Special Educational Needs and Disabilities (SEND)
At The Marvell College we are committed to meeting the Public Sector Equality Duty (PSED) requirements and have due regard for the need to eliminate all forms of discrimination, promote and advance equality and foster good relations with all stakeholders.
This is reflected in our vision to be “A restorative and inclusive community, working together to achieve excellence for children”and PRIDE values (Polite, Restorative, Inclusive, Determined, Excellence).
We believe that everybody is equal and that all members of our community have an important part to play in our pursuit of living out our vision each and every day.
Our view is that all children are special and we welcome young people of all abilities. Through our pastoral systems and curriculum we seek to provide opportunities to shine a light on and celebrate the talents that children possess.
All enquiries related to the Special Educational Needs and Disabilities (SEND) provision within the College should be made to Lisa Allen, Special Educational Needs and Disabilities Co-ordinator on (01482) 799132.
Types of SEND we provide for at The Marvell College
We provide for and support children with a range of Special Educational Needs, Disabilities (SEND) and impairments. These include some of those identified in the broad areas of need set out in the Code of Practice, January 2015:
- Communication and Interaction, including Speech, Language and Communication Needs (SLCN) and Autism Spectrum Disorder (ASD)
- Cognition and Learning, including Moderate Learning Disabilities (MLD), Profound and Multiple Learning Disabilities (PMLD) and Specific Learning Disabilities (SpLD), including Dyslexia
- Social, Emotional and Mental Health Disabilities, including Attention Deficit Hyperactivity Disorder (ADHD), as well as other issues that are rooted in mental health and wellbeing
- Sensory and/or Physical Needs, including a range of Physical Disabilities (PD) Multi– Sensory Impairment (MSI).
At The Marvell College we have a team of experienced and well trained Teaching Assistants (TAs) who deliver specific programs and interventions to support the learning and personal development of children identified as having SEND.
Procedures for the identification and assessment of pupils with SEND.
We identify the needs of pupils as early as possible by gathering information from parents, education, health and care services and feeder schools prior to the child’s entry into the college. We fully support the SEND Code of Practice January 2015, The Equality Act 2010 and the definition of special educational needs taken from section 20 of the Children and Families Act 2014.
If you think your child may have special educational needs, you should contact the College in the first instance and speak with the SENCo
How does the College evaluate the effectiveness of its provision for pupils with special educational needs?
In order to make consistent continuous progress in relation to SEND provision the College encourages feedback from staff, parents and pupils throughout the year. This is a continuous process including listening to the perceptions of pupils and parents, personal tutor meetings, parents’ evenings, provision mapping and the analysis of progress and achievement data.
Pupil progress will be monitored four times each year and reviews held in line with the SEND Code of Practice for pupils on the SEND Register. Progress of pupils undertaking interventions will be reviewed and evaluated at the end of each block of intervention and is usually outlined in the school calendar as well as the School Improvement Plan and other documents including the Pupil Premium Strategy which is published on the school website (www.themarvellcollege.com)
School leaders provide the Local Governing Body with an annual report on the impact and effectiveness of our Special Educational Needs and Disabilities provision in accordance with section 69 of the Children and Families Act 2014. Evidence collected will help inform college development and improvement planning.
How will I know how my child is doing and how will the College help me to support their learning?
The Marvell College values the role that parents and carers play in contributing to the effective provision of education for children with SEND. Consequently we strive to develop close working relationships with parents and carers built upon candour and sensitive but open dialogue.
We believe that through our relationship with parents and carers we can ensure:
- early and accurate identification and assessment of SEND leading to the correct intervention and provision
- continuing social, emotional and academic progress of children with SEND
- personal and academic targets are set and met effectively
In some cases and at certain times in a child’s journey through The Marvell College, more frequent and regular contact with parents/carers is necessary. When this is appropriate it will be arranged in partnership with the Head of Year, SENCo and in some cases, senior pastoral staff.
The SENCo may also signpost parents/carers of pupils with SEND to the Local Authority Parent Partnership service where specific advice, guidance and support may be required.
If an assessment or referral indicates that a pupil has additional learning needs the parents/carers and the pupil will always be consulted with regards to future provision. Parents/carers are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.
What is The Marvell College approach to teaching pupils with special educational needs?
We believe that provision for pupils with special educational needs is a whole college responsibility requiring a whole college response, involving all staff, teaching and support. We believe that all teachers are teachers of children with special educational needs. All teaching staff have access to the full SEND register, together with information on individual pupils’ special educational needs and suggested strategies that enable them to plan their lessons accordingly.
