Our SEND Team

Introduction to SEND at LSA

At Lytham St Annes High School, we are a fully inclusive school and work alongside the Governing Body, Local Authority, Health Professionals and community organisations to find the most appropriate and effective support for the pupils within our care.

We see all learners and potential learners, and their parents and carers, as of equal value and as individuals, irrespective of ability, race, gender or need. This is reflected in the schools’ organisation and curriculum structure, its assessment and rewards systems, the arrangements made for careers’ education and work experience. Students with SEN/D are integrated and included fully into the life of the school as a whole, including its cultural and social activities.

All our members of staff have a responsibility to ensure that every student has an equal opportunity to attain their maximum potential in all aspects of the curriculum. We are committed to the ongoing training and development of all our staff. We develop good communication with our parents/carers of SEND children, informing them of their child's progress at regular points throughout the year, working hard to understand the situation and catering for the varied needs of the child. 

The following documents and resources will give you more information in relation to SEND and how school and home can support children. If you have any concerns or wish to discuss SEND at our school, please do not hesitate to contact me.


SEND at LSA

Mrs T. Hallam

School SENCO

tonia.hallam@lythamhigh.lancs.sch.uk

SEND Policies

 

SEND Transition to LSA

Family Information Directory Newsletter

Supporting parents and students with special educational needs - https://www.lancashire.gov.uk/children-education-families/special-educational-needs-and-disabilities/getting-help/family-information-network-directory/

SEN Drop In

Thursday 3.15 – 4:00pm

You will be able to speak to Mrs Vann or Mrs Hallam

10 minute sessions - no appointment necessary.

Schools Link

We have invested in the Trinity Hospice School Link Service which will provide us with many support services, such as:

  • In-school training to ALL staff, covering bereavement and significant loss.

  • One allocated visit per term from the schools Link Service Co-ordinator to our nominated Link Workers (Mrs Hallam and Mrs Slater) to discuss best practices, group programmes and the role of the Link Worker.

  • In-school assessments and signpostings for families who are facing bereavement, pre-bereavement or significant loss.

  • Email/telephone advice for our school via Link Worker guaranteed a response within one working day. 

 

Curriculum 

At LSA we want students to achieve their full potential and are aware for some students this means following a different curriculum pathway.

Key stage 3

All students follow a broad and balanced curriculum where high quality teaching is at the forefront of meeting your child’s needs. If your child fails to make progress, then we will use the graduated approach to identify what the barriers are. From this we then look at what Quality first teaching strategies are needed, if an intervention is required or if they need some technology support. For some students we may need to use Specialist teachers and outside agencies to ensure that we are supporting the students’ needs appropriately.

As a school we have planned lessons for additional Literacy and Numeracy. These take place once a week and are to support students who require additionality to ensure progress is maintained in literacy and numeracy. Students are identified on entry in year 7, students are selected because they are working at least 2 years behind their peers. They are then monitored through the key stage.

For a small number of students, we provide a modified curriculum. Students are identified on transition from primary school and are the students who require a high level of support with learning in comparison to their peers and are generally already working significantly behind their peers. These students are supported by having a curriculum that is broad but is delivered by a reduced number of teachers, by staff in English and Maths who have the skills and experience to deliver and plan a modified curriculum. They are supported if they need it at unstructured times and between lesson transitions. To support learning in the classroom there is an additional adult where needed

 

 

Key stage 4

Students and parents are helped through the options process in Year 9 to ensure students select the appropriate curriculum for them, a curriculum that allows them to progress to further education (sixth form/College) or work based training (Apprenticeships).

Key stage 4 Curriculum Support

Aims:

There are small number of students who at Key stage 4 continue to require additional support with their Literacy and Numeracy skills. Identification is made using expected levels and progress in Maths and/or English with some students being selected based on their specific learning needs. Their progress in class and types of provision needed are evaluated on a regular basis to ensure their needs are being met.

Programme:

Students will still select options the same as their peers, they will just take one less option so they can be provided with additional support in Literacy, Numeracy and Coursework/Homework. In year 10 students will get literacy and numeracy support and in Year 11 additional learning time will be given to GCSE Maths and English. Students will be supported in Year 10 and 11 with Careers and College choices, some visits to colleges will be planned they will also learn managing money skills and planning for the future skills.

How are your child's needs identified

New intake students in year 7.

a)Primary Liaison

Feeder primary schools are contacted and visited prior to transfer.  Any student who has an “learning difficulty” who are SEN Support or have an EHCP is referred to the SENCO.  The SENCO then visits the schools and the students and where possible parents.

In the spring of Year 6 the LA will notify the school about which students are coming to us with an ECHP.  Where practicable the SENCO attends their Annual Review to ensure a smooth transition is made.

Pupils are also offered  a place on our Pyramid Programme, where in the summer term they attend school once a week for approximately 6 weeks.  During this time they are shown around, meet other students who are coming and students who are already attending the school.

b)Initial Screening

  • Ks2 tests.
  • Reading, spelling, comprehension tests.
  • Cat Tests.
  • Boxall Profile – helps to identify children’s developmental needs and the level of skill they possess to help access learning.

Screening in other year groups

Testing is based on identified concerns/issues.  School is  able to use a range of nationally recognised tests that allow us to identify specific needs in handwriting, spelling, reading, comprehension and SpLd- Lucid Rapid. 

Access Arrangement Testing

Access arrangement are agreed before an assessment.  They allow candidates/learners with special educational needs, disabilities;

  • Access the assessment
  • Show what they know and can do without changing the demands of the assessment. (JCQ Regulations – Adjustments for candidates with disabilities and learning difficulties, 2014-2015)

In school we carry out all the nationally recognised tests for students with SEND, that are needed to be used as evidence for an arrangement to be applied to an assessment. 

Staff observation

  • Members of staff consult with the SENCO using the referral form, which allows the SENCO to see what has already been done by the class teacher.  Evidence of the concern needs to be produced by the class teacher prior to any testing/additional intervention being undertaken.
  • The SENCO may then ask for further testing by other professionals.

Referrals by parents or carers

  • As a parent if you have any concerns about your child’s ability to access the curriculum, you can contact me at school via telephone or please use our Drop In Service.  We will then gather information about your child, using screening tests, seeking specialist advice and if necessary Educational Psychologist reports.  As parents you do not need to seek private assessments.    Once information is gathered the process is the same as for staff referrals.    

 

This is used for students identified as having SEN/D.  Provision is identified and managed by the SENCO and Inclusion coordinators in English and Maths, and is planned and delivered by teaching and support staff.