Student Absence Line: 01666 829759

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Student Absence Line: 01666 829759

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Local Offer

Curriculum » Learning Support » Local Offer

Malmesbury School Local Offer 

General Information about Malmesbury and Special Educational Needs and Disabilities (SEND)

We currently have 337 students on the Special Educational Needs and Disabilities (SEND) register (27% of the school’s population). 15 students have EHC Plans/statements (2 of these are in Sixth Form) and 29 students are at Wave 3. Our school is easily accessible for students with SEND. Student records and Student Voice show that students with SEND are fully included and involved in daily school life. Students have participated in school trips and clubs, helped out during Open Days and Open Evenings and have shown prospective students around school. Last year, 20 students were involved in the school council. All students are invited to fully involve themselves in school life and to take part in any extra-curricular activity.

In light of the SEND reforms and the publication of the Code of Practice 2014, we endeavor to put students and parents at the heart of the SEND system. Over the next three years, statements will be transferred to Education, Health and Care Plans (EHC Plans). As of this September, “SEN Support” replaces School Action Plus (SA+) and School Action (SA). At Malmesbury, we use Waves to distinguish levels of “SEN support”. Wave 3 students require personalised learning provision, Wave 2 students require provision that is additional to or different from other students and the needs of Wave 1 students are met within the fully inclusive environment of the classroom and by Quality First Teaching.

Transition to Malmesbury School for students with SEND

We ask primary schools to invite us to meeting about students with SEND from Year 5 onwards. A SENCO will visit Year 6 students with SEND in primary school. Primary school teachers provide us with detailed information about students transferring to us. Students with SEND have the opportunity to visit Malmesbury School before intake days. These visits can be with a member of staff from primary school, other students or parents. We also work closely with the Senior Pastoral Leader for Year 7.

Before transfer, all students with learning difficulties are given a baseline reading test. Parents are also encouraged to contact the SENCOs with any specific questions or concerns they may have.  

Identifying SEND

We use information from teachers, parents and student voice to build a picture of a child’s needs. All Year 7 students are given a baselinespelling test and sit a Cognitive Ability Test (CAT) which indicates ability in language and comprehension, number and non-verbal reasoning. Students also sit CAT tests in Year 9. Students with learning difficulties who attend Learning Support (LS) lessons in Years 7, 8 and 9 have their reading and spelling progress assessed every six months.

Some students may also have additional assessments for reading speed, single word reading, text and sentence comprehension, memory processing, phonological processing, visual processing and writing speed. Access Arrangements assessments take place from Year 9 with the aim of supporting students with learning difficulties as they prepare for external assessments and examinations.

We are guided by the Equality Act 2010 and the Code of Practice 2014 when identifying a learning and/or physical disability.

Provision for students with SEND

Our Provision Map ensures all staff at Malmesbury are fully aware of students with SEND. Students with an EHC Plan and students at Wave 3 have Learning Profiles (LPs) detailing their learning difficulties and giving staff teaching and learning strategies to ensure all students are fully supported and appropriately challenged in the classroom. All students at Wave 2 and Wave 1 have their needs and teaching and learning strategies made clear on the provision map. All students receiving interventions will be set SMART (specific, measureable, achievable, realistic and timely) targets that will be reviewed at intervals depending on the student’s needs. Parents will be informed of their child’s progress and will be encouraged to participate in the review process.

We have a team of fourteen teaching assistants (TAs) who work in classrooms, with subject teachers, to support the learning of our students with SEND. The range of strategies used in the classroom by teachers and TAs is summarised in the provision map on our website. The SENCOs work closely with teaching staff and TAs to ensure teaching and learning strategies encourage understanding, challenge and progress. Some teaching groups are arranged by ability.

In Key Stage 3 (KS3), some students with literacy difficulties are withdrawn from Modern Foreign Languages (MFL) and come to Learning Support for up to six hours a fortnight. In Key Stage 4 (KS4) some students opt to come to LS to spend additional time on their homework, class work and develop their study skills. Some students are invited to participate in programmes such as Social Skills and Classroom Management. We use social stories to help some students deal with specific issues concerning them. A small group of students eat their lunch in LS. The LS classrooms are open every lunch time to act as a safe haven for students with SEND and TAs are on duty to help with any issues arising and to support with homework.