How will the curriculum and learning be adapted to my child’s needs?
Learning activities are planned to match individual learning needs. The learning environment is stimulating, supportive and well resourced. Pupils identified as requiring SEND support will where appropriate, be supported by a teaching assistant within the main school curriculum.
Additionally, we have specific ‘nurture’ curriculum provision that is carefully designed to meet the needs of pupils that are identified as requiring smaller group support with a higher adult to pupil ratio. Within the College we provide both ‘academic’ and ‘social and emotional’ nurture provision, each with its own distinct learning space.
We also consider social time part of our wider ‘curriculum’ as children negotiate unstructured time and develop social and communication skills. We provide a range of extra curricular clubs and activities specifically for children with SEND along with our friendship club which is available at break and lunchtime every day in the SEND teaching space and benefits from a high staff to pupil ratio.
We will ensure that all staff know and understand the needs of pupils. All staff will have access to training, advice and resources to enable them to contribute to developing fully inclusive practice. This remains an on-going College priority.
How are decisions made about the type and amount of support my child will receive?
In the first instance we carefully consider the needs of all children through the process of their transition into the College. For most children this is part of the primary to secondary transition process. For children who transfer into The Marvell College during the school year, we will seek information from their previous school or setting in order to enable us to plan for their arrival with us.
We identify pupils who would benefit from additional interventions and support with their learning or their personal development and wellbeing and plan provision and interventions accordingly. Most of the provision and interventions are already in place but we constantly review how we are supporting all children and refine and alter provision/interventions accordingly.
The decision to consider an application for additional funding is made after careful consultation between the SENCo key college staff and families.
The amount and type of support for children with an Education Health and Care Plan (EHCP) will be detailed within their own document. The school will provide this support and the impact of this will be reviewed formally each year as part of an annual review process. In some cases an interim review is called in order to consider the effectiveness of the provision and recommend adjustments to the detail within the EHCP.
Some pupils may also be entitled to additional support through other means such as the Pupil Premium funding. Details of how the school intends to use this and the impact of our strategy for the previous academic year can be found on the Pupil Premium page of the website.
How will my child be included in activities outside the classroom, including events and trips?
As an inclusive College, we ensure that pupils with SEND take as full a part as possible in all curriculum activities. We deliver practice that ensures that statutory obligations with regard to SEND are met. We will carefully consider the needs of individual pupils with SEND to enable them to access and experience all aspects of the curriculum alongside children without SEND. If necessary, a Health Care Plan will be drawn up with the First Aid Team in the College and we will ensure the staff are fully aware of pupils with SEND and what those needs are and are given training and support to help them meet those needs, both in and out of the classroom.
What support will there be for my child’s overall well-being?
We work hard to ensure that pupils are included in all aspects of College life. We believe that all our pupils should be valued equally, treated with respect and be given equal opportunities in all aspects of academy life.
Each pupil has a personal tutor who is responsible for their overall wellbeing. We believe that high quality pastoral care is so important that the role of the personal tutor is a part of every teachers’ performance management objectives and the impact of this is reviewed each academic year.
The personal tutor liaises with other staff within the school, including the Head of Year, SENCo subject teachers, year group Achievement Mentors, TAs and those delivering interventions in order to ensure that the pupil makes good rates of progress socially, emotionally and academically.
We provide breakfast club provision and specific break and lunchtime clubs for children with SEND as we know that less structured time can be a cause of anxiety.
Our social and emotional nurture provision ensures we are able to provide specific support, particularly but not exclusively, for pupils identified as SEND by type SEMH. We liaise and work with a range of other agencies, including the Nurture Group Network, HEADstart Hull, the Youth Service and Adolescent Mental Health Service (CAMHS) to ensure that we are best placed to provide the support that children need.
Who is the Academy’s Special Educational Needs Co-ordinator (SENCo and what are their contact details.
The College’s SENCo is Miss L Allen, who can be contacted on 01482 799132. Alternatively, our Pastoral Deputy Headteacher, Miss Brown can be contacted on the same number or via email email@example.com
What training have staff supporting special educational needs had and what is planned?
We aim to keep all college staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND.
The SENCo and the wider support team attend relevant SEND courses, Trust SEN meetings/training and all staff have access to relevant SEND focused internal and external training opportunities.
We recognise the need for on-going training with regards to SEND issues and we generously allocate College funding to ensure on-going professional development is a key feature of our continual school improvement work, particularly in relation to SEND.
The SENCo with the senior leadership team, ensures that training opportunities are matched to college development priorities. Often this involves support and training from specialist services or colleagues from special schools in the locality.
