SEN
Parents/carers can be involved at each stage of the assess, plan, do, review process. They are invited to discuss the needs of their child as part of the assessment process where necessary, allowing them to share knowledge about their child. As a result of this discussion and other assessments, there will be agreed actions relating to how the child’s needs can be met. Parents/carers are invited to have an active role in the planning and decision making process regarding their child’s provision.
Subsequent to this, parents/carers will be kept informed of progress and outcomes as a result of these agreed actions in a number of ways:-
a) Liaison with the form tutor through the use of the school planner, phone calls, etc.
b) Parents are welcome to contact the SEN department to discuss aspects of their child’s progress with staff.
c) Parents Evenings when advice and support in helping their child at home can also be given.
d) Formally review their child’s progress as appropriate, with the SENCo, their form tutor, or a member of the SEN team.
8. Consulting Young People with SEN
a) The young person is involved, where appropriate at every stage of the assess, plan, do, review process:-
(i) At the initial assessing and planning stage, in order to support a ‘person-centred approach’, the young person’s wishes and aspirations are taken into consideration, along with the outcomes they seek and the support they need to achieve them. These discussions enable individuals to feel that they have more control over decisions about their support.
(ii) Where the young person may be unable to verbally communicate or even provide a written input, observations of the child may be made in order to gather information regards their likes, interests, dislikes and difficulties.
(iii) The thoughts and opinions of parents/carers, and those who know them best, may also be sought.
(iv) Any documentation used as a part of the agreed provision will have a ‘child friendly’ section which is shared with the child/young person so that they are able to understand all aspects of their support.
b) The child/young person is able to discuss any aspect of their provision in a number of ways:-
(i) Informally with their personal tutor, TA, subject teacher or other SEN staff as often as they need.
(ii) Where appropriate, the child/young person will attend a more formal meeting to review their progress and provision.
(iii) A child/young person may contribute to this meeting either by attending in person or by providing written input.
9. Complaints Concerning SEN Provision
Complaints about SEN provision within the school are first dealt with by the SENCo during arranged meetings.
Where a satisfactory conclusion cannot be reached, the parent can then make an appointment to see the Head Teacher during which further information can be exchanged and procedures altered as appropriate. If a satisfactory conclusion still cannot be reached then the Governing body must become involved.
The school participates fully if receiving requests for information for tribunals or assisting parents in formulating appeals etc.
10. Involving External Bodies in Meeting the Needs of Pupils with SEN
If a young person continues to make less than expected progress, even after provision has been made through the graduated approach, it may become necessary to involve outside agencies. Should this happen, the graduated response will continue to take place, but one or more of the agencies listed below, may be involved at any stage of the process, particularly that of assessment. Links to these can be found in the Hull Authority Local offer at:
Advice may be sought from one or several service providers, when considering the initiation of a statutory assessment. Full details of this may be found in the DFE SEN Code of Practice (2014), but an overview is provided in the The Marvell College SEN Policy.
11. Contact Details of Support Services.
Should a parent/carer need to speak to anyone regarding the education of their child and their special educational needs, the following are some good starting points:
The school SENCo, contact details as above
KIDS Parent Partnership: 182 Chanterlands Avenue,
Hull, HU5 4DJ
Tel: 01482 467540
All other services can be found through Hull local authority local offer, which can be found by following the link below
12. Supporting Pupils with SEN through Transition
This section describes the arrangements for Supporting Pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
All children with special educational needs will require support and planning when they transfer between key stages from 0-25, as long as they remain in education or training.
During transition from primary to secondary school, some of the process for gathering assessment information has been described earlier in this document. The SENCo will meet with children who have significant needs with or without an EHC plan.
All pupils coming to the college attend a transition week prior to the end of the summer term, where they are able to meet with teachers and in the case of SEN pupils, the TA’s who may be supporting them in year 7. For some pupils it may be necessary to arrange additional visits before this, to familiarise them with the school in a more controlled way. Pupils are encouraged to contribute to their own pupil passport, which teachers will be able to access and learn how best to support the needs of these youngsters.
At The Marvell Collge, we work closely with Connexions careers advisors from year 9 onwards. For those pupils who have an EHC plan, the advisor will meet with the young person prior to their annual review in year 9. The advisor will also attend the annual review each year from then on.
A request for a special school placement should be made early in Year 5 or year 9 to determine that suitable provision can be considered. It is useful at this stage for the parent to visit some appropriate schools or colleges at the next key stage to help an informed choice to be made. The SEN Team will administer the process following any request by the parent.
All children with a Statement of Special Educational Need / Education Health Care Plan, must have their secondary transfer placement confirmed by 15th February in Year 6.
13. Hull Local Offer
The local offer is published is published on the website below.