Kirkleatham Hall School

School SEND Information Report 

How does the school/college identify children with special educational needs?

·        Kirkleatham Hall School is a special school for children with moderate (MLD), severe (SLD) and profound and multiple learning difficulties (PMLD). Pupils may have additional needs such as a physical disability, sensory loss, ADHD (Attention deficit and hyperactivity disorder), ASD (Autism Spectrum Disorder) or mental health issues resulting in emotional or behavioural difficulties. All staff have continual, up to date professional development to ensure that they are able to meet the needs of all learners within their group.

·        Pupils attend Kirkleatham Hall School from the age of 3 to 19 years.

·        All pupils who attend Kirkleatham Hall School have an Education and Health Care Plan.

How do we involve parents in planning for those needs?

·         The Education Health Care Plans are reviewed annually alongside parents with all relevant professionals contributing to the process. The EHCP will look at all the needs your child has in relation to education, health and social care and what outcomes you would like them to achieve in relation to these.

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

·        Kirkleatham Hall School is a special school for children with moderate (MLD), severe (SLD) and profound and multiple learning difficulties (PMLD). Pupils may have additional needs such as a physical disability, sensory loss, ADHD (Attention deficit and hyperactivity disorder), ASD (Autism Spectrum Disorder) or mental health issues resulting in emotional or behavioural difficulties. All staff have continual, up to date professional development to ensure that they are able to meet the needs of all learners within their group.

 

Who in the school/college will support my child and how will this be monitored and evaluated?

·        On entering school all children are assessed and given a baseline level and their progress is tracked using an appropriate assessment tool. In collaboration with parents and through close peer to peer working, meaningful, challenging targets are set for children that they are regularly monitored and assessed against. These are then reported on in the Education and Health Care Plan reviews. Every child in school has an Individual Education Plan (IEP) that is updated continually to ensure staff are aware of student’s current levels and what their individual targets are.

·        To ensure we maximise the progress of all our students staffing levels are always appropriate to the needs of the group. For example, in foundation stage where students have less independence skills and need extra support, staffing levels will be kept high. Similarly if a child has specific, individual needs we will ensure that staffing is high enough within groups to still meet the needs of the individual.

·         The first point of contact for parents is either the class teacher or the parent support advisor. Teachers have overall responsibility for the welfare of the children or young people in their class.They are supported in this role by the senior leadership team and health and social care professionals.

·         Class teachers are supported in the classroom by teaching assistants all of whom have a level 3 qualification or equivalent qualification. A number of our teaching assistants have a level 4 qualification and two teaching assistants have a level 5 qualification. We recognise the importance of having highly skilled staff in every classroom in order to maximise learning opportunities for each and every child.

·         We ensure that the teachers and teaching assistants within each group have the required skill set to match the needs of the learners within their class. Through rigorous performance management of both teachers and teaching assistants we provide continual training and development opportunities.

How are the decisions made about the type and amount of provision a young person will need?

• Each year every child's EHCP is reviewed to take into account progress made, new targets set and resources needed. Any changes to provisiojn such as the inclusion of support or the stepping down of support or arrangements are discussed fully with parents and other professionals such as health and social care as well as SEND department within the local authority.

How will the curriculum be matched to the needs of the young person?

• We believe that a one size fits all curriculum is not appropriate for our children and young people.  Our curriculum varies greatly depending on the needs of an individual.  It is through this person centred approach that we try to ensure that every child and young person has the opportunity to maximise their potential. 
• Children and young people with PMLD will have access to a sensory curriculum along with a range of therapies to promote physical development.  These include physiotherapy, occupational therapy, music therapy, rebound therapy and hydrotherapy. 
• Children in foundation stage with ASD attend a specialised autistic provision in school, with staff skilled in delivering an adapted version of the national curriculum successfully.
• Children and young people are grouped in terms of ability for numeracy and literacy and our most able young people in upper school and Further Education (FE) have the opportunity to gain meaningful qualifications through being part of an examination group that work towards nationally recognised awards in literacy and numeracy. 
• All young people within school have the opportunity to gain a range of qualifications that showcase their talents.  On leaving school these qualifications will form part of each young person’s record of achievement. 
• School use a range of approaches to develop communication throughout the school.  These include PECS( Pictorial Exchange Communication System), Makaton (sign language), Communicate in Print,(to create symbols to support reading and students understanding of key vocabulary), Eyegaze (to support students with PMLD to communicate through eye movements) and Objects of reference (used to support early communication, where an object represents a specific place or event that is important to the child). 
• A communication group, created to support young people with communication difficulties operates in the secondary department and FE, where high staffing and specialised teaching allows students to focus on their communication skills and “make rapid progress".   (Ofsted 2012). 

• Young people in FE have the opportunity to develop their independence through a range of work experience opportunities both internal and external.  The purpose built new FE building provides opportunities for young people to experience a range of vocational options such as hair and beauty, gardening, self -help skills and the opportunity to work in a fully functioning café.  

How accessible is the school/college environment?