On-going training for teachers and TAs is organised as and when required. If a particular pupil’s needs require specific staff training then this will be put in place for example manual handling and fire evacuation procedures for pupils with severe medical needs.
What specialist services and expertise are available or accessed by the College?
The Marvell College invites and seeks advice and support from external agencies in the identification and assessment of, and provision for SEND. The College continues to build strong working relationships and shares information and links with external support services in order to fully support our SEND pupils. Sharing knowledge and information with our support services is essential to the effective and successful SEND provision we offer. If a concern is raised it will be brought to the attention of the SENCo who will then inform the child’s parents/carers in line with our safeguarding policy.
Below are examples of some of the services who we might work and liaise with in order to provide effective support for families and children with SEND:
- Social Care
- Family support service – Early Help
- Parent Partnership
- Educational Psychology Service
- Speech and Language Service
We invite colleagues from a range of support services, both public sector and charitable, where appropriate to meetings throughout the year to contribute to our SEND provision.
In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents/carers will normally be invited to and informed about any meetings held concerning their child unless there are over-riding safeguarding issues.
How will equipment and facilities to support pupils with special educational needs be secured? How accessible is the College?
In addition to support from teaching assistants in the classroom and through specific intervention groups, The Marvell College provides the following additional resources, facilities and procedures for our Special Needs Students:
We work closely with the Trust and other feeder primary schools to make sure that all students feel comfortable with their move to a secondary school. SEND students will have the opportunity to have extra visits to college in order to familiarise themselves with the environment and some of the staff they will be working with in the future. In some cases we also liaise with the primary school and parents to arrange a longer transition program which starts in the summer term. In some cases, particularly for children identified as SEND by type SEMH this transition program continues into the autumn term that the pupil arrives at the College. The purpose of this is ensure that we identify the most effective strategies to support a child and provide direction, training and support to staff in order to ensure a consistent approach to the provision across subject areas.
Homework clubs are available within the SEND classroom area before and after school and also at lunchtimes. This ensures we are able to provide close support for pupils in order that they can benefit from additional learning opportunities that teachers set through homework.
In some cases, teachers and TAs also ensure that pupils are given additional time to complete tasks or write their homework in their planner so that it is clear and legible.
Students on the Special Needs register at SEND Support and who are externally funded will be allocated TA support. TAs work closely with the child, parents and staff to meet the child’s needs within the College. The SENCo and year pastoral team are always available for pupils to talk to.
Educational Testing and Screening
In addition to standard testing and assessments and tracking within college there is provision for further assessment and screening. This can be to identify conditions such as Dyslexia or to identify specific gaps in literacy such as phonics. This helps identify students who may need additional support within lessons or may benefit from a more individualised programme of support. It may also provide evidence for examination boards if applications for additional access arrangements for examinations are to be made.
We also use the Boxall Assessment Tool to provide a precise assessment of identified pupils’ developmental, social, emotional and behavioural needs. This information is then used to inform specific interventions and curriculum content to support the pupil.
The Pod is a facility which provides focused support for individuals who, for a range of reasons, cannot access learning in their current regular learning situations. The Pod is the venue for the extended transition that some pupils need. All pupils accessing The Pod will have undergone a Boxall Assessment.
It is about identifying barriers to achievement and developing provision based around individual needs. Strategies are then shared with teachers across the curriculum to ensure there is a consistent approach to the provision for identified pupils.
The Pod accepts each pupil as a unique individual and aims to raise self-esteem and motivation whilst building a sense of personal responsibility in each pupil in a calm, nurturing and highly positive atmosphere.
The Marvell College incorporates facilities for pupils and staff with disabilities. It is easily accessible for all visitors and has marked parking bays at several points around the academy for blue badge holders. A loop hearing system is available on request. There are several disabled toilets in all areas of the building, all equipped with handrails and emergency alarms.
The College provides access to a limited number of laptops and IPads on a needs led basis to support pupils with temporary and long term physical needs and/or literacy related barriers to learning.
Exam Access Arrangements
An identification of SEND does not result in automatic exam access arrangements. The process of exam access arrangements is governed by the exams regulatory board – JCQ. Pupils are assessed by a series of tests and if identified as requiring access arrangements, this is co-ordinated between the College exams officer, a qualified assessor and the SENCo Pupils and parents/carers are notified of their exam access arrangements and support, as approved, is provided.
More details of access arrangements can be found at www.jcq.org.uk
Where pupils with SEND require specific transport to and from college, this is arranged by Hull City Council
What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child?
