|Talbot Specialist School SEN information report 2021/22
||The type of SEN provision made
||We have 205 students on roll, aged 11-19, and all have severe and complex learning difficulties. The school works closely with professionals from health and social care in order to ensure that the care and welfare needs of the students are met. Therapeutic programmes and advice are embedded within the curriculum for students where this is appropriate. Most students remain at Talbot for their Post 16 education.
||The school’s identification and assessment policies
||All students have an Education Health and Care Plan. We offer 3 curriculum pathways, formal, semi-formal and informal, which are flexible and personalised in order to meet the very diverse learning needs of our students. Our assessment policy can be found on the website. Students are formally assessed three times each year using MAPP (Mapping and Assessing Pupil Progress) or the Birmingham Toolkit. Ongoing evidence-based assessments also take place throughout the year. All students have individual learning intentions which are directly linked to the outcomes in their EHCP
||School’s policies for making provision for all pupils with SEN
||The school ensures that the diverse learning needs of all students are reflected in all policies including the Teaching and Learning, Behaviour, Moving and Handling and Curriculum policies. The school has a commitment to inclusion and ensures that all students can participate fully in the curriculum.
||How the school evaluates the effectiveness of provision for SEN pupils
||The progress and achievement of students is closely monitored and scrutinised through ongoing assessment. Interventions are put in place where needed. The progress of students receiving pupil premium is closely monitored and these pupils achieve in line with other pupils in the school.
||Arrangements for assessing and reviewing progress
||Students are formally assessed three times per year using MAPP, for pupils following an informal or semi-formal curriculum. The Birmingham Toolkit is used to track the progress of pupils following a formal curriculum. The EHCP is reviewed annually and parents evenings take place three times each year, either face to face or virtually. Partnership with parents/carers is central to our work with students and informal or formal meetings to discuss progress can be held at any point when required.
||Approach to teaching pupils with SEN
||Teachers are highly skilled in delivering an inclusive, personalised curriculum. Activities are differentiated and broken down into small steps to meet the individual needs of each student so that all can achieve and reach their potential. A wide range of strategies is embedded within the curriculum delivery including Makaton, Pecs and intensive interaction. Objects of reference, visual timetables, symbol-based communication systems and switches are used to support students in developing effective communication.
||How the school adapts the curriculum/learning environment for SEN pupils
||The school is completely wheelchair accessible. Touch pads have been added to doors to enable easy access. Tracked hoisting systems are in place in 5 classrooms and in the hydrotherapy pool and changing rooms. A range of accredited courses are offered including Entry Level Functional Skills in Maths and English and a Sports leaders course. We also offer the Duke of Edinburgh Bronze and Silver Awards. In Post 16 students achieve Asdan accreditations in Life Skills.
||The additional support for learning available to SEN pupils
||Students are taught in small groups with high staffing ratios. The level of support is dependent on the learning and support needs of the individual student. Some students receive 1:1 support. However, all students are encouraged to be as independent as possible whilst ensuring their safety and wellbeing. Students have access to the hydrotherapy pool and rebound therapy to support physical development.
||How school enables SEN pupils to engage in all activities of the school
||The school offers a broad and balanced curriculum, including a wide variety of enrichment activities. All students are part of a class group, but some may follow a personalised timetable to ensure their physical, sensory and emotional needs are met
||Support available for improving the emotional, mental and social development of SEN pupils
||All staff are trained in Teamteach and are skilled in implementing strategies in order to de-escalate behaviours that could lead to crisis. Repair and reflect activities support students in developing strategies to manage their own emotions. The school has a programme of Nurture provision, led by the Health and Well-being team, and this is offered to students throughout the school as needed. We work closely with Camhs and the educational psychology service and adopt a multi-professional approach.
||The SEN coordinator’s name and contact details
||Karen Halford is the SEN coordinator
||Information on staff expertise their SEN training, and how specialist support will be secured
||All staff are trained in Teamteach, Makaton and Moving and Handling. Additional whole staff training has been given in intensive interaction and sensory integration. All staff have received training in essential autism and some staff will receive training this year on Attention Autism.
||Information on equipment and facilities to support SEN pupils and how this will be secured
||The school works in partnership with other professionals including physiotherapists, occupational therapists and speech and language therapists. Specialist equipment including switches, communication aids, specialist seating and standing frames is provided for individual students as required, following multi-professional advice and assessments. The school has a hydrotherapy pool which is fully accessible.
||Arrangements for consulting parents of pupils with SEN, and involving them in their education
||The Education, Health and Care Plan is reviewed annually. Parents evenings are held three times per year. The school sets individual learning intentions in consultation with parents/carers three times each year and these are linked to the EHCP outcomes. We ensure that all partners agree on the priorities for individual students so that the school and parents/carers can work together to support the young person in achieving their potential.
||Arrangements for consulting pupils and involving them in their education
||Students are encouraged to attend annual reviews and parents evenings. Their opinions and aspirations are at the heart of the provision offered to them. A student council, elected by students, represents the views of the student community in decisions about policy, staff appointments and the curriculum.
||Governing body arrangements for the treatment of parental/ pupil complaints concerning the school’s provision
||The school has a complaints procedure which is followed by the headteacher and governors. Complaints that cannot be resolved by the headteacher are referred to the Chair of Governors.
||How the governing body involves other bodies (health, social care LA support services and voluntary organisations) in meeting their needs
||The school works closely with other agencies including health and social care. Physiotherapists, speech and language therapists and occupational therapists contribute to the well-being and education programmes of pupils and attend annual reviews and multiagency meetings as necessary
||The contact details of support services for parents of SEN pupils
||The Local Authority SEN officers can be contacted on 0114 2736394
||The school’s transition arrangements for SEN pupils
||Students can leave school at Y11 and may move on to one of the Sheffield Colleges. Most students remain at Talbot for post 16 provision. Talbot Post 16 is located on three sites – the main Talbot school building, our specialist Post 16 provision called The Bridge and at Peaks College. Post 16 students leave school at Year12, 13 or 14 and move on to a range of education and social care providers. Multi-agency, personalised planning takes place to identify the appropriate provision and to ensure secure plans and funding are in place prior to the student leaving school. The school supports transition planning by facilitating transition meetings and liaising closely with families and providers. We support students on transition visits to a range of social care providers.
||Link to the authority’s local offer
||The Local Offer can be found at www.sheffield.gov.uk/localoffer
|This report will be reviewed in September 2022