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SEND Information Report
Surrey Local Offer
The following documents outline the schools offer to all students with an additional educational need. These documents have been produced in line with the recent changes in law. If you have any further questions, please contact the school's SENDCo, Emma Cornall, on 01252 733371 or by email to send@fhes.org.uk
Our Core Offer Provision Map can be found under Page Downloads below.
To view the WMAT SEND Policy, please click on the link below:
FAQs
1. How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
We track the progress of all our learners and, as professionals, we regularly discuss any concerns we have as well as celebrating achievement.
We use data and other forms of assessment to identify students who have additional needs.
Parents are encouraged to speak to the Special Educational Needs and Disabilities Coordinator (SENDCo) about any concerns they have.
We have a highly qualified team including a qualified SENDCo, Assistant SENDCo, Aspire Teacher and Specialist Assessor.
2. How will early years setting / school / college staff support my child/young person?
Having identified needs, we seek to match provision to need. Our Core Offer Provision Map (please see downloads below) shows the range of interventions in place in our school. We monitor the impact of interventions through regular meetings and tracking of student progress. Our SENDCo leads on this and this information is shared with the Principal and Curriculum Leaders. All interventions we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress.
3. How will the curriculum be matched to my child’s/young person’s needs?
We provide a largely academic curriculum. However, all teachers are provided with information on the needs of individual students so that they can plan the learning to ensure that all students are able to make progress. We expect all our teachers to plan lessons that meet the needs of their students whenever possible but recognise that sometimes a best fit approach is necessary. This is monitored through regular observations, drop ins and learning walks. We use our Continuing Professional Development (CPD) programme to provide support to teachers in this area.
To enable our students to access our academic curriculum, we have a team of teaching assistants who support in class, intervention programmes, MFL withdrawal at KS3 and Future Skills at KS4 to consolidate key skills rather than an extra option choice. Timetables can be adapted depending on a student's needs.
4. How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. We host revision evenings/learning events/open mornings to help families understand what learning is expected and how they can best support their child/young person’s need.
We also access an in reach service to support parents of children with Autistic Spectrum Condition (ASC).
5. What support will there be for my child’s/young person’s overall well-being?
All our staff are regularly trained to provide a high standard of pastoral support through our weekly pastoral briefings. Relevant staff are trained to support medical needs such as diabetes or hearing impairment. We have a clear Behaviour Policy, which includes guidance on expectations, rewards and sanctions. This is fully understood and in place by all staff and is clearly displayed in all classrooms. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Student voice is central to our ethos and this is encouraged through our student council.
6. What specialist services and expertise are available at or accessed by the setting / school / college?
All our Teaching Assistants have a specialist area and CPD programmes. They continually participate in a wide range of training to ensure that we can support all learners effectively. Our teachers all hold qualified teacher status. We have a number of established relationships with professionals in health and social care. These include CAMHS, the Specialist Teaching and Educational Psychology Service (South West), SALT Service and Primary Mental Health Worker. All interventions are recorded on our Core Offer Provision Map. All external partners we work with are vetted in terms of safeguarding and, when buying in additional services, we monitor the impact of any intervention.
7. What training are the staff supporting children and young people with SEND had or are having?
Our SENDCo has completed the mandatory National SENDCo Award and is a qualified teacher. We regularly invest time in training staff through our CPD programme and our pastoral and teaching and learning briefings. Our pastoral news and SEND register contain student specific issues as well as more general support strategies. Our staff delivering more specialist input have received training from the Educational Psychology Service or from the dyslexia specialists at the Helen Arkell Centre.
Staff have undergone the following specialist training:
- In-house Specialist Assessor who has completed the CPT3A and Level 5 Dyslexia training with Helen Arkell.
- Five members of staff have completed the Emotional Literacy Support Assistant training.
- Three members of staff have completed Drawing and Talking training.
- One member of staff is in the process of completing the SLCN ELKLAN training.
- One member of staff is in the process of completing the Higher Level Teaching Assistant (HLTA) qualification.
8. How will my child/young person be included in activities outside the classroom including school trips?
Where possible, we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child. We make all reasonable effort to include students who wish to participate in such activities, for example preparing students with ASC for the change in routine necessary to participate.
9. How accessible is the setting / school / college environment?
Over the past few years, we have made many adaptations to improve the accessibility of the school within the limitations of the school building. These include:
- Two lifts installed in the main building so all specialist classrooms are accessible and a lift in the Betjeman building to access our English department and the library.
- Specialist adaptations to Science, Art and Technology departments to ensure they are fully wheelchair accessible.
- Automatic doors to the English, Maths and SEN Department areas.
- Ramps to the Technology and Science areas.
Where physical adjustments are unable to be made, timetabling changes ensure that lessons are accessible to all students. We regularly review accessibility and look to improve areas where possible.
10. How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?
Transition to Join FHES
We have a robust induction programme in place for welcoming new learners to our setting. We have very good relationships with our feeder primary schools as well as the settings children/young people move onto. The Head of Transition, who is also our SENDCo, makes regular visits to our feeder schools and organises additional visits for students who need the extra support.
Transition to A New Setting
Preparation begins in Year 10 when students participate in mock interviews and taster days to colleges are arranged. In Year 11 we host assemblies for the local colleges and hold career interviews to ensure our students are fully informed of the future options.
Where required, we organise transition meetings for any student moving to a new setting. To ensure that colleges are fully informed of any additional needs, we arrange transition visits for students in KS4 where appropriate.
11. How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
Budgets are closely monitored and aligned to the School Improvement Plan of the school. We have a number of Teaching Assistants who support students in class, as well as running a series of small group sessions for academic and wellbeing support. We also buy specialist equipment for students where needed, eg furniture recommended by the Occupational Therapist.
12. How is the decision made about what type and how much support my child/young person will receive?
We take a holistic approach to decision making through observations, discussions with the student and their parents, staff and using external professional advice. Should additional support be required, there will be a period of consultation with the relevant staff, the learner and their families. Students needing additional support are assessed in a variety of ways and then the support is selected on the basis of individual need. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional support. The school is unable to make any diagnoses.
13. How are parents involved in the setting/school/college? How can I be involved?
We welcome parental engagement and involvement in their child’s education. These are some of the ways that parents can be involved:
- We operate an open door policy and welcome parents into our school.
- Our governing body includes parent representatives.
- We regularly invite parents with SEND into school.
14. Complaints Procedure
The complaints process for SEND students can be found in the WMAT SEND Policy on page 7. Parents and carers who are unhappy about any aspect of the provision being made to meet their child’s special educational needs are urged to contact the school as soon as possible. In the first instance, this should be raised with the SENDCo who will endeavour to resolve the situation. If the issues cannot be resolved within 10 working days, the parent/carer can submit a formal complaint using the School's Complaint procedure.
15. Who can I contact for further information?
In the first instance you would contact a student's tutor or class teacher. Further information can be obtained from the Year Leads or the SENDCo. Contact details of the key members of the SEND team can be found below:
Year 7 and 8: Assistant SENDCo, Mrs C Cave - ccave@fhes.org.uk
Year 9 and 10: Deputy SENDCo, Mrs J Stanley - jstanley@fhes.org.uk
Year 11: SENDCo: Miss E Cornall - send@fhes.org.uk
SEN Admin: Mrs M Ryan - mryan@fhes.org.uk
The above information was updated on 8 October 2024.
