St Peter’s works with a wide range of providers to support out SEND students achieve their full potential. All students benefit from employees with a wide range of experience, expertise and qualifications and additional specialist services are used when the need arises.

Accessibility

St Peter’s Catholic College aims to be an inclusive environment for all students, visitors and stakeholders. If you need any more information or have any special requirements please contact the main office.

  • All subjects at St Peter’s Catholic College are taught on one level with the exception of ICT and RE. The facility to teach ICT and RE could exist at ground floor, ensuring all children can access all areas.
  • Ramps and handrails at entrances and in corridors exist for wheelchair access.
  • Disabled toilets are available at each end of the academy and changing rooms/shower facilities exist next to the PE/Sports hall and further toilet facilities are included.
  • Electric doors/automatic and push pull panels exist to ensure student safety and safeguarding procedures are employed for all visitors to the school.
  • Lower handles were added to all doors in 2013.
  • The academy seeks support from the Multicultural service to assist in communication with students and parents/carers whose first language is not English.
  • All students have the opportunity to participate in many varied out of school activities. Risk assessments are carried out and procedures are put in place to enable all children to participate. This is overseen by the Academy EVC (Educational Visits Coordinator) and Head Teacher.
  • Employees arranging off site trips will discuss with parents/carers and Learning and Support employees regarding the requirements needed and suitability of activities to be followed.
  • Some students may need support prior to visits to help them prepare and this may be supported by the Learning and Support team or the Careers and Guidance officer.
  • If it is deemed that an intensive level of support is needed a member of the Learning and Support team, or on rare occasions a parent/carers may be asked to support their child on an activity.
  • No pupil will be stopped from attending an offsite visit due to their special needs providing academy can ensure the safety of all students (Equality Act 2012).
  • Meetings with parents/carers take place to explain residential trips including full itinerary plans, contact and health and safety rules. Procedures set in place deal with any events/incidents.

Local Offer

This is not an exhaustive list and we may access other services if needs arise.

  • Students at St Peter’s Catholic College benefit from employees with a wide range of experience, expertise and qualifications.
  • Specialist services are used when the need arises and the academy/students can benefit from the support and advice of external agencies/services.
  • Internal and external expertise/services accessed by students can include:
  • Dyslexia workshops and LSS Dyslexia support
  • Exam Access arrangements specialists
  • Specialist Teacher ASC
  • CAMHS (Child and Adolescent Mental Health Service)
  • Counselling
  • The Link- therapeutic/counselling support
  • School Nurse
  • TYS – Targeted Youth Support
  • CREST- dependency support
  • EVA- Domestic violence support
  • The Junction- support for Young Carers
  • The Psychological Service – Educational Psychologists and Children’s Counsellor
  • Team Teach – de-escalation behaviour management
  • Occupational Therapists
  • Speech and Language Therapists
  • Hearing Impaired Service
  • Social Care
  • Forget me not – bereavement support

Early Intervention and support

All teachers at St Peter’s Catholic College have responsibility for the teaching and monitoring of students with SEND. This is the first principle of the new SEND Code of Practice.

  • The Assistant Vice Principal for Learning and Support is also the SENDCO will have overall responsibility for providing support for SEND students and will monitor their progress.
  • Support may be offered through small group work, within the classroom, on a 1-1 basis, or a combination of these depending on the particular need. Support may be provided by a member of the Learning & Support Team, other teaching or support employees or through an external agency or service.
  • A small group of students in Y7and Y8 are taught by the Transition Teacher across a range of subjects. This is a primary based model of teaching with a nurturing approach designed to ease the transition from primary to secondary.
  • EHCP and Statement reviews are organised by the SENDCO and the Local Authority link officer. Parents/Carers are encouraged to have contact with the Learning and Support team throughout the school year.
  • SEND Support Students will have an ISP with clear targets and success criteria which is written in partnership with parents, student and the academy.
  • Reports are sent to parents/carers at least twice throughout the academic year and there are usually two parent review days in addition to parents’ evenings where Learning & Support employees are available to meet with parents/carers.
  • The amount of provision will be decided depending on the needs of the student
  • Decisions are based on the evidence the academy has collected and from talking to everyone involved with the student
  • From talking to the student and parents/carers to understand what they see as priority for provision
  • Decisions will also take into account the advice and recommendations of other professionals working with the student.
  • Effectiveness of intervention will be monitored by the Learning & Support team and at school review points.

