Churston Ferrers Grammar School
Who to contact
Where to go
- TQ5 0LN
- Age Ranges
- From 11 years to 18 years
- Age Ranges
- From 11 years to 18 years
- Local Offer Age Bands
Secondary (11-16 years)
Sixth form / other post 16 provider (16 - 19 years)
- SEN Provision Type
SEN InformationA printable version of this form is available in the downloads section.
What special education provision is available at our setting?
Churston Ferrers Grammar School is committed to the support and development of all students - all staff are inclusive practitioners.
Special education provision at Churston includes: –
- An extensive Student Services Team
- Form tutors with daily contact and an overview of the progress and wellbeing of their tutees
- TA support where necessary for students with an EHCP or at SEN support level
- Adult and student mentors
- 1:1 technology when necessary
- 1:1 technology from yr 9 for all students
- Academic mentors in core subjects
- A full time Counsellor
- Advice and support from the school nurse team
- Advice and support from a range of healthcare professionals
- Links with outside agencies
- Special access arrangements for examinations
- Access arrangements – Two lifts, some wheelchair access, disabled parking spaces, disabled toilet.
What criteria must be satisfied before children and young people can access this provision/service?
Churston Ferrers Grammar School is a selective school and as such students need to take a test which reveals a certain level of academic ability to be offered a place.
Prior to admission, the school seeks to discuss with parents and carers and with the students themselves what they feel are their needs and any provision put in place is reviewed frequently to ensure that individual needs are met. Where appropriate, information is sought from previous school.
Communication with students and parents or carers also means that new and changing needs are addressed.
How do we identify the particular special educational needs of a child or young person?
Identification of SEN is achieved through a number of channels: -
- Extensive primary liaison work
- Use of transfer information and data
- Discussion with parents or carers, students and feeder schools
- Past history and diagnoses
- Home school communication
- Internal tracking of student progress and engagement with learning
- Referrals – internal and external
- Diagnostic assessments
- Collaborative work with external agencies
At any point, where a concern is identified - by the student themselves, parents, carers, school staff or external agencies, the Student Services Team (including the SENDCo) will discuss how best to support the student concern.
How do we consult with parents and/or children and young people about their needs?
The school recognises that parents have a crucial role to play in their sons’ and daughters’ education and value the contribution they make. Parents are always consulted if their child is identified as having special needs.
We also recognise that students themselves are often able to express their concerns and to request additional help or intervention.
Parents can discuss needs and progress with the SENCo : –
- at new intake induction events
- at Parents’ meetings
- at SEN review meetings
- at Annual reviews for students with EHC plans
- or by direct contact with key pastoral staff at any point (email, telephone, individual meetings). Pastoral staff will liaise with the SENCo when necessary.
- can speak with staff to discuss progress or to request help at any point
- can visit Student Services
- are invited to Parents’ meetings for their year group and review meetings
What is our approach to teaching children and young people with special educational needs?
The school works to treat all students equally; hence students with Special Educational Needs are taught alongside their peers and have the same access to learning and extra-curricular activities. If, in consultation with the parents and student, alternative provision is deemed appropriate for a certain lesson, then this will also be considered.
- Inclusive teaching through is a priority in lesson planning.
- All students from year 9 are allocated chromebooks enabling a supportive learning environment for a variety of learners with neurodiversity needs, such as Dyslexia, ADHD and Autism.
- Students with any SEN need are recorded on a record of need so that teachers can plan accordingly for all students in their classes.
- Student’s with higher needs have their own Student Profile support plan which is developed with the SENCo, parents and the student themselves.
- Additional support beyond the classroom or access to expert external advice is used as appropriate.
How can we adapt our curriculum for children and young people with special educational needs?
All students in Years 7 and 8 follow a broad and balanced curriculum with GCSE subjects starting in year 9. Students work towards a range of GCSEs by the end of key stage 4 and a range of A levels in the sixth form.
Alongside preparation for public examinations, there are activities within the core programme (such as PE, Games and PSE in preparation for post school experience.)
Dropped curriculum enrichment days take place to support personal education such as a self esteem day for year 7 and a drugs and sexual health day for year 10.
