SEN Information

Leadership and Management

The SENCo is an outstanding and proactive leader who offers advice and support to all staff and has undertaken exam concession training.  She also represents the views of the school on key SEN students to outside agencies very effectively.  She liaises closely with the SENCOs at primary schools to ensure that the correct support is put into place for new Year 7 students.  Weekly SENCo briefings with LSAs have ensured the department's vision is being developed and shared.  There has been a focus on training for LSAs with sessions on Dyspraxia, Sensory Preferences, Social Stories, Dyslexia, Exam Training, strategies to support students with ASD; strategies to support students with Speech and Language needs, mental literacy, Show My Homework, emotional resilience and creating an independent student. Training sessions by the SENCo and SEN Assistant have been delivered to new staff, midday supervisors, PGCE students within the school and across the borough.    The SENCO is also the designated teacher for Looked After Children.

The SENCo meets with the Key Stage 3 team, PLUS (Personalised Learning Unit), leadership team members with responsibilities for literacy, interventions and KS3 twice each half-term to discuss key students within the year groups and the interventions put in place. A rolling record is kept of the strategies put in place. These strategies include the SEN team mentoring key students at tutor time or after school, and teaching staff meetings focused on the needs of an individual student.  

At the start of the year, teachers of the support classes were briefed on needs of the students; they also looked at examples of work completed the previous year to show what students with learning needs can be supported to do.  A film was made of students with learning needs explaining how they liked to learn and best practice examples from key subjects were shown with examples of work completed.             

A provision map for SEN has been further developed; CPOMS has been very valuable as a way to streamline and see information at a glance ensuring that an up to date picture of student needs is readily available. New templates for compiling information for New EHCP Admissions and Annual Reviews have been also developed, leading to targeted support.  A new IEP form has been developed to clearly show how targets set are reviewed, including details of strategies, in line with the Code of Practice (Assess, Plan, Do, Review).

What parents/carers say

Parents continue to be very impressed with the provision we provide for our SEN students.  Parents have also praised the communication, the support and have been delighted with the progress made and the confidence shown by their child.   Quotes include:

“My son has been very happy in his first year in Cheam High School; he has settled in fantastically and really grown in confidence”     Year 7 parent/carer

“I am really happy with all the support my daughter has received.  She has been supported so well throughout her time at Cheam High School.  The communication has been really good; she has made fantastic progress”   Year 11 parents/carer     

Curriculum

The curriculum responds to the needs of the students. Fresh Start and the Communications course for catch-up students continues. Speech and Language targets from the borough are very specific and students who are recommended by the school are assessed to support appropriate intervention being put in place.

Interventions in place after school include homework club, a social skills club and subject specific support in numeracy, handwriting and memory techniques as well as nurture groups at break times for students.  We have introduced Rapid Lucid, a quick screening programme for dyslexia. Results are available immediately and give the probability of dyslexia and guidance on strategies to use which have been shared with staff, parents/carers and the student concerned.  Some students in Years 9 - 11 take the functional skills examination.  

Accelerated Reader interventions have been developed for those whose reading ages are plateauing.  Students have small group or 1-1 intervention with an LSA at tutor time in addition to their normal access.  Accelerated Reader has also been utilised by those students who are not in QA/KA but have scored below 100 in KS2 tests. We have also purchased Widgit (a resource that uses pictures for words) for teachers of those with learning needs -.  

The Year 7 support classes showed examples of exemplary practice in a number of subject areas during Learning Walks. High expectations, questions and activities pitched to challenge and/or scaffold (breakdown activities into smaller chunks) led to outstanding outcomes for students over a period of time. LSAs were used effectively to support students' learning.  The Behaviour and Emotional Support Team and the Personalised Learning Unit (PLUS) continue to support students and staff in modifying student behaviour to allow more successful outcomes.  More information on PLUS can be found here.

Outcomes in 2018

There were 8 students with EHC plans in Year 11 who achieved well given their starting points. Two students with EHC plans joined the school in Year 9, both having had discontinuity in their education and made good progress from their point of joining us.  The school also successfully applied for an EHC in Years 8 and 9 for two other students who were at risk of exclusion and maintained their place at the school.  

Overall, one student gained a 5 in English Language, a 4 in Literature and mathematics a 5/4 in science and an A in ICT; another student gained a 5 in mathematics; a 5/4 in science; a B in ICT and C in statistics. Another student gained a 4 in mathematics; another a 5 in music and one gained a C in graphics. Average Progress 8 was -0.38 with Mathematics at 0.05 and English lower. 

There were 7 students on School Support. Students on School Support reflect students’ learning, physical and communication needs as the main criteria in line with national guidance but also included students with high levels of emotional needs. Students’ outcomes in the core subjects was positive. Average Progress 8 was 0.50 with English progress at 0.09; Mathematics progress at 1.26 and Science progress at 0.51. There was a lot of support and intervention put in place for these students. 

From Year 11, 1 student with an EHCP has joined the mainstream sixth form to study level 3 courses and the others have progressed to college.

There were 3 EHCP students in Year 13 studying level 3 courses (17/18). One students received a C in PE, a Distinction in Science and a Distinction * in Business Studies and is now studying Paramedic Practice. Another student, who joined the school in Year 10, achieved a C in Drama, Distinction * in BTEC Media Studies and a B in Film and is now studying for a degree in Theatre and Performance with Film Studies. The third student achieved 3 A levels including a B in Maths and is studying for a Mathematics degree; this student, after two years of hard work and intervention, also achieved a 4 in their English GCSE in 2018. All three students made greater progress than the national figure, achieving an average progress score of 0.9.

Students from the PEP group have gone onto college and other provisions in line with their support plans.  These students make excellent progress. 

Outcomes in Summer 2017

There were 8 students with EHC plans in Year 11 who achieved very well from their starting points. Overall outcomes showed progress across the best entry was in line with all students from the same starting points, with particularly strong outcomes in English and mathematics. One student gained a 5 in English Language, Literature and mathematics; another student gained a 4 in English Language, Literature and mathematics and five C grades. One student also gained an A grade in drama. Average Progress 8 was 0.1 with En Progress at 0.55 and Mathematics progress at 0.88. 

There were 10 students on School Support. Students on School Support reflect students’ learning, physical and communication needs as the main criteria in line with national guidance but also included students with high levels of emotional needs. Students’ outcomes in English and Mathematics were positive. One student gained a 7 in English Language; another student gained a 7 in mathematics and one student achieved a 6 in English Language, a 7 in English Literature, an 8 in mathematics and a further seven GCSEs at grade B and above including an A* in drama. Average Progress 8 was in line with expectations as was English and Mathematics progress.  

There were 3 EHCP students in Year 13 studying level 3 courses (16/17). One student gained a B in French, A in Spanish and a distinction in Music and is studying for a degree in Music Performance at the British and Irish Modern Music Institute. Another student gained a B in Biology, B in Chemistry and D in Physics and is now studying for a degree in Chemistry at East Anglia University. There were 3 Distinction* for the third student in Business, ICT and Law who is now studying for a Business degree at Roehampton. All three students made greater progress than the national figure, achieving an average of 5.5 points above 0.

Students from the PEP group have gone onto college and other provisions in line with their support plans.  

Further information on SEN, including the SEN Offer and Policy can be found here.