1a) How does the school identify children with special educational needs?

  • At Transition point: from Primary feeder schools – information on Primary school visits and induction meetings
  • Standardised tests – baseline testing and CATS, which are carried out on all KS3 students in the second week of each Autumn Term.
  • Individual teachers in subject areas who are concerned about particular Students and refer them to the SENDCO.
  • Data capture at termly reviews identify students who are not making progress.
  • Screening tests in reading, spelling, number skills and intelligence levels from within school and from tests by specialists from outside agencies.
  • Parental referrals- parents may contact the SENDCO at any time to discuss any concerns regarding their child.
  • Student self- refer: Staff will listen to and help Students who feel they may have learning difficulties.
  • If concerns over a student are raised at a staff meeting, the matter will be brought to the attention of the SEND department, who will initiate a ’round robin’ or information gathering to specify where there is a problem and act upon it.


1b) How do we involve parents in planning for those needs?

  • Parents of children already identified with SEND at primary school will be able to share information about their child in Y5, Y6 or throughout the transition process. The SENDCO and key staff involved in the transition and induction process will visit the primary school and meet with students, teaching staff and parents to share information.
  • Vulnerable students are offered additional structured visits to school prior to induction days and parents are encouraged to accompany their child on these visits.
  • Parents have the opportunity to discuss concerns, share information and be involved in the planning for the needs of their child at the open evenings when the SEND team are always available.
  • When students are identified as having additional needs (SEND Support – K), they will benefit from the support of an ‘Individual Support Plan’ (ISP, often known as an IEP). This will be written by the SEND Team in agreement with the student, staff and parents and reviewed throughout the year.
  • Reviews take place at least annually for those with a Statement of Special Needs or Education Health Care Plan (EHCP), all services working with the child are invited to attend these meetings to share and plan with parents how best to meet the needs of the child.
  • Parents are kept up to date with their child’s progress through regular reports, review days and parents evenings. Parents’ views are always welcomed and listened to; we believe parents should always be involved in planning support for students.

2a)  Who in the school will support my child and how will this be monitored and evaluated?

  • All teachers at St Peter’s Catholic College have responsibility for the teaching and monitoring of students with SEND. This is the first principle of the new SEND Code of Practice.
  • The SENDCO will have overall responsibility for providing support for SEND students and will monitor their progress.
  • Support may be offered through small group work, within the classroom, on a 1-1 basis, or a combination of these depending on the particular need. Support may be provided by a member of the SEN team, the SENDCO, other teaching or support staff or through an external agency or service.
  • A small group of students in Y7 are taught by the Transition Teacher across a range of subjects. This is a primary based model of teaching with a nurturing approach designed to ease the transition from primary to secondary school.
  • EHCP and Statement reviews are organised by the SENDCO and the Local Authority link officer. Parents are encouraged to have contact with the SEND team throughout the school year.
  • SEND Support Students will have an ISP with clear targets and success criteria which is written in partnership with parents, student and school.
  • Reports are sent to parents at least twice throughout the academic year and there are two parent review days in addition to parents’ evenings where SEND staff are available to meet with parents.

2b)  How are the decisions made about the type and amount of provision a young person will need? 

(Who will oversee and plan the education programme? Who will be working with my child and how often? Who will explain this to me? How does the school know its arrangements are effective? Who will make the decisions and on what basis? How will I be involved? How does the school judge whether the support has had an impact?)

  • The amount of provision will be decided depending on the needs of the student
  • Decisions are based on the evidence school has collected and from talking to everyone involved with the student
  • From talking to the student and parents to understand what they see as priority for provision
  • Decisions will also take into account the advice and recommendations of other professionals working with the student.
  • Effectiveness of intervention will be monitored by the SEN team and at school review points as in 2a.