• Kirkleatham Hall School has been renovated so that it is fully accessible for all students. Our school is set in woodland in the heart of Kirkleatham Village, an area of tranquillity and natural beauty.
• We have two large carparks with designated disabled parking outside of school.
• Home/School transport is provided for all students, where it is deemed inappropriate for them to make their own journey to school.
• All classrooms have access to fully wheelchair accessible toilets.
• A range of tracking and ceiling hoisting are used within the school and the hydrotherapy pool to ensure that all students are moved in a safe and dignified manner. We also have mobile hoists within school for times when ceiling hoists are not available.
• We have a large outdoor play space that the students have access to during break and dinner times that contains a range of specialised outdoor equipment. We are an OPAL (Outdoor play and learning) School as well as a Forest School and thus promote outdoor learning.
• Kirkleatham Hall School have their own soft play, multisensory rooms and hydrotherapy pool. All students have the opportunity to have at least one session a week either on site or at Redcar Leisure Centre with a qualified swimming coach.
• Where English is not the first language school have supported home/school relations by utilising interpreters where appropriate.
• Kirkleatham Hall School have had a new purpose built F.E. building that matches the needs and requirements of all of our older learners. 
• ICT is used to help some of our pupils access the curriculum; there are interactive white boards, switches and I-Pads that are utilised within school. Students also have access to a wide range of communication aids specific to individual needs, these include pro-lo-2go and eye gaze technologies.

 

How will both the school/college and the parent know how the young person is doing and how will the school support the young person's learning?

·        A detailed school report is given to parents each year. This precedes an annual review where parents have the opportunity to discuss the report and review their child’s EHCP alongside the class teacher, a member of the Senior Management Team and the Parent Support Advisor. Where involved, external professionals such as careers advisors or social workers will also be invited to these meetings. From the age of 14+ the meeting will include a focus on transition and planning for the future.

·        Opportunities to invite parents into school are taken at every opportunity. These include Stay and Play, Coffee Mornings, the Summer Fair, alongside regular school performances such as Harvest Festival, or the Easter and Christmas Concerts as well as our regular awards ceremonies to celebrate student achievements.

·        School host an open evening at the end of each academic year where parents have the opportunity to discuss their child’s progress and to review the work they have done that year.

·        At the start of the new academic year parents have the opportunity to meet the staff who will be working with their child. Transitions into school are personalised and supportive to ensure that each child feels safe and secure on their arrival.

·        School have an open door policy for parents. This means we actively encourage parental engagement and that any queries or concerns will be dealt with quickly and efficiently by a relevant member of staff, either via phone or in person.

·        School employs a Child and Family Welfare Leader, whose main role is to bridge the gap between home and school. They are a constant point of contact for any parental concerns or queries and are there purely to support parents.

·        School use home school diaries as and when appropriate to support home/school communications, however we will also try to promote independence and develop forms of communication that empower our students to initiate conversation about their school day.

·        A termly info sheet is shared with parents at the start of each term. This contains information about what individual students will be studying in the following term.

·        A newsletter is created every half term that is shared with parents and local businesses highlighting the fantastic achievements of our students.

 

·        We share regular assessment information with parents including your child’s current attainment levels and what your child needs to do in order to make further progress. School has three parent governors who act as a voice for parents on how the school should be managed and operated.

·        A SNAP committee made up of parents help to fund raise for the school summer play-scheme.

What support will there be for the young person's well-being?

Medical Support 

·         On site medical support is provided by a full time School nurse provided by the School Nursing Service. A physiotherapy assistant is supervised by a part-time physiotherapist.A speech and language therapist is supported in school by an assistant. An occupational therapist attends school regularly.

·         Medicals, dental inspections and paediatric clinics are held in school. Other specialist clinics held in school include; Audiology, Eating & Drinking, Continence, Orthotics, Dieticians and Wheelchair clinics. We have regular meetings with clinical psychologists where appropriate for individual students.

·         The school employ a music therapist as part of our curriculum and have access to an art therapist as and when they are required.

·         School employs a full time qualified counsellor who supports students and parents to ensure that the mental health needs of all students are addressed and that behaviour, both negative and positive, is regularly reflected upon.

·         Care workers are provided by the Health Authority to provide medical support to a small number of pupils with very complex health needs.

 

Social Support

·         A Child and Family Welfare Leader is employed full time to support parents, liaise between home and school, monitor attendance, to support in the delivery of confident parenting classes, to attend all annual reviews and to liaise with other professionals. The primary function of the role is to bridge thegap between home and school, to ensure school can, where appropriate, support parents as much as possible and provide parents with a consistent first point of contact within school.

·         The school works closely with Social Care and other care providers to support the welfare of pupils.

·         The Transition Team, which is made up of a transition nurse, social workers and a Connexions careers advisor, provide support and guidance when your child is preparing to leave school. They work with parents and school to ensure that future placements meet the needs of each individual.

·         Transition events take place at least annually to ensure parents are aware of the range of provision that is available upon leaving school.

·         School works closely alongside a council employed disabled children’s access officer who supports families in knowing what social groups parents and students can access outside of school.

What specialist services and expertise are available at or are accessed by the school/college?

