Those children requiring special educational needs at Moreton School are given provision through the schools Inclusion Faculty. Miss S. Webster (Director of Inclusion) is responsible for all students who have a requirement to receive S.E.N.D support.If you require advice or guidance concerning your child’s education with respect to S.E.N.D then please ring the school on the contact number at the bottom of the page to book an appointment with Miss Webster or alternatively fill out the form on this page to contact the SEND department directly.
Moreton School SEND Report 2018
Welcome to Moreton School.
We are committed to supporting all the young people in our academy. Although we expect all our teachers to deliver inclusive, quality teaching we also have a dedicated Inclusion team to support pupils that need additional and different help, both within and outside of the classroom.
We meet these needs by working together as an academy, with parents/carers and with supporting agencies.
At Moreton School we offer high quality learning experiences for all young people. All pupils have equal access to the buildings, curriculum and life of the academy wherever this can be reasonably achieved.
We believe it is important to motivate and challenge all our pupils. It is our responsibility to enable pupils to achieve their full potential in all aspects of their academy life and we work very closely with parents/carers to ensure the success of our pupils.
The support we provide at Moreton is in line with Wolverhampton’s Local Offer for SEND, which can be viewed online at http://www.wolverhampton.gov.uk/send.
Moreton Local Offer
The diagram below details the interventions and support strategies offered at Moreton as part of a graduated response to SEND.
Moreton SEND team
Our Special Educational Needs and Disabilities (SEND) team is led by Miss S Webster – Special Educational Needs and Disabilities Coordinator (SENDCo). She is supported by Mrs Green – Assistant SENDCo/ Counsellor.
Within our team we have several Learning Support Assistants (LSAs) that are usually classroom based and deliver one to one and small group work where necessary.
The LSA Team:
- Miss Dale
- Mrs Hollis (Sensory liaison officer)
- Mrs Richards
- Miss Podesta
- Miss Finch
We are also lucky to have other support staff that support pupils with additional needs:
- Mrs D Melbourne (Interventions manager)
- Mr Bloomfield (Learning mentor)
- Mrs Terry (Learning mentor)
- Mr Ruthven (Teacher with responsibility for English as an Additional Language (EAL))
Moreton also has an Educational Psychologist, Mrs Dunn, and an Assistant Educational Psychologist, Mrs Bowden, both who work within school twice weekly. Our School Nurse and Welfare Officer, Mrs Humphries, is in attendance daily.
Moreton SEND provision
The Code of Practice (COP) 2014 says:
A pupil has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.
Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable.
The individual needs of pupils are taken into account and support is discussed between Heads of Departments (HOD) /Heads of Year (HOY)/ Achievements and Standards Leaders (ASLs) and the SENDCo. Learning Support Assistants who provide the support liaise very closely with the SENDCo to ensure that pupils receive the best possible support to meet their individual needs.
Inevitably there will be occasions where ‘quality first teaching’ needs to be complimented by provision that is additional and different. These are called interventions and we will know that we need to put them in place from our regular collections of data or ‘Reviews of Progress’. These allow us to quickly see if there is an issue with a pupil’s progress. We will always contact you to discuss your child’s need before we make any additional provision. Your views and the views of your son/ daughter will be sought and recorded as part of this process.
When these provisions are put in place they are for a set period of time and pupils are monitored closely to check that this is the appropriate intervention for them. You will be kept involved throughout so that you understand the targets we’ve agreed and also so that you can support your son/ daughter at home.
These interventions could be on a one to one basis or in a small group and will take place in various venues around the school. Some may be during school hours but others may be before school so as to limit any disruption to learning and to avoid pupils being disapplied from lessons. See our school ‘Local Offer’ for a full listing of types of interventions available.
How we will know if your child has SEND
We have excellent links with our local primary schools and we meet regularly and attend reviews, usually during Year 6, where SEND information is shared.
Where a child has an Education, Health and Care Plan (EHCP) the liaison with the primary schools begins in Y5/6.
We attend SEND reviews, including detailed transition reviews. This enables us to plan for the arrival of our new Year 7 pupils, especially those with SEND. Usually the parents/carers are invited to these meetings where we can all be introduced.
We are always keen to share good practice with our colleagues in the Primary setting and feel that these close relationships allow us to do this and also to ensure a very smooth transition to the Secondary setting for pupils with SEND.
Following entry to Year 7, all pupils’ complete assessments to help us understand their needs and the results show us if further assessments are necessary.