The Marvell College believes that a close working relationship with parents/carers is vital in order to ensure:
early and accurate identification and assessment of SEND leading to the correct intervention and provision
continuing social, emotional and academic progress of pupils with SEND
personal and academic targets are set and met effectively
Parents/carers are kept up to date with their child’s progress through progress reports, parents’ evenings and review meetings.
In cases where more frequent regular contact with parent/carers is necessary, this will be arranged based on the individual pupil’s needs. The SENCo may also signpost parents of pupils with SEND to the local authority Parent Partnership service or KIDS where specific advice, guidance and support may be required. If an assessment or referral indicates that a pupil has additional learning needs the parents/carers and the pupil will always be consulted with regards to future provision. Parents/carers are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.
What are the arrangements for consulting young people with SEND and involving them in their education?
We believe that pupils who are capable of forming views have a right to express their opinions and to have that opinion taken into account. SEND pupils will be encouraged to be involved in the setting of their own learning targets and in evaluating their own progress through personal tutor meetings and EHCP annual reviews. Their views will be taken into account when planning support.
The College is an environment where pupils feel safe to voice their opinions regarding their own needs. This means we will seek the views of the pupils and take them into account during the decision making process and will be made easier by carefully monitoring the progress of all pupils.
Pupil participation is a right. This will be reflected in decision-making but also encouraged through wider opportunities for participation in college life, for example, through the student voice.
What do I do if I have a concern or complaint about the SEND provision made by the College?
We value the partnership between parents/carers and the College but should a problem arise, parents/carers are asked to contact the SENCo in the first instance to discuss the issue.
If a parent/carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCo, who will be able to advise on formal procedures for complaint.
Any complaints will be treated in accordance with the College complaints procedure. For a copy of the complaints procedure, refer to the College website.
How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in the meeting the needs of pupils with special educational needs and supporting the families of such pupils?
The Marvell College invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. The College continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid college inclusion.
The services used by the College are listed in question 10. Representatives from voluntary organisations and other external agencies are invited to meetings throughout the year to discuss SEND provision and progress and keep staff up to date with legislation.
The governing body is kept informed about the involvement of other organisations and services through meetings with the SEND governor and governors’ reports.
How does the College seek to signpost organisations, services etc. who can provide additional support to parents/carers/young people?
The College has very good working relationships with outside agencies (see question 10). Parents/carers receive information about external events which may be relevant to them by email or post.
How will the College prepare my child to:
Join the College?
Transfer between phases of education (e.g. primary to secondary, secondary to post 16 provider)?
Prepare for adulthood and independent living?
To facilitate the smooth transition for pupils with support needs both from Trust and other feeder primary schools, there will also be, prior to admission:
- A transition programme co-ordinated by the Assistant Headteacher responsible for transition and the SENCo
- The gathering of additional relevant information from the current setting
- The making of appropriate transition arrangements with regard to the transition plan put into place in Year 6, including a bespoke/extended transition package
- A timetable for transition planning for all students with SEND
- Special evening events where prospective pupils meet their personal tutor. Pupils with special educational needs, together with their parents/carers, are also invited to talk to SENCo about the provision for pupils with SEND. There are extra visits for some pupils to ensure a smooth transition.
- Staff training may also have taken place where pupils with high level needs are to be admitted.
Pupils with special educational needs admitted to College, at times other than year 7 transitions, are carefully assessed on admission to ensure their needs are met.
The Marvell College aims to support transition at each stage from Year 7 to 11. EHCP reviews in Year 9 and Year 11 plan for transition to key stage 4 and post 16 education. The careers advisor meets pupils with SEND in Year 11 to ensure a robust plan is in place for their future education.
Our curriculum and enrichment offer provides all pupils with opportunities to experience things that will prepare them to succeed in the next phase of their lives. In Key Stage 4, some pupils with particular needs follow a Life Skills curriculum which covers a range of everyday, practical tasks designed to support them in leading happy and confident lives.
All pupils receive information, advice and guidance on Post 16 options and SEND pupils are escorted on visits to local colleges and Post 16 centres.
Where can I access further information?
More details about the reforms and the SEN Code of Practice can be found on the Department for Education’s website Click here
Information on the SEND Local Offer can be found at Click here
Keep your children active, entertained and safe during the school holidays:
East Riding Local Offer Click here
Hull and East Riding Mumbler Click here
Kids Takeover Click here
Tigers Trust Click here
East Riding FISH Click here
Sportsability Hull Click here
KIDS Hull Click here