 

3)   How will the curriculum be matched to the needs of the young person?

What is the approach of the school to differentiation? 

  • The curriculum is directed by the Government and all students are entitled to study a full curriculum.
  • Data and information on students will be circulated to all staff to inform differentiation and to ensure appropriate teaching styles, through a range of strategies.
  • In KS3, all students are taught in set classes appropriate to their ability levels using quality first teaching to ensure targets are stretching and attainable.
  • In KS4, option choices are made, where in agreement with students and parents, School can tailor the curriculum to meet the needs of the student (within government guidelines)
  • Identified pupils will have work differentiated by class teachers to enable appropriate access.
  • Students who have an ISP or EHCP will have targets which may link to areas of the curriculum. These will be monitored, and discussed with parents at review meetings.
  • LSA’s will work with some students 1 to 1, in small groups around the school or within classes. The SEND team also provide some withdrawal support where appropriate to meet specific learning targets in order to help students to access the curriculum.

5) How will both the school/college and the parent know how the young person is doing and how will the school support the young person’s learning?

(In addition to the normal reporting arrangements what other opportunities will there be to discuss the progress of my child? How will the school explain to me how my child’s learning will be planned and how I can help to support this? Do you offer any parent training or learning events? How does the school know how well my child is doing?)

  • Information is gathered for student summaries and parents are given termly updates of current and target grades. These are used to inform meetings and set new targets. Teachers may meet with parents throughout the year as appropriate to discuss individuals (this could be initiated by school or by parents). Formal consultations take place in Open Evenings and Review Days throughout the year.
  • Daily monitoring takes place using the SIMS system for progress, rewards and behaviour. This can lead to contact with parents by the pastoral team if necessary.
  • Parents can access Class Charts online so they can view details such as: attendance, behaviour, rewards and homework.
  • Students with EHC plans have annual reviews to determine progress and set targets. Parents participate in this review.
  • Pastoral support is delivered in a wide variety of ways to ensure students’ needs are met.  Pastoral teams have weekly reviews of their pupils and the Head of House, Assistant Head of House and Tutor work closely with staff and support agencies to meet the needs of the student. Parents are always kept informed and involved in decisions.
  • Sometimes students benefit from the support of an external agency or service. A member of the pastoral or SEN team will always discuss this with parents. Parental consent is sought for work with external support partners.
  • Parents training and learning events have been organised and will happen on a needs led basis throughout the year.
  • Staff training is organised, as appropriate, to raise awareness of any learning, medical or social/behavioural difficulties experienced by our students. This may be for all staff or for individual or groups of staff working with specific students.

6) What support will there be for the young person’s wellbeing?

(What is the pastoral, medical and social support available in school for my child? How does the school manage the administration of medicines? How will my child be able to contribute his or her views?)

  • All students are allocated into one of four house groups. Form tutors meet with students every day looking after wellbeing, pupil progress and ensuring they are ready to learn. There is a programme of activities for tutor time to cover a variety of social skills and to encourage development of life skills.
  • The School has a Student Voice system to ensure students can express views and opinions. Each tutor group is represented at the House Councils and then Students are elected to the Student Council who meet regularly and are involved in staff interviews in addition to contributing to many management issues and decisions. Their ideas are discussed by the Leadership Team and decisions are fed back to the students.
  • A family Liaison Officer and Attendance Team supports Pastoral staff in all inclusion and attendance issues. The Academy Attendance Officer works across the four schools in the Trust.
  • All students are welcomed into the Catholic Ethos of the School and benefit from the wide range of diocesan and community links. Through this our students develop confidence, are encouraged to value themselves and others and be part of the Academy and Church family.
  • SEND Students are supported through the Academy ‘Herlingshaw Suite’ where the SEND team are based.  Link to 2a
  • Some students benefit from a Safe Haven club at break and lunch times; there are always at least two members of the SEN team on duty to support Safe Haven students at this unstructured time of the day.
  • There is a ‘buddy’ system in school where older students will meet with and support younger students on a regular basis. All buddies are trained in this role.
  • The school has a number of students trained as ‘bully busters’ who support and promote anti bullying awareness
  • We have many support services working within school for the benefit of the social and cultural wellbeing of our student.  For example: EAL students are supported by the Multicultural Service and a traveller liaison worker meets with families and students in primary and secondary schools to support transfer and progress.
  • The School Nurse is on site weekly for student ‘drop in’ sessions and to promote a range of health and wellbeing matters. The school nurse is available to meet parents and students to discuss concerns.
  • The school has First Aid staff to cover general school routines. Medications can be delivered under agreed guidelines as outlined in the Academy medication policy. We ask that parents ensure school has the correct medication.
  • Medical Care plans are written for pupils with longer term medical needs which may affect them in school. Parents are expected to participate in writing the care plan. If necessary the school nurse will also be involved.