For pupils who join us later in their academy life we always request information from their previous setting as well as doing our own assessments to evaluate their ability. We always meet with the parents/ carers to discuss any concerns that you may have. Where information is not forthcoming from a previous school we ask our core subject teachers to complete an assessment in their subject and liaise with the SENDCo regarding any concerns.
Pupils are assessed across 6 learning cycles. These assessments show pupil progress and allow us to identify pupils who may need additional catch up sessions or small adjustments which will accelerate their learning.
Our teaching staff are expected to make reasonable adjustments to their lessons and resources to ensure inclusion of all pupils. This may on occasion include interventions and small group work. Teachers liaise closely with the SENDCo they alert her to any concerns that they have throughout the year but parents and young people must contact us as soon as they themselves have any concerns.
At Moreton, staff are trained to use the following model for identification of SEND:
Moreton staff expertise
Mrs Webster, the SENDCo, worked for many years as a teacher for Special Educational Needs, delivering appropriate programmes of study for English and Maths to support pupils with SEND. She has completed the National Award for SEND Coordination and many other courses relating to a wide range of additional needs.
We have staff within our Inclusion Team with the appropriate expertise and skills for working with pupils who have:
- Autism Spectrum Disorder (ASD)
- Specific Learning Difficulty
- Moderate Learning Difficulties
- Sensory Impairments – sensory processing disorders, visual and hearing difficulties
- Social, Emotional and Mental Health Difficulties (SEMH)
All teaching staff have a planned programme of Continuing Professional Development (CPD) around high occurring SEND and inclusive teaching strategies. However, on occasion, staff attend additional CPD sessions and outside providers deliver training in school.
Furthermore, as a school we monitor inclusive practices and progress and can chose from a menu of interventions and provision that is additional and different in order to ensure that all pupils achieve success.
How the school develops its overall teaching and adapts its curriculum
We expect all our pupils to make excellent progress. To make this happen, our teachers are made aware of the needs of all pupils through a register of their additional needs and, where relevant, a Pupil Profile or Personal Provision Plan (PPP).
These are completed in discussions with pupils, parents and staff to inform teachers about specific needs and strategies that can help individuals within the classroom. These help the teachers plan for successful learning experiences for all pupils. Therefore, pupils feel challenged and supported to make progress.
All lessons are planned with clear learning objectives and achievable outcomes, designed to meet individual learning needs.
Through our marking, assessment and feedback on their work, pupils are encouraged to understand how to improve and develop their own skills through our Assessment for Learning approaches. Additionally, we are able to give clear feedback and guidance for pupils to enable them to move to the next level.
We encourage pupils’ independent learning through group work, setting their own targets, sharing and marking each other’s work and discussing steps forward.
At all times, parents are encouraged to make contact with teachers, Heads of Department (HOD), Heads of Year (HOY), Achievement and Standards Leaders (ASLs) and the SENDCo, with any concerns they may have.
The school has excellent IT facilities; which teachers use to support learning. Additionally, we keep pupils’ access to the curriculum under review and provide specialist equipment as necessary.
How we know if your child is making progress towards targets
The New SEND Code of Practice, 2014, says:
Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.
If your child has a special educational need e.g. in literacy, numeracy or communication, we are likely to provide some additional and different sessions to provide further opportunities, as well as in lessons, to practice and develop the skills that they need to reach their targets.
These targets are used to:
- check that a child’s progress is similar to that of their peers
- show if there has been improvement from their last report
- ensure they are catching up with their peers and not getting further behind
These targets are reviewed termly and are discussed with pupils. New targets and ways to help achieve these are shared with all staff involved with the pupil’s learning.
Any concerns about a pupil’s progress can be raised at any time by the pupil, the parents or school staff.
How we know our provision is effective
Pupils at Moreton School are happy, safe and secure and we endeavour to ensure that they make good progress. They are well supported by experienced staff.
Effective monitoring and tracking of progress through assessment data allows us to ensure our provision is effective. Progress reports are analysed termly and opportunities to focus on learning are embedded into school life.
As part of this reviewing cycle, any interventions necessary because of personal circumstances, medical needs or short-term changes in a pupil’s situation may be discussed and agreed with parents/carers.
Parents/carers are invited to an annual Parent’s Evening with subject teachers. Additionally, pupils with a Pupil Profile or Personal Provision Plan (PPP), along with their parents, will be invited to discuss it with the SENDCo at least twice per year. This is an opportunity to discuss progress, share concerns, agree aspirations, celebrate success and review targets and provision.
Following review meetings, the SENDCo will, if necessary, adjust intervention, support and teaching strategies to enable the pupil to achieve their new targets. If needed, more support and advice may be sought from inside or outside of academy.