·         In school there is a communication base that provides intensive support for pupils who require specific support with communication. Our Communication Champion is part funded by our Pupil Premium funding. She works closely alongside the Speech and Language Therapist to ensure that all learners are appropriately supported to access their learning.

·         Additional support is available from LD CAHMS, the educational psychologist and peripatetic services for hearing and visually impaired pupils.

What training are the staff supporting children and young people with SEND had or are having?

·         All teachers have qualified teacher status and teaching assistants have a minimum of a Level 3 qualification or equivalent.

·         There is a comprehensive induction programme that ensures all staff are trained in positive handling strategies, manual handling, safeguarding and tube feeding. All staff have regular medical training that includes how to deal with incidences involving epilepsy, asthma and diabetes and other medical conditions that could affect the wellbeing of our pupils.

·         There is an ongoing programme of professional development to ensure teachers and teaching assistants meet the special educational needs of our pupils and stay up to date with current research into teaching and learning. We are responsive to the changing needs of our population and ensure that we have the up to date skill set to meet needs.

·         Teachers have had the opportunity to explore teaching and learning in different countries; which involved three members of staff visiting and teaching in a school in China.

·         Staff have a range of specialist qualifications either in a curriculum subject area such as art or in an area of special educational need e.g. autism.

·         Staff are committed to sharing outstanding practices to ensure the best outcomes for our students.

How will the young person be included in activities outside of the classroom including school/college trips?

·         Kirkleatham Hall is committed to providing opportunities for all pupils and students to have equal access to an enriched and extended curriculum.

·         Residential holidays are organised to different centres so that all pupils, including those with PMLD and complex needs, have an opportunity to take part. These range from outward bounds holidays to holidays that are organised by the students themselves, encouraging independence.

·         Visits to local theatres, art galleries and historic sites are just some of the venues used to enhance and enrich the curriculum. Visiting artists and theatre companies allow all students, including our least able pupils, access to cultural experiences.

·         We offer a variety of after school clubs which cater for a range of interests and abilities including: Art, Cookery, Basketball, Football and Primary PE. We also offer some lunchtime clubs such as film and computer club.

·         We offer our older students the opportunity to take part in the Duke of Edinburgh Awards scheme. This provides them with the chance to learn a new skill, to develop their sporting prowess and to take part in some charitable work. They also have the opportunity to take part in an expedition where they are able to ‘camp out’ for a number of nights

·         Students in our Secondary and F.E. departments have the opportunity to participate in sailing at Scaling Dam.

·         Students have had the opportunity to attend a Tall Ships project. This involves students supported by a member of staff, participating in a week-long voyage sailing as far afield as Holland.

·         Students have the opportunity to attend a variety of work experiences. Internal work experiences, include mentoring younger students, working in the school café and applying for other jobs within school. External work experiences include work at Danby, where students achieve qualifications towards the John Muir award, work experience at James Cook University Hospital, an array of different jobs at the local alms-houses, including horticulture and preparation of food etc. and we utilise local links to continually offer our students relevant and meaningful work experiences.

How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?

·        Although most children enter school in September at reception age from the Cleveland Child Development and Assessment Unit, Woodlands Nursery and other providers, admissions of children or young people can be at various stages of their education. We ensure that a comprehensive transition programme takes place, which includes visits by a member of the Senior Leadership Team to the different educational establishments, to meet our new pupils, and regular visits by the new pupils to meet us. This ensures a smooth transition to us and reduces the anxiety levels of the pupils.

·        Our school nurse also carries out home visits prior to new pupils starting and will use this to draw up a school/health plan.

·         Parents are invited to look around the school and to attend a new parents’ coffee morning so we can introduce the team of people who will be working with their child and gather vital information.

·         Transition from school to college and adult services starts at the student’s transition review when they reach fourteen and is reflected upon in each subsequent year. The school works closely with parents, the Transitions Team and placement providers to prepare our young people for life after school. This includes supporting transition days and planning regular visits throughout the school year to the different colleges our students may attend. We work hard on encouraging their independence by supporting independent travel through the use of a travel trainer.

Transport

·         Home to school transport is provided to eligible pupils by the Local Authority.

·         Pupils travel to school in a mini bus or taxi and on most journeys to and from school the pupils are accompanied by an escort.

·         Further details regarding home school transport can be obtained from the Transport Department on (01642) 444973.

How are the school/college's resources allocated and matched to the young person's special educational needs?

·         Every child receives base funding and a ‘top up’ based on their level of need. There are four levels of need and resources are allocated according to assessed need.

The school/college would use this part of the document to identify key points of contact or how further information can be accessed eg. The Council Local Offer website link.

Kirkleatham Hall School

Kirkleatham Village

Near Redcar

TS10 4QR

Head Teacher   Karen Robson

 

For further information about Kirkleatham Hall School please visit the website:

http://www.kirkleathamhallschool.org.uk

 

or alternatively please contact Claire Hunter via

-       phone on (01642) 483009

-       e-mail on chunter@khs.rac.sch.uk

 

Redcar and Cleveland Council web site is:

http://www.redcar-cleveland.gov.uk