7) What specialist services and expertise are available at, or are accessed by the Academy?

(Are there specialist staff working at the school? What other services does the school access including health, therapy and social care services?)

  • Students at St Peter’s Catholic College benefit from staff with a wide range of experience, expertise and qualifications.
  • Specialist services are used when the need arises and school/students can benefit from the support and advice of external agencies/services.
  • Internal and external expertise/sevices accessed by students can include:
    • Dyslexia workshops and LSS Dyslexia support
    • Exam Access arrangements specialists
    • Specialist Teacher ASC
    • CAMHS (Child and Adolescent Mental Health Service)
    • Counselling
    • The Link- therapeutic/counselling support
    • School Nurse
    • TYS – Targeted Youth Support
    • CREST- dependency support
    • EVA- Domestic violence support
    • The Junction- support for Young Carers
    • The Psychological Service – Educational Psychologists and Children’s Counsellor
    • Team Teach – de-escalation behaviour management
    • Occupational Therapists
    • Speech and Language Therapists
    • Hearing Impaired Service
    • Social Care
    • Forget me not – bereavement support
    • This is not an exhaustive list and we may access other services if needs arise.

8) What training has the staff supporting children and young people with SEND had or are having?

(This should include recent and future planned training and disability awareness)

  • All staff at St Peter’s Catholic College are teachers of SEND or support students with SEND.
  • St Peter’s values staff training and ensures that full staff training programmes are in place.
  • All staff receive training in SEN issues. These sessions are usually needs driven and designed to raise awareness of interventions/processes to support individuals and specific groups of students.
  • SEND training is delivered by the SEND team or by external agencies/support services.
  • There is a dedicated safeguarding team within school who have received training for child protection and safeguarding issues.

Recent training for all staff relating to SEND includes:

  • Annual Child Protection Training
  • SPLD – Specific Learning Difficulties
  • ASC awareness raising and classroom strategies
  • Reading Intervention Strategies: Lexia, Acceleread
  • Dragonspeak Computer Software writing programme
  • ADHD awareness raising and classroom strategies
  • Epi Pen, Diabetes, Epilepsy

Recent Training for individuals and groups of staff eg Pastoral or SEND team includes:

  • ASC training
  • Raising Aspirations for Young People in Care
  • SEND Reforms
  • Promoting the educational achievement of looked after children
  • Attachment Disorder Training
  • Supporting Pupils with Autism Spectrum Disorders
  • Team Teach- de-escalation behaviour management
  • New SEND Code of Practice
  • Working effectively with Teaching Assistants

Future planned training includes

  • Using Support Staff Effectively in the Classroom
  • Full Staff SEND Code of Practice 2014 awareness and implementation

9) How will the young person be included in activities outside of the classroom/college trips?

(How do you involve parents and carers in planning activities and trips?)