How we ensure your child makes a successful transition to Moreton School
Year 6/7 Transition
During the summer term before your child moves to Moreton School, we use our links with local primary schools to ensure a smooth transition.
Our Senior Leadership Team liaise with the local feeder schools to ensure that all information will be shared with teachers, so that they are aware of each child’s needs. Staff from Moreton School visit all schools where pupils are transferring to the academy. If the pupil has an Education, Health and Care Plan (EHCP) or requires SEND support, then it is likely that the SENDCo will visit also.
Every pupil is invited to attend two transition days where they experience some lessons. They are given a tour of the building so they can familiarise themselves with their new academy. There are also opportunities to meet with existing pupils who will discuss with them what life at Moreton School is like.
Additional visits can be arranged for pupils who may be vulnerable or lack confidence; these can be arranged through the SENDCo or any agency involved with the child.
At any time during a child’s primary school life, parents may contact Moreton to arrange a tour and to meet with the SENDCo.
Transition from other provisions and Non Routine Admissions for SEND pupils
Pupils and their families are invited into academy to have a tour and to meet with the Heads of Year and the SENDCo to discuss the child’s needs and any provision necessary to meet those needs. Information will be requested from the child’s previous school.
All relevant information will be shared with academy staff and made available in a Pupil Profile. At all times staff at Moreton School work very hard to ensure that your child has a smooth transition when joining the school.
Additional Services and Expertise
Schools may involve specialists at any time to advise them on early identification of SEND and support. To access this support, the school obtains parents’ permission to involve these services; we then submit a referral request to the local Children and Family Support Team.
Services we have access to include those offered by Wolverhampton Council:
- Support with Physical and Medical Needs
- Support with Sensory Needs: Hearing and Visual Impairment through the Sensory Inclusion Service
- Support with Cognition and learning
- Support with Speech and Language
- Support with Autism/Severe learning difficulties
- Support with Special Educational Needs – SEN Statutory Assessment & Review Team (SENSTART)
Additionally, we can request help and advice from:
- Educational Psychologists
- SALT (Speech and Language Therapy)
- Occupational Therapy
- Pupils with Disabilities Team
- Social Care
How parents/carers can contact additional services
- You can contact the following by telephone/ email:
- Wolverhampton Educational Psychologists – 01902 550539
- Wolverhampton SALT – 01902 444363
- The Gem Centre – 01902 446270
- Wolverhampton Information, Advice and Support Service (WIASS) – 01902 556945
- Wolverhampton Sensory Inclusion Service (SIS) – 01902 555936/ 555937
- Wolverhampton Children and Mental Health Service (CAMHS) – 01902 444021 – http://www.wolverhampton.gov.uk/article/5200/Child-and-Adolescent-Mental-Health-Service-CAMHS
- Inspire – 01902 444706
- Wolverhampton Parents Forum Group – http://win.wolverhampton.gov.uk/kb5/wolverhampton/directory/service.page?id=wGz23yTF0Ig
- Autism Spectrum Support Group – Wolverhampton – http://win.wolverhampton.gov.uk/kb5/wolverhampton/directory/service.page?id=P5rbe6KCAt8
If you wish to make a complaint
Moreton School aims to work in partnership with parents of children with special educational needs and/or disability, and thereby avoids disputes. All complaints from parents of pupils with special educational needs and/or disability concerning the provision made at the school will be taken seriously and we will seek to resolve them amicably.
If you are unhappy with the way Moreton School is managing your child’s learning needs, you should:
First, discuss your concerns with your child’s form tutor, subject teacher, or Head of Year (HOY), either by telephoning the school on 01902 558310 or by requesting a meeting:
- HOY 7 – Mr Rogers
- HOY 8 – Miss Imray
- HOY 9 – Mrs Padmore
- HOY 10 – Mrs Sangha
- HOY 11 – Mrs Thompson
If you still have concerns, please contact the SENDCo to arrange a time to talk about your worries.
If, after this, you are still unhappy, then you should ask for a meeting with the Deputy Vice Principal, Miss Leslie, and the SENDCo to talk about the problem. The Senior Assistant Vice Principal will then decide how to make the best use of academies resources to help your child.
If the Senior Assistant Vice Principal and the SENDCo are unable to resolve the issue then you can contact the Head teacher, Mrs Bayliss and request a meeting.
Useful information for Parent / Carers with children with S.E.N.D.
The latest newsletters can be downloaded from the associations respective websites
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