SEN Information Report

At Changing Lives Independent School our vision is “To inspire young people to connect with society through working with horses, dogs and other small animals as well as appreciating the outdoors”. We want our students to be the best they can be within an environment that is suited to them. We focus upon practical skills as well as academic standards which are equally important to help develop their independent skills that will enable them to achieve and stand out as valued members of their communities.

We welcome everyone into our community and we believe that everyone can achieve. We strive to make available inclusive provision to ensure that all students, including those identified with Special Educational Needs and Disabilities (SEND), can enjoy and benefit from a broad and balanced education with access to the curriculum at an appropriate level, so that they may achieve their full potential. We also offer a range of personalised learning interventions and opportunities to support this.

Soon after the students start at Changing Lives Independent School we complete a range of diagnostic and baseline testing which allows us to identify students who require further intervention for a range of different factors. If you are still concerned about your child’s educational needs, in the first instance please raise your concerns with your child’s form tutor who will contact you every week. If you still require further guidance, contact the school’s Special Educational Needs Coordinator (SENDCo).

Who are the best people to talk to in our school about my child’s difficulties with learning / Special Educational Needs and Disabilities (SEND)?

The Headteacher / SENDCo: Nicola Smith
Email: Nicola.Smith@changinglivessen.co.uk
Tel: 07565 919 032  /  0161 969 5853

Nicola Smith is responsible for:

• Co-ordinating all support for children with SEND and developing the school’s SEND Policy to secure a consistent, high-quality response to meeting need.
• Ensuring you are involved in supporting your child’s learning, kept informed about the support they receive, and involved in planning and review.
• Liaising with outside professionals such as Speech & Language Therapy and Educational Psychology.
• Updating individual plans (IEPs, One-Page Profiles) and maintaining detailed records of progress and need.
• Providing specialist guidance for teachers and support staff so that your child – and other pupils with SEND – make the best possible progress.
• Checking progress, planning additional support, and ensuring staff are equipped to deliver any programmes or interventions.
• Overseeing day-to-day implementation of all aspects of SEND support in school.

What additional support is provided in the classroom?

• Support is tailored to each student’s specific needs; every student has a form tutor who sees them each morning.
• Quality First Teaching ensures the curriculum is adapted so every learner can make progress.
• Students access in-class or withdrawal interventions to bridge gaps or develop strategies, with input from agencies such as CAMHS or SALT where required.
• All needs and provisions are monitored throughout the year, including by the Local Authority SEND team.

How do you facilitate access to the curriculum and develop independent learning?

• High expectations are set for every child and teaching builds on prior knowledge, skills and understanding.
• Personalised teaching approaches, specific strategies and resources (including those advised by specialists) are used where necessary.

Staff specialisms / expertise around SEND or disability

• Progress is formally assessed every half-term; gaps trigger additional support.
• Targeted and highly personalised interventions reduce barriers to learning.
• Support is delivered in class, small groups or 1-to-1 as appropriate.

Ongoing staff development

• Weekly CPD sessions focus on different areas of SEND.
• Teachers and support staff attend external courses and have weekly drop-in access to the SENDCo.

Access arrangements for examinations

• Access arrangements (e.g. extra time, reader, scribe) are available where stated in an EHCP or where they represent the student’s normal way of working and confer an advantage in class and assessments.

Sharing educational progress with parents

• Progress data is issued termly, showing current attainment against end-of-year targets.
• Parents’ evenings take place once a term.
• The SENDCo is available to meet and outside-professional reports are shared and discussed.
• IEP targets are reviewed with parents each term.

Work-experience opportunities

• KS4 and KS5 learners can access a wide range of work placements.

Arrangements for children with an Education, Health and Care Plan (EHCP)

• You are invited to a review meeting once a year; paperwork is prepared in advance with parents and the pupil.
• The meeting involves the SENDCo, parents, the pupil and any external agencies.
• Agreed outcomes shape future provision so your child receives the best possible support.

Arrival and departure

• Students are dropped in the visitor car-park and met by staff; breakfast club is available before 9 am.
• Staff supervise the car-park at the end of the day until all students are collected. Visitor parking is signed and reception is based in the café.

Break and lunchtime support

• Multiple areas are open, including quiet zones for those who prefer a calmer environment.

Safety outside the classroom

• Thorough risk assessments cover on- and off-site events, with policies reviewed regularly.
• First-aiders are on site and staff receive relevant medical-needs training.

Risk-assessment arrangements

• A detailed risk-assessment sheet is completed for every trip and checked by SLT.

Anti-bullying

• Bullying is not tolerated. Key messages are reinforced in assemblies, tutor time and PSHE.
• All policies, including Anti-Bullying, are available on the school website.

Administering medication

• Medication is only administered with written parental consent; self-administration also requires written permission.
• All medicines are stored securely. Only first-aid-trained staff have access.

Health-care plans

• Parents meet the SENDCo / Pastoral Manager to draw up a detailed Health-Care Plan, circulated to all staff.
• Staff training sessions are held where needed.

Medical emergencies

• The Health-Care Plan includes an emergency protocol and accompanies the pupil (and medication) if hospital transfer is required.

Staff training for specific needs

• The SENDCo and outside agencies provide training and ongoing support so staff can meet individual needs.

On-site health / therapy services

• A therapist works in school weekly; additional agencies visit according to need.
• Emotional health and well-being are addressed through PSHE and the Healthy Schools team.

Knowing who’s who

• Parents meet staff during transition and have at least weekly contact with the form tutor.
• Drop-in sessions with key staff and termly parents’ evenings are offered.

Appointments

• The school operates an open-door ethos, though parents are encouraged to contact the Pastoral Manager first.

Keeping parents updated

• Termly reports cover attainment, effort, attendance and punctuality.

Open days and feedback

• Parents’ evenings run each term and other events occur as appropriate.
• Feedback is welcomed via phone, meetings or Ofsted Parent View.

Student voice

• Pupils attend EHCP reviews and take part in school-council meetings and lesson feedback.

Parental involvement

• Parents’ evenings each term plus meetings on request with staff or the SENDCo.

Parents as governors / volunteers

• Parents are invited to events throughout the year and can apply to become governors when vacancies occur.

Links with external agencies

• The school works with Educational Psychology, CAMHS, Sensory Support, Occupational Therapy, Speech & Language Therapy, Children’s Services, and local specialist schools.

• The SENDCo, SLT or Pastoral Manager will help parents complete forms and paperwork on request.
• Regular meetings keep parents informed and Annual Reviews monitor EHCPs.

Transition into the school

• Information is gathered from previous settings and parents; visits and taster days are arranged as required.
• The SENDCo may attend the previous setting’s annual review or arrange a meeting.

Transition from the school

• A qualified Careers Adviser meets students several times to explore college, apprenticeship or employment routes.
• College visits start in Year 10; open evenings are encouraged in Year 11.
• Application-form support is provided.

Preparing for adulthood

• Advice is embedded in EHCP reviews from Year 9 onwards and during PSHE (e.g. money management).

• Free breakfast club runs every morning and holiday clubs operate in half-terms.
• All clubs, activities and trips are inclusive; additional support is arranged where needed.