  • All students have the opportunity to participate in many varied out of school activities. Risk assessments are carried out and procedures are put in place to enable all children to participate. This is overseen by the school EVC (Educational Visits Coordinator) and head teacher.
  • Staff arranging off site trips will discuss with parents and SEND staff the requirements needed and suitability of activities to be followed.
  • Some students may need support prior to visits to help them prepare and this may be supported by the SEND or Pastoral team or the Careers and Guidance officer.
  • If it is deemed that an intensive level of support is needed a member of the SEND or Pastoral team, or on rare occasions a parent may be asked to support their child on an activity.
  • No pupil will be stopped from attending an offsite visit due to their special needs providing school can ensure the safety of all students (Equality Act 2012).
  • Meetings with parents take place to explain residential trips including full itinerary plans, contact and health and safety rules. Procedures set in place deal with any events/incidents.

10) How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life

(What preparation will there be before my son/daughter joins the school?)

Transition from Primary to St Peter’s Catholic College:

  • There are on-going visits by our local primary school to St Peter’s where students participate in fun events and activities such as ‘The Bridge’, ‘Enterprise Day’ and various sports events.
  • St Peter’s staff visit each primary school in the Autumn term of Y6 to provide information to assist students in making their choices for secondary school. There is an open evening in September for parents and students to find out more about the school.
  • Parents of children already identified with SEND at primary school will have opportunities to share information about their child throughout the transition process. The SENDCO and key staff involved in the transition and induction process will visit the primary school and meet with students, teaching staff and parents to share information.
  • If a student has a Statement of Special Needs or Education Health Care Plan (EHCP), the SENDCO at St Peter’s may be invited to attend the Annual review in Y6.
  • Vulnerable students are offered additional structured visits to school prior to induction days and parents are encouraged to accompany their child on these visits.
  • Some students may have a transition plan which is supported by the primary school, the Specialist Teaching Service or the Multicultural Service.

Transition from Primary or from another secondary school to St Peter’s Catholic Academy:

  • Parents have the opportunity to discuss concerns, share information and be involved in the planning for the needs of their child at the open evenings when the SEN team and pastoral staff are always available, or by arrangement for students joining the school mid-term.
  • The Pastoral team allocate new students to Houses and tutor groups. Siblings will be in the same House. The pastoral team take into account individual needs when allocating groups

(How will he or she be prepared to move onto the next stage? How will you support any new setting to receive my child?)

Transition from St Peter’s Catholic College or Training Provider:

  • We have close links with all of the college providers in the area.
  • The St Peter’s Careers and Guidance officer works with all students in KS4 to put a plan in place for moving on to college or training.
  • All KS4 Students meet with a Careers Adviser who, along with the Careers and Guidance officer and SENDCO ensures that students needs are matched up with appropriate colleges and providers and that applications and are completed and relevant information is shared.
  • All students in Y10 have work experience.
  • For students with a Statement of Special Needs or EHCP, a Careers Advisor will attend all annual reviews from Y9 to ensure a transition plan is in place and appropriate placements are explored for post 16 provisions.
  • College and training representatives regularly attend school open evenings and events to talk to parents and students.
  • Students from Y8 will have opportunities to attend various open days and taster events run by colleges and training providers, many visits take place toward the end of Y10.
  • Once a decision has been made, it is possible to develop an individual transition plan for vulnerable students with additional accompanied visits as needs arise.

Transition from St Peter’s Catholic College to another secondary or Special School:

  • If a student is leaving us to move on to a different secondary or special school we will liaise closely with parents and the future school to ensure a smooth transition for the student.
  • An individual transition plan will be put in place.
  1. How are the school/college resources allocated and matched to the young person’s special educational needs?
  • All resources are allocated in accordance with the data and information held by the school relating to each student.
  • Resources will be matched to the young person’s special educational need depending upon a range of factors including their level of ability, rate of progress and overall wellbeing.

How is the SEND budget allocated?

