Marston Vale Middle School

Mission Statement

Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.

The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.

Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.

Our approach
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.

How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.

In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.

At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.

We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.


How we support your child's learning

Teachers formally assess pupil’s progress termly. This progress is analysed by subject leaders, SENDCo and the Senior Leadership Team. These progress reports explain where pupils should be by the end of the year if making expected progress. Parents have an opportunity to meet with form tutors in October and subject teacher to discuss progress once a year. Teachers are happy to meet at other times if parents have concerns. There is also a termly parent forum meeting with a senior leader. Staff have weekly pastoral meeting to identify any pupils requiring support regarding attendance, uniform, behaviour, or other pastoral needs. Pupils with Special Educational Needs and Disabilities will receive a Learning Plan, written and reviewed either yearly or termly with teachers, parents and pupils (depending on their level of need).


Accessibility of our service

The school has ramped access to all areas with handrails where necessary apart from upstairs lab but downstairs lab is available.
3 disabled toilets.
3 teaching spaces with bi-acoustic sound systems.
Acoustic ceilings and carpets in all classrooms apart from practical rooms.
Borrowed viewer, v-tech, and my reader equipment for visually impaired pupils.
Trained teaching assistant to support visually impaired pupils and modify work appropriately.
Specialist PE equipment for pupils with physical needs.


How we identify SEN

Pupils needing extra help are identified by pupil data (from informal and formal assessments), teacher concerns, parent concerns raised with SENDCo/teacher and from the feeder school.


How we support your child/young person

Support varies for each pupil dependent on need. Teachers and SENDCo will plan support required. The support is usually with Teaching Assistants. Support can range from in class TA support or smaller booster groups. Intervention impact is measured ½ termly and altered if necessary to better suit pupils learning styles and needs. A SEND Governor visits the SENDCo termly.


How we match the curriculum to your child's needs

Teachers differentiate the curriculum to match pupils’ abilities, this may be through different worksheets, writing frames, visual prompts etc. Learning walks and observations from Senior Leaders ensure differentiation is maintained across the school. The school will make other reasonable adjustments to meet pupils’ needs, e.g. reserving seats in the dinner hall, leaving lessons early to avoid busy corridors.


The support we give to your child's well being

The school has a full time pastoral support worker to support pupils with Social, Emotional, Behavioural and Mental Health difficulties. Teaching assistants are also available at the end of each day for pupils to chat to if needed. Pupils with medical needs have a Care Plan that all staff are aware of. Pupils requiring medication in school have a signed permission slip from parents and medication is labelled and locked away for when needed. All staff are EPI Pen trained. The school has a very successful positive behaviour management policy involving a ticket system. (Please see behaviour policy). The school will make reasonable adjustments to the behaviour policy in order to take into account pupils with behavioural difficulties. Attendance is monitored by the deputy head and a letter will be sent home to offer support if attendance drops below 90%.


The expertise we have access to

Staff have had training in a variety of specialist areas from outside professionals on including;
• Managing Physical Behaviours (Team Teach)
• Grounding techniques
• Lego therapy
• Speech and Language
• ODD strategies
• Autism
• Down’s Syndrome
• Visual impairment
• Differentiation
TA’s have experience working with a wide variety of Special Educational Needs/Disabilities. Some have work very closely alongside speech and language therapists and the visual impairment team in order to gain particular knowledge and skills in these areas. Service’s that we work with outside the school are:
• Referral forms/Early Help Assessment forms to gain help from:
o Advisory Teachers for Learning
o Specialist Teachers for sensory impairment, for communication disorders or for physical disability
o Social Services, especially for Looked After Pupil
o Behaviour specialists
o Counselling
o Supporting families
o Parenting programme
• ED Psych drop in service
• Outside agency observations to provide specific advice to improve pupils progress
• Advice sought through correspondence with specialist teachers
• Voluntary organisations – Bridge counselling


How we include your child in extra curricular activities

Most children with support and extra resources can take place in all activities in the school. Some pupils with a severe physical difficulty may not be able to access some things. In these cases we offer alternatives; we have sporting competitions like Boccia and Sit Down Volleyball. Trips outside of school will always involve a risk assessment and support put in place to ensure all pupils can take part and enjoy it. All pupils are encouraged to take part in after school clubs and resources bought to enable participation if needed.


How we prepare your child to join us or transfer to another setting

There are frequent meetings to discuss the needs of specific pupils and the best way to introduce the pupil to this next phase.
Parents are involved at all stages of the transition. With agreement, all relevant information is passed to the feeder school to ensure continuity of care and understanding of the needs of the pupil and the journey they have travelled to reach this point.
‘Passport programme’ with Wootton to allow specific SEND pupils to allow gradual transfer.
• Yr 4 and Yr 8 transfer days well planned with extra TA support
• TA’s from Upper school to visit pupils in their own setting first
• TA’s in KS3 work on helping pupils to become more independent


How we match our resources to your child

Pupils who require extra support in school will be allocated up to 12 hours funded by the school. If there is a greater need for support an EHCP will be applied for in order to gain extra funding for support. How much of the 12 hours pupil get will be dependent of need. How much and the type of support is decided the by SENDCo after taking into account pupil data, outside agency advice and the reports from the teachers and parents.


How we involve parents

All progress for pupil with SEND is carefully monitored by the classroom teacher and the SEND Department. Specific targets for pupils with SEND are also regularly reviewed through one page profiles, Statement or Education Health Care Plan reviews. Reports are available for parents at least twice a year. There are also opportunities to discuss progress at parent’s evenings, which occur twice a year.


How we include your child in the planning of their support

Parents/carers will be involved in the creation of a Learning Plan for a pupil with SEND. This will be reviewed with parents and pupils termly or yearly depending on the level of need. The SEND Department are always available to meet with parents to discuss any issues and are also signposted to access support for strategies that can be used in the home.


General Contact Information

First point of contact regarding general school issues would be the form tutor.
For specific subject queries parents can contact subject teachers.
For admissions, contact Mrs McIntyre on 01234 768224.
For the SEND team, contact Miss Richardson (Assistant SENDCo) on 01234 768224.
For pastoral care (social, emotional, behavioural and mental health), contact Miss Archer on 01234 768224.


Contact for more information

Name:
Mrs C Guiney
Address:
The Crescent,, Stewartby, Bedfordshire, MK43 9NH
Telephone:
01234 768224
Email:
cguiney@marstonvalemiddle.co.uk
Website:
http://www.marstonvalemiddle.co.uk/

Record Last Reviewed On: 15/05/2017