Students with SEN barriers to their learning will sometimes have a curriculum tailored to their needs such as a dropped lesson to receive homework support. All adjustments are made in consultation with parents/carers and the student.
How will we ensure we get the services, provision and equipment that children and young people need?
The school provides a wide range of services in-house (as outlined above).
Where a student is not making expected progress, despite interventions and support, we consult and work with link professionals and external agencies, including: –
- Torbay Local Authority
- Torbay and Devon SEND teams
- Educational Psychology Service
- School nurse and other health practitioners
How is this provision funded?
Provision for meeting the needs of students with SEND is funded from the school’s Notional Inclusion Budget.
- In addition, some students access Pupil Premium funding.
- Students with complex special educational needs and/or disabilities who have an Education Health and Care plan (EHC plan), have top up funding monitored by the Local Authority for additional support to meet identified needs.
The inclusion budget is monitored by the Head Teacher and Governors and resources are allocated according to need.
All provision in school is monitored for impact to ensure that it benefits the students and is cost effective.
What additional learning support is available for children and young people with special educational needs and how do they access it?
In addition to the standard support structures in school, the following are also available to students with SEN if helpful or appropriate: -
- Tutor Specific monitoring
- Individual staff mentoring
- Learning mentors-peer, lead learner or sixth form
- Core subject additional support
- Specialist equipment if needed
- Space to work daily before and after school supervised in the Study Centre
- Special arrangements for sitting examinations and domestic tests
- Counselling and Listening services
- Access to Educational Psychologist and other professional services
- Access to technology to use in school and if necessary, at home.
How do we support and improve the emotional and social development of children and young people with special educational needs?
The school places a special emphasis on the care and support of students and works hard to ensure that the years at Churston are a positive and happy experience.
However, we also acknowledge that there are occasions when a student’s well-being is impacted.
Many concerns can be sorted out by tutors, class teachers and the Student Services Team.
The following additional services are available to all students: -
- Access to the school Counsellor
- Mediation and restorative work
- Visits and individual appointments made with Specialist Services
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
For students joining the school: –
- Open days
- Individual visits and tours of the school if requested
- Access arrangements for 11+ and other entrance examinations
- Liaison visits to primary or other feeder schools
- Discussions and transfer of records and information from feeder schools
- Attendance of CFGS staff at support meetings prior to transfer
- Individual induction and familiarisation visits where appropriate
- Contact with parents and carers
- Contact with SENCos at feeder schools
- Use of annual reviews and transition plans
- Induction days
For students leaving the school: -
- Transition arrangements and transfer of information where movement is to another school
- Work experience and careers provision – as for all students
- Visits to post 16 providers
- Careers Advice
- Option evenings
- Higher Education evening
- Direct communication with Higher Education establishments if appropriate
- Use of Annual reviews
What other support is available for children and young people with special educational needs and how can they access it?
If a need is identified by a tutor, teacher, support worker, parent or the student themselves, they can liaise with the SENCO who will oversee further application as appropriate. The SENCO will signpost parents/carers or students to the appropriate support services such as;
- Extra-curricular clubs
- Special Access Examination arrangements
- Time out cards
- Health Professionals
- School counsellor
- School Nurse
- Sexual Health Nurse
- Careers South West
The Torbay Directory also provides a whole range of support information and the SENDCo or another member of the Student Services Team can assist with access to selection of information from that resource.
What extra-curricular activities are available for children and young people with special educational needs?
There are a range of inclusive clubs and activities that all students can attend.
In addition, a quiet classroom space is provided for students with communication and interaction needs where they can play board games or read in a quiet environment.
There is also a programme of major trips, expeditions and visits across seven years at school – details of these are also available on the website.
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
Progress towards agreed outcomes is reviewed with parents and students throughout the academic year, this is an integral element of meeting the needs of SEN students and contact is made direct with parents if specific concerns arise. Similarly, parents can contact school to liaise with the SENDCo, Assitant Head of Year, Head of Year or subject teacher if ever there are things which they wish to discuss.
Attendance is followed up through the school’s standard attendance procedures and is also specifically tracked.