  • St Peter’s Catholic College has a range of SEND provision and intervention which are matched to the needs of the individual and financed through the SEND budget.
  • The SEND department is known as The Herligshaw Suite. This is the base for the range of interventions, in addition to specific targeted support which may include 1-1 work, group workshops, software training, reading and numeracy work, counselling or mentoring.
  • The SEND team consists of staff working across a range of provision and support
  • A small group of students in Y7 are taught by the Transition Teacher across a range of subjects. This is a primary based model of teaching with a nurturing approach designed to ease the transition from primary to secondary school. Students within this group benefit from a high teacher student ratio which is supported through the SEN budget.

12) Key points of contact

Who would be my first point of contact if I want to discuss something about my child?

  • Form tutor, Assistant Head of House, Head of House, SENDCO or a member of the SEND Team. If unsure, any member of staff or our school office would be happy to put parents in touch with the right member of staff.

Who is the SEND Coordinator and how can I contact them?

  • The SEND Coordinator can be contacted at school, address below :

St Peter’s Catholic College, Normanby Road, South Bank, Middlesbrough, TS6 6SP Tel: 01642 453462    email:-  office@stpeters.npcat .org.uk Headteacher – Mrs Z.Hammond.

What other support services are there which might help me and provide me with information and advice?

  • School works closely with a range of support services and external agencies. If you are unsure we might be able to help.

Please find information relating to attendance below.

We recognise that high levels of school attendance are significant to raising standards in education and ensuring all pupils can fulfil their potential.  It is an assumption so widely understood but insufficiently stated that children and young people need to attend school regularly to benefit from their education.  Missing out on lessons leaves pupils vulnerable to falling behind and achieving less in both primary and secondary school.

The overall aim of the attendance policy is to:

  • Keep children safe and ensure their welfare needs are met in accordance with safeguarding practice.
  • Provide a stable environment in which our children can learn.
  • Support parents to perform their legal duty by ensuring their children who are of compulsory school age and registered at the academy, attend school regularly.
  • Maximise educational opportunities for all our pupils, ensuring there is a consistent and fair approach with equal opportunities for all.
  • Encourage good habits of school attendance with a vision on early intervention by supporting families with children in the Early Years Foundation stage.

 

We do this by:

Applying a robust attendance process.

  • Notifying parents at the earliest opportunity where attendance is below expected national standards.
  • Ensuring pupils are punctual to their lessons and attend school on time.
  • Working with parents to reduce illness and medical absence
  • Working in collaboration with partner agencies, such as health visitors, school nurses, children’s services and youth services across all levels of the needs assessment.
  • Ensuring every pupil has access to full-time education to which they are entitled; which includes individual education plans.
  • Identifying vulnerable children who may have a specific area of need to enable them to attend school
  • Analysis of attendance data to highlight areas of concern, particularly amongst vulnerable groups, including the identification and tracking of persistent absence pupils
  • Working with the families of children in the early years’ foundation stage to ensure there is a readiness to learn.
  • Highlighting the importance of attendance with pupils through achievement and rewards.
  • The legal powers and duties that govern school attendance and explains how they apply to local authorities, academies, head teachers, school staff, governing bodies, pupils and parents, are contained in:
  • The Education Act 1996, sections 434(1)(3)(4) & (6) and 458(4) & (5)
  • The Education (Pupil Registration) (England) Regulations 2006
  • The Education (Pupil Registration) (England) (Amendment) Regulations 2010
  • The Education (Pupil Registration) (England) (Amendment) Regulations 2011
  • The Education (Pupil Registration) (England) (Amendment) Regulations 2013

Transition from Primary to St Peter’s Catholic College:

  • There are on-going visits by our local primary schools to St Peter’s where students participate in fun events and activities such as Friendship Evening and various sports events.
  • St Peter’s employees visit each primary school in the Autumn term of Y6 to provide information to assist students in making their choices for secondary education. There is an open evening in September for parents and students to find out more about the academy.
  • Parents/Carers of children already identified with SEND at primary school will have opportunities to share information about their child throughout the transition process. The SENDCO and key employees involved in the transition and induction process will visit the primary school and meet with students, teaching staff and parents to share information.
  • If a student has a Statement of Special Needs or Education Health Care Plan (EHCP), the SENDCO at St Peter’s may be invited to attend the Annual review in Y6.
  • Vulnerable students are offered additional structured visits to school prior to induction days and parents/carers are encouraged to accompany their child on these visits.
  • Some students may have a transition plan which is supported by the primary school, the Specialist Teaching Service or the Multicultural Service.
  • St Peter’s runs a Summer School which students joining us in Y7 are welcome to attend, details are available throughout the transition process.