Students entitled to Access Arrangements (such as a reader, a scribe, a prompt, extra time, use of a pc and rest breaks) are able to use their entitlement in school. Formal application for Access Arrangements takes place from Year 9 for GCSEs, AS and A2 examinations.

The Learning Support Faculty promotes inclusion by fully integrating itself with the rest of the school. We work closely with the Senior Leadership Team, Senior Pastoral Leaders, Senior Curriculum Leaders, Student Services, Academic Leaders, our SEND governor, teaching staff, tutors, the school’s career service, the school counsellors and our Sixth Form Advocates. We also communicate frequently with parents to ensure they are fully aware of the provision in place for their child.

The support and provision we offer in school is guided by a range of health and social care agencies, appropriate to individual students’ needs. We work closely with agencies such as: speech and language therapists, physical impairment advisors, Rowdeford School, occupational therapists, SSENS support advisors, social workers, counsellors, CYPs, educational psychologists, advisory teachers for hearing and visual impairment, communication and interaction difficulties and cognition and learning difficulties.

 Members of the LS Faculty hold the following qualifications: 

Jessica Abel-Goldbin

SENCO

Monday, Tuesday, Wednesday, Thursday

Corinne Kempt

SENCO

Thursday, Friday

Sue Jewell

Specialist Teacher

Monday, Tuesday, Friday

National   Award for SENCO (NASENCO)

 

Postgraduate   Certificate (PG Cert) in SpLD/Dyslexia

 

Currently studying for:

PG   Cert in Assessment Methodology for Learners with SpLD/Dyslexia resulting in   accreditation at Associate Membership of the British Dyslexia Association   (AMBDA) and the Assessment Practicing Certificate (APC).

Currently studying for:

National   Award for SENCO (NASENCO)

Certificate   in Advanced

Professional   Studies (SEN)

 

Advanced   Diploma in Education – Special Needs

 

Certificate   in Advanced Educational Studies

 

SpLD   - Management of Support

Identification   , Assessment and Support for Individual Needs

 

AMBDA


  

Learning Support staff (teachers and TAs) have received training and hold qualifications in the following areas:

Safeguarding

 

Behaviour Management

 

Manual Handling

 

Mental Health Awareness

 

Differentiation

 

First Aid

 

Girls and Asperger’s Syndrome

 

 

 

 

Understanding and supporting students with:

 

Attachment Disorder (AD)

 

Autistic Spectrum Conditions (ASC)

 

Working memory difficulties

SpLD/Dyslexia

 

Information Processing difficulties

 

Working memory difficulties

 

Visual Impairments

 

Dyspraxia 

Review and Evaluation

We measure the progress of students with SEND by monitoring their assessments in reading, spelling, numeracy and their National Curriculum levels or GCSE/AS/A2 grades. As students make progress, they come off the SEND register. If students are not making progress, we will review our provision and may change or extend the support we offer. Parents will be informed at the “assess” and “review” points of the “Graduated Approach”.            

Communication

School reports are sent home three times a year. Two of these reports are interim and one is a full report. Parents can meet the SENCOs at Parents’ Evenings or at Parent Consultations. Parents are also encouraged to telephone or email the SENCOs to arrange a meeting to discuss any concerns they, or their child, may have.

For some students, for example those with an EHC Plan, PSP or My Plan, there are additional meetings, regular communication and feedback in accordance with students’ specific needs.

We understand the importance of empowering our students with SEND to have a voice and we ensure they understand that their thoughts and feelings will be taken into account. We run Student Voice sessions throughout the year and encourage students with SEND to comment on school life and the provision put in place for them. Students with SEND are encouraged to attend and participate in EHC Plan, PSP, My Plan meetings, Parents’ Evening and Parent Consultations. 

Contacting us

If you require further information about how Malmesbury School supports students with SEND, please contact our SENCOs, Jessica Abel-Goldbin (Monday to Thursday) and Corinne Kempt (Thursday and Friday). 

Our school contact details can be found on the first page of our Local Offer.