SEND
Special Educational Needs
Mr Crampton - SENDCo
I am Mr Crampton, and I am the SENDCo and Assistant Headteacher here at Blessed Thomas Holford.
Our approach is that we use our best endeavours to put adjustments and provision in place for students, irrespective of whether they have a diagnosis or label.
We strive to promote a culture of high expectations and aspiration for all young people, including those with SEND, based on our fundamental belief in the dignity of all human beings. We recognise that pupils learn best where they feel happy and strive to establish an environment where learners are supported, challenged and have the opportunity to grow.
We want our students to flourish in safe, happy and enriching environments, taught and supported by adults who are skilled, motivated and committed to overcoming barriers to learning and participation. Our staff work hard to support pupils with a diverse range of different needs; creating a fully inclusive curriculum which allows pupils to develop not only their academic skills, but also master the skills that they will need to be independent young adults in the future.
Please contact our SEND team
We want all pupils, including those with SEND, to leave our college community:
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With a sense of their dignity and worth as a person loved by God
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With the best academic qualifications they are capable of
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A sense of their giftedness and that they have a unique calling/vocation in life
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A sense that they are loved by God
Mrs O'Rourke - Deputy SENDCo
MEET THE TEAM
facilities
We are dedicated to giving our pupils a high quality education and access to opportunities to help them grow socially, emotionally, and spiritually. Pupils continue to feel part of the BTH family, in an environment where they feel safe, when a mainstream classroom may appear overwhelming. Where deemed necessary, pupils are provided with opportunities to work on their confidence, self-esteem and social skills through interventions led by members of the Pastoral team.
Educational Provision
The Ark is staffed by Mrs Willumsen; having a key member of staff based in the Ark allows for consistency and the opportunity for excellent relationships to be built with all pupils who attend. Each child that attends the Ark does so for a different reason. We work with each pupil to support them in the most effective way possible.
Pupils access an appropriate curriculum whilst in the Ark, ensuring they keep up to date with content missed in the classroom. Subject teachers provide classwork for pupils to complete, which is marked and feedback provided. All pupils in the Ark have access to a laptop where they can Teams into their lessons and have access to a variety of online learning platforms, such as ‘Sparx Maths’, ‘Seneca’, ‘Tassomai’, ‘Everlearner and ‘LanguageNut’.
Reintegration
The Ark offers a reintegration bridging process for pupils who present with school-based anxiety, long-term medical conditions or any other factor which may result in long-term absence or refusal. We aim to reintegrate pupils back into mainstream lessons within 8 weeks. This can vary depending on the individual child and the level of their needs.
On occasions where a child is deemed to be a school refuser or has been unable to attend school for prolonged periods of time, The Ark is offered as part of a reintegration process designed to provide structure for a student without overwhelming them. The intent is to gradually increase time spent in school before moving towards a full reintegration, whilst continuing to offer support and build on trusted relationships with school staff.
Referral Process
It is essential that all pupils suitable for working in the Ark are referred through the appropriate channels. We follow a staged approach which means Heads of Year, SENCo, members of Senior Leadership or Pastoral teams can all refer into the Wellbeing Panel. Panel is held every week and look at the current circumstances and existing support before jointly deciding on next steps. This includes any referrals into the Ark. We aim to have no more than 5 pupils in the Ark at any time, this helps to ensure the Ark remains a nurturing environment fit for its purpose. Ark timetables are organised and managed by Mrs Willumsen.
Progress for each pupil will be monitored and reviewed every 4-6 weeks, or termly depending on the reason for attending the Ark. Discussions between relevant members of staff will take place regularly, we will then decide whether the pupil needs to continue accessing The Ark and adapt the provision accordingly. Every child will complete an adapted questionnaire when they start accessing learning through the Ark and again when the exit back into fulltime classroom learning; allowing us to measure impact.
The school has close links with our feeder primary schools and meets with the SENCOs, class teachers and Head Teachers to discuss the needs of Year 6 pupils so that a smooth transition can be arranged. Parents and carers of pupils with SEND are very welcome to come and meet with a member of the SENCo Department before starting in year 7 so we can listen to your expertise and plan together for a successful transition. The Head of SENCo, Mr Crampton, works closely with the Head of year 7 with regard to transition.
All pupils with SEND are fully timetabled within the school timetable, including mixed ability tutor groups, ability sets and, in the later years, the option groups for the Key Stage 4/5 curriculum.
The school receives additional funding for pupils with an Education, Health and Care (EHC) Plan. This is delegated to meet each child’s needs according to their Individual Education Plan, reviewed annually, which is produced in partnership with the local Authority. Pupils play a key role in this review process and their views and opinions will help to inform our provision planning for the following academic year.
We have excellent working relationships with specialists within the Authority and they regularly come into school either to advise on support, provide specific training for staff or to complete assessments with pupils. We value these links and recognise the importance of seeking out further support beyond our school environment to improve our knowledge and understanding of the needs of our pupils.