Transition from Primary or from another secondary school to St Peter’s Catholic Voluntary Academy:

  • Parents/Carers have the opportunity to discuss concerns, share information and be involved in the planning for the needs of their child at the open evenings when the SEN team and pastoral staff are always available, or by arrangement for students joining the academy mid-term.
  • The Learning & Support team allocate new students to Houses and tutor groups. Siblings will be in the same House wherever possible. The Learning and Support team take into account individual needs when allocating groups.
  • Transition from St Peter’s Catholic College to College or Training Provider:
  • We have close links with all of the college providers in the area.
  • The St Peter’s Careers and Guidance (Entitlement) officer works with all students in KS4 to put a plan in place for moving on to college or training.
  • All KS4 Students meet with a Careers Adviser who, along with the Careers and Guidance (Entitlement) officer and SENDCO ensures that students needs are matched up with appropriate colleges and providers and that applications and are completed and relevant information is shared.
  • All students in Y10 have work experience.
  • For students with a Statement of Special Needs or EHCP, a Careers Advisor will attend all annual reviews from Y9 to ensure a transition plan is in place and appropriate placements are explored for post 16 provisions.
  • College and training representatives regularly attend academy open evenings and events to talk to parents/carers and students.
  • Students from Y8 will have opportunities to attend various open days and taster events run by colleges and training providers, many visits take place toward the end of Y10.
  • Once a decision has been made, it is possible to develop an individual transition plan for vulnerable students with additional accompanied visits as needs arise.

Transition from St Peter’s Catholic Voluntary Academy to another secondary or Special School:

  • If a student is leaving us to move on to a different secondary or special school, we will liaise closely with parents/carers and the future school to ensure a smooth transition for the student.
  • An individual transition plan will be put in place.

Keeping Children Safe in Education

In December 2017, the Department for Education published its proposed revisions for the new edition of the statutory guidance, Keeping Children Safe in Education which will come into force in September 2018.

Key proposals include:

  • ensuring that schools  have more than one emergency contact number for pupils
  • ensuring that safeguarding and welfare concerns are taken into account when restraint is used on children with SEND
  • clarifying that when ‘homestays’ are arranged by schools in the UK, that parents (and others over 18) hosting children are subject to an enhanced DBS and a barred list check (and that the DBS will process these without charge).
  • schools should have their own child protection policy that reflects local circumstances
  • ending the need for each school in a MAT to maintain separate Single Central Records for each school
  • ensuring that the role of deputy DSL is included in their job description
  • ensuring that in sole proprietor owned schools, the DSL can perform their duties with ‘sufficient independence’ from the proprietor and their family by, for example, writing into the job description that they may need to call the LADO for advice; and that such schools should consider engaging external safeguarding consultants to support them; and
  • adding in new information about county lines, honour-based violence, and sexual violence and sexual harassment between children

The Keeping Children Safe consultation asks for opinions on further clarity about the contents of the SCR, references and on carrying out overseas checks. The consultation also asks for comments about the length of the document.

There is one issue that I noticed and hopefully there will be clarification of the reason. The statement that ‘anyone can make a referral’ has been left out of the new document. I hope that this has been an oversight, as I think that is an important point to make.

Download the consultation document here: Keeping Children Safe (Proposed Revisions) 2018

The consultation ends on 22nd February 2018, and you can make your comments here: https://consult.education.gov.uk/safeguarding-in-schools-team/keeping-children-safe-in-education/consultation/intro/

 

 

SEND Local Offer

Our SEND Local Offer is available from the Peoples Information Network in Redcar & Cleveland Here