SEND Information Report and
Local Offer for Burnley High School
Welcome to our SEND information report which is part of our Local Offer for learners with Special Educational Needs and Disabilities (SEND). All governing bodies of Schools have a legal duty to publish information on their website about the implementation of their policy for pupils with SEND.
You can view our SEND Policy here (PDF document).
Burnley high School is a mixed mainstream school, committed to working together with all members of our school community. There are no restrictions to entry. Every student has an entitlement to a broad, balanced, relevant and differentiated curriculum along with access to and progression through that curriculum.
Our SEND Information report which informs our SEND local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review, so please do contact us.
The best people to contact are:
SENCO – Miss Amy Boardwell
SEND Governor – Mr Ben Layzell
Parent Governor – Mrs Alex fort
If you think your child may have a SEND please speak to the SENCO Miss Amy Boardwell on 01282 681950.
Accessibility of the School
- There are designated access parking spaces near the front entrance to the building.
- The school building is spread over three floors, there is a lifts. All parts of the building are accessible for Pd students and wheelchairs. An environmental audit takes place to determine ease of access for all Pd students.
- There are good acoustics in all of classrooms which are carpeted and have window blinds and wall displays.
- There is with disabled access toilet on every floor of the school, located next to the llift,
- The school does not use height adjustable tables as a general rule; however there is access to an adjustable table within our ICT facilities and our food technology facility.
- There are adjustable height chairs available around school.
- Students with visual impairment have use of specialist/modified equipment, including ICT equipment, braille is on all of the internal signs.
Our Approach to Teaching Learners with SEND
At Burnley High School we believe in achievement for all. We want all adults and children to participate in learning and we celebrate effort, achievement and success. We work to create an inclusive culture in our school and we aim to be very responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
Burnley High School value high quality teaching for all learners and actively monitor teaching and learning in the school. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community.
We monitor progress of all learners, through half termly data captures and staff continually assess students to ensure that learning is taking place. Our whole school system for monitoring student progress includes regular pupil progress meetings, home school liaison and half termly published progress data.
Staff engage in student coaching and mentoring sessions. Through the school student voice, all students have the opportunity to contribute their views, particularly about provision for them and with regard to SEND, how they can be best supported. All About Me documents are prepared with all students who are on our SEND record. These detail a ‘life story’ of the student and make reference to their aspirations and how a student feels they can be best supported in school.
How we identify SEND
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age: or (b) have a disability which prevents or hinders them from making use of Educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Learners may fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning.
At Burnley High School we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.
Assessing SEND at Burnley High School
The learner themselves, parents/carers, class teachers and support staff, will be the first to notice a difficulty with learning. At Burnley High School we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their teacher. The Special Educational Needs Coordinator (SENCO) will support with the identification of barriers to learning. We use a range of professionally accredited assessment tools in school to help identify a specific student ‘need’.
Discussions with parents/carers take place at parent’s evenings and through appointments arranged at convenient times during the school day. For some learners we may want to seek advice from specialist teams and in partnership with other agencies.
We commission advice from Clinical and Educational Psychologists, the Child and Adolescent Mental Health Team and from our Local Authority Inclusion Disability Service with regard to Speech and Language difficulties, Autistic Spectrum difficulties, Hearing and Visual impairment.
We employ a SENCo and Teaching Assistants who deliver the interventions as detailed in the School Provision Map. These interventions are co-ordinated by our Director of Inclusion. All staff of the school are qualified in their area of expertise.
A coordinated programme of Joint Professional Development ensures that all staff have the opportunity to be well equipped to support the needs of our SEND students
What we do to Support Learners with SEND at Burnley High School
The Teacher Standards 2012 detail the expectations of all teachers to take responsibility for the progress of all students in their class. Every teacher is required to adapt the curriculum and to plan and deliver differentiated lessons that are accessible and challenging for all children. At Burnley High School these Teacher Standards are reflected in the Performance and Development Review of all teachers and support staff.
