Through thorough tracking and intervention we shall strive to close the progress gap between differing groups of pupils
Through Quality First teaching, we will use each of our lessons to support the school’s drive to improve the basic skills of all of our pupils
We strive to identify the individual needs of all students and provide the opportunities and support to enable them to make outstanding progress.
We celebrate the unique skills and qualities of all our students.
We endeavour to nurture the whole self to enable our students to participate fully in all aspects of school life and the wider world.Inclusion Department
Your Questions Answered
Mrs Elaine Spencer SENCO
0151 922 3798 ext. 224
If you have concerns about your child/wards’ progress in a specific subject you should contact your child/ward’s subject teacher or Head of Faculty.
The kinds of Special Educational Needs that The Hawthorne’s provides for are in line with the new Code of Practice and have been identified as:
- Communication and Interaction
- Social, Emotional and Mental Health Difficulties
- Sensory and/or physical needs
- Cognition and learning
Pupils are highlighted as having an additional need by one or more of the following
- The Primary School
- Parent / Carer
- Subject Teacher
- Form Tutor / Year Head
- Screening Test
- Key Stage 2 Raw scores
- The Pupil Voice
Following identification, the precise nature of the child/ward’s needs will be assessed by the Inclusion department through diagnostic tests, pupil observations, questionnaires, liaison with parents/carers and an individual interview of the pupil
Following this assessment parents will be contacted by the SENCO and invited into school for a meeting to discuss the child/ward’s needs and the intervention the school intends to put in place complete with a timescale.
All teaching staff are made aware of the individual needs of pupils, (via the pupil passport), including their individual learning styles. Subject teachers, delivering quality first teaching, are responsible for the progress of all pupils.
Subject teachers are responsible for adapting their teaching and the learning environment accordingly. This will be achieved through differentiation, catch up sessions and booster classes, settings / groups, also access to resources, ancillary aids and technology.
Pupil progress will be monitored departmentally using the 6 weekly learning and assessment cycles, and subsequent interventions will be put into place.
The quality first teaching is monitored through lesson observations, work sorting and performance management.
All teachers and support staff working with SEN students have experience and training in the ‘Loop’ hearing aid system and regularly use technology to develop learning. Pupils have access to:
- Lap tops
- Software programmes such as Lexia
- Spell checker
What extra support is available to my child/ward should it be required?
A Graduated Approach Support System is put in place for all pupils requiring further support to enable them to make expected progress. The initial support comes from your child’s/ward’s class teacher. Other key specialists could also support your child/ward as required.
There are 4 stages to the Graduated Approach
Assess –class teacher identifies students not making expected progress
Plan – intervention strategies are planned
Do – the intervention strategies are carried out
Review– progress is assessed every six weeks and new interventions are introduced as required.
The Graduated Response is used to ensure your child/ward receives the necessary support.
Wave 1 – intervention from the class teacher
Wave 2 – out of class support
Wave 3 – intervention from external agencies
Wave 4 – assessment for an individual Education Health Care plan
Many agencies are used in supporting your child. These include external agencies and/or professionals such as:
- Education Psychologist
- School nurse
- Speech & Language Service
- SAIS – Sefton Advisory Inclusion Service
- Sefton Audiologist
- Outreach support service for Mainstream Education – OSSME
- Y kidz
- Occupational Health
- Child and Adolescent Mental Health Service – (CAMS)
- Independent Careers Information, Advice and Guidance
- Connexions & Shaw Trust
You will receive a report on your child/ward’s progress in core subjects every 7 weeks.
If subject departments have concerns over your child/ward’s progress you will be contacted and advised of planned interventions.
Monitoring of progress across the curriculum will take place at progress meetings (RAP and Pastoral meetings). Pupils who are highlighted as struggling to make progress will be targeted for intensive Wave 2 intervention with the guidance of the SENCO.
Parents will be consulted at all stages.
Pupils are expected to one complete level of progress every year. This is monitored through assessments at the end of each learning cycle.
The Hawthorne’s also recognises that for some pupils it is necessary to track progress outside of academic attainment.
Moving into Year 7 there is a transition programme involving close liaison with primary schools and the SENCO and Progress Leader. All pupils and parents/carers are offered a meeting prior to starting at The Hawthorne’s. Individual transition programmes involving pre-visits for both pupils and parents/carers are arranged as required. All pupils have the opportunity to visit The Hawthorne’s on several occasions prior to starting.
Transition to GCSE’s
You will be invited to a meeting with the SENCO to discuss your child/ward’s GCSE options. A whole year option evening is also available for all pupils.
Post 16 Transition
Throughout Year 10 & Year 11 the Careers Advisory Organisations will work with your child/ward to provide guidance and direction with their future option choices. The SENCO will also arrange visits to local colleges if required.
A continuous programme of professional development for all teaching and support staff is in place. This includes training from the various agencies involved in your child/ward’s care.
The Hawthorne’s employs high quality teachers and support staff and employs experts in the fields of Literacy and Numeracy. Staff are trained to deliver effective intervention programmes and diagnostic assessments.
Where required, outside agencies are brought in to assist with the intervention as and when required.
- The SENCO personally monitors and tracks the outcomes for all children receiving additional support
- You will be invited to meet with the SENCO on a termly basis to discuss all aspects of your child/ward’s provision. Your child/ward will also be given an opportunity to express his/her views.
- The SENCO meets regularly with the SENs governor and reports to full governing body annually.
The Hawthorne’s endeavours to meet the needs of all pupils so that they are able to fully access the curriculum. The Hawthorne’s is a fully inclusive school giving SEN pupils the same opportunities as non-SEN pupils. An extensive extracurricular programme supports your child/ward and enables him/her to engage thoroughly in all aspects of school life. Provision includes:
- Breakfast Club
- After School Clubs
- Lunch time Support
- Homework Clubs
Along with the SENCO a number of staff are involved in the pastoral programme supporting your child/ward. These include your child’s form tutor, progress leader, learning mentor, home-school liaison officer, on-site community police officer and other support staff.
The Hawthorne’s culture is based on the three key values of aspiration, community and excellence. Pupils aspire to excellence through the 9 habits which involve respect for others. There is a zero tolerance approach towards bullying.
An extensive rewards programme is used to promote excellent standards of behaviour and attitude.