In addition, students will receive:
- Termly progress reports – as for all students
- Annual review meetings
The on-going data analysis carried out in school clearly identifies the progress of all students and within that - there is a particular focus on the progress of SEND students.
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
As a school, the success of our provision is monitored through the use of data, self-review, student, staff and parent feedback and external monitoring through independent bodies.
In addition to this, the specific effectiveness of special needs provision is managed by the SENDCo and includes: –
- Analysis of the effectiveness of specific interventions
- Consultation with parents/carers and students
- Consultation with other staff
- Detailed annual reviews for EHCP students attended by parents, students and a range of professionals working with the student
- SEN support review meeting
- Use of student questionnaires as appropriate
- Analysis of progress against baseline and national data and in relation to their peer group
There is a Governor linked specifically with Special Educational needs who reviews provision and reports to the Governing body. A termly report is sent by the SENDCo to the governing body.
Staff training (internal, local, national and via the South West Academic Trust) ensures that we are aware of best practice and share expertise.
General provision is evaluated through internal review processes.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
Churston is committed to the provision of high quality and on-going CPD.
- The SENDCo has achieved the National SEN Qualification Award.
- The SENDCo holds a level 7 specialist assessor qualification (CP3TA) to test for examination access arrangements.
- The SENDCo attends relevant training courses.
- The SENDCo coordinates training and provides information for all staff in relation SEND needs and identification.
- In addition, the SENDCo leads staff training in relation to current SEND needs on INSET days.
- Details of requirements for individual students are outlined in the school’s SEN record of need and via individual Student Profile support plans.
- Attendance at Torbay SEND network meetings
- Attendance at SWAT/SWTSA SENDCo meetings
- Liaison with Local Authority lead staff and specialist service providers
How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
The school encourages close contact between the home and the school at all times.
- Students who have identified additional needs but do not have an EHC Plan are identified and monitored by the school. As with all students, their progress is monitored by the subject teacher, Head of Department, tutor and Head of Year and reports are sent home
- Additionally for these students, their progress is monitored by the SENDCo and any issues are specifically communicated to parents/carers.
- Parents/carers are warmly invited to make appointments with the SENDCO to discuss provision and progress for their child at any time.
- Specific appointments can be made with the SENDCo or other members of the Student Services Team at Parents’ meetings
- Parents will be consulted when student support plans are implemented and updated.
- Parents will be fully consulted before the involvement of any support agencies.
- There will be on-going communication with parents and students via the Student Services Team
How can parents, children and young people make a complaint about our provision?
We will always seek to resolve any issues as early as possible and hope that parents/carers and students will feel able to discuss any concerns or issues that they may have.
If parents/carers have a complaint about the school’s provision: –
- They can meet with the SENDCo to discuss problems and try to solve any difficulties
- Complaints could also be addressed to the Head of Year.
- If these are not resolved at this stage, they should contact the Deputy Head Teacher or the Head Teacher who will investigate the problem.
- Information about procedures for making a formal complaint can be found on the school website.
- Parents can seek advice through the Torbay Information and Advisory Service for SEND, SENDIASS.
- Parents of EHCP students will be invited to send back a feedback from to Torbay after an annual review.
How can parents, children and young people get more information about the setting?
Information about SEND provision, along with our school policy documents can be found on the school website www.churstongrammar.com or please make contact direct with the school
Tel 01803 842289
We would be delighted to discuss your son or daughter and our provision with you or to arrange for you to visit the school.
How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young peopleâs SEN and supporting their families?
Churston Ferrers has good links and working relationships with other bodies; meeting or liaising on a regular basis to support students with SEND and their families under specific circumstances, including;
- The school nursing team, hearing impaired services, occupational therapists and educational psychologists
- Children’s Services and Social Care.
- Local Authority Support Services; Torbay SEN advisory team, SENDIASS, (SEND information and advisory service)
What arrangements are in place for supporting children who are looked after by the local authority and have SEN?
Students who are looked after by the local authority and have SEND have enhanced, but discrete, pastoral care. The tutor provides a daily contact point for the student. The Assistant Head of Year meets with the individual student on a regular basis and communicates any concerns directly to the Head of Year and SENDCo.
Carers can apply to the school to receive support for help with preparing for taking the 11+ exam.