Our teachers will use various strategies to adapt access to the curriculum, this might include using:
- All About Me Student Profiles
- Provision maps
- Visual timetables
- Writing frames
- I-pads, lap tops or other alternative recording devices
- Peer buddy systems
- Positive behaviour rewards system
Each learner identified as having SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on individual learning needs, and is intended to enable access to learning.
This support is described on the school intervention and provision map. Teachers are given information about a student’s SEND and strategies that should be adopted to help them access lesson material. Examination Access arrangements are coordinated for SEND students who are entitled to modified arrangements for completion of these examinations.
Pastoral staff are available to coach and mentor SEND students and to provide support at the start and end of the day and during breaks and lunchtimes. Parents/carers are encouraged to support students learning outside of school. Guidance about how this support can be structured is available in discussion with school staff. The impact of our support interventions are regularly monitored and outcomes are shared with Governors.
Funding for SEND
Burnley High School receives funding via a formula, directly to the school, from the Local Authority, to support the needs of learners with SEND. ‘Top up’ funding is available for learners who require support that exceeds that available to the school. A bid for these monies is made to the Local Authority.
How do we find out if this Support is Effective?
Monitoring progress is an integral part of quality teaching and leadership. Parents/carers, pupils and staff are involved in termly reviewing of the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is put in place to help a child, the SENCO, teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision. If a student has an Educational Statement or a conversion is under way to an Education Health and Care Plan the same termly reviews will take place but the EHC plan will also be formally reviewed annually. Face to face review meetings are favoured in school however in exceptional circumstances conversations will be possible via telephone or email.
The SENCO collates the impact data for each intervention, to ensure that we are only using interventions that enhance student progress.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors half termly.
Support for a child’s overall wellbeing
Social, emotional and medical needs support for SEND student’s is available in school from pastoral staff. The administration of medicines and personal care is dictated by student Care Plans which are updated with parents each year or where there has been a change in need.
Mentoring of students who need help with attendance or behaviour or social emotional concerns is coordinated by the Head of Pastoral in liaison with the Pastoral and SEND team.
Burnley High School will actively address bullying and take measures to stop it. Burnley High School will not tolerate the bullying of any member of the school community. The school community consists of students, parents/guardians/carers, governors and all staff.
We will actively support all victims of bullying and take appropriate action with the perpetrators. This work will be pursued through the pastoral and academic curriculum, as well as through the reporting and disciplinary procedures created to deal with all such incidents. All perpetrators will incur sanction, up to and including exclusion, relative to the seriousness of their behaviour.
Our Anti bullying policy can be found by clicking here (PDF document).
Other Opportunities for Learning
All learners should have the same opportunity to access enrichment, extracurricular activities, school councils and roles of responsibility. As part of our ethos and vision, we actively promote and monitor the take up of this range of activities by our SEND students. We are committed to making reasonable adjustments to ensure participation for all. Please contact our SENCO Amy Boardwell to discuss specific requirements.
Burnley High School has regard to the Equality Act 2010. This legislation places specific duties on schools, settings and providers not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in this Act and to make ‘reasonable adjustments’ in order to enhance school life for all.
The Equality Act 210 definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.” Section 1(1) Disability Discrimination Act 1995
This definition of disability includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there can be a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEN and disability legislation.
Preparing for the next step
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Burnley High School is committed to working in partnership with children, families and other providers to ensure a positive transition.
For further information please contact the SENCO Amy Boardwell, or Head of Year 6/7 Transition, Emily Campbell.
Planning for transition is a part of our provision for all learners with SEND. Transition to secondary school will be discussed in the summer term of a student’s Year 6, to ensure time for planning and preparation. Once at secondary school a change of ability set for a particular subject will always be discussed with the student parent/carer.
Have your say
Burnley High School is an Inclusive school. We shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEND.
If for any reason you are unhappy with our School SEND provision please discuss your concerns with our SENCO Amy Boardwell, in the first instance. If you feel you would like to further discuss a concern please contact the Assistant Headteacher, Emma Starkey.
Our formal complaints policy can be found here (PDF document).
The school signposts parents/carers young people to organisations and services that can further support them.