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Uxbridge High School

The rationale of the Student Support Department is to identify special educational needs, implement strategies and tailored programmes to increase learning outcomes.  We also support students one to one or in small groups, depending on their needs.  We liaise with teaching staff on effective strategies to support the needs of SEN students and communicate with parents and outside agencies to enhance high quality provision.

SENCO – Amanda Erasmus (aerasmus@uhs.org.uk / 01895 234060)

SEN Report

sen facilities

The Flexible Learning Centre (FLC) promotes learning and high achievement, both in relation to delivery of the curriculum and to the personal development and well-being of all students working within the FLC.

The FLC will be open each day from 8am – 4.45pm for students to access extra support and help. It is staffed by a SENCO, FLC Co-ordinator, 2 Higher Level Teaching Associates (HLTAs), a Learning Mentor and 8 Teaching Associates (TAs).

SEN SUPPORT

Support for students that have difficulties with learning and literacy (Cognition and Learning)

This can include:

  • Reading and spelling
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Specific Learning Difficulties, Dyslexia, ADHD
  • Difficulties with accessing the curriculum

Uxbridge High School can offer all students in school:

  • High quality teaching by all staff in all subjects, with appropriate differentiation to support learning
  • Dedicated and caring staff who value all students regardless of ability
  • TA support in each curriculum area (including a HLTA in both maths and English)
  • Visual aids to support key vocabulary
  • Access to homework support in the afternoons
  • Accelerated Reader Programme for all students
  • Access to assessment to identify specific needs
  • Work related learning support to ease transition between phases
  • Anti-bullying programme

Uxbridge High School can offer targeted groups or individual students:

  • Year 7 and 8 targeted literacy intervention
  • Small group support in the Flexible Learning Centre (FLC) and curriculum areas supported by the HLTAs who support English and maths
  • Rapid Reading Plus Programme
  • A phonics programme for some year 7 and 8 students
  • Nurture group with personalised learning
  • Targeted vulnerable students to attend before school, break time and lunchtime support clubs with TAs
  • 1-1 sessions after school with a TA or HLTA
  • One Page Profiles
  • Ongoing monitoring of students and regular feedback to parents and students, including the annual review of their Statement/EHCP
  • Exam access arrangements
  • External agency advice and support when needed

 

Support for students who have sensory and/or physical needs

This can include:

  • Vision
  • Hearing
  • Fine/Gross motor co-ordination
  • Self-organisation
  • Conditions such as Dyspraxia, Cerebral Palsy, physical injury

Uxbridge High School can offer all students in school:

  • High quality teaching by all staff in all subjects, with appropriate differentiation to support learning
  • Dedicated and caring staff who value all students regardless of ability
  • TA support in each curriculum area (including a HLTA in both maths and English)
  • Visual aids to support key vocabulary
  • Access to homework support in the afternoons
  • Accelerated Reader Programme for all students
  • Access to assessment to identify specific needs
  • Work related learning support to ease transition between phases
  • Anti-bullying programme

Uxbridge High School can offer targeted groups or individual students:

  • Handwriting / fine motor skills training / touch typing
  • Sessions with our school nurse
  • Access to technology (Alphasmart/laptop)
  • Access to TA support
  • One Page Profiles
  • Exam access arrangements
  • 1-1 sessions in the FLC with a TA/HLTA
  • Ongoing monitoring of students and regular feedback to parents and students, including the annual review of their Statement/EHCP

 

Support for students who have difficulties with speech, language and social communication (Communication and Interaction)

This can include:

  • Using language
  • Understanding language
  • Expressing themselves
  • Understanding how to communicate socially with others
  • Conditions included: ASD, Asperger Syndrome, speech disorders

Uxbridge High School can offer all students in school:

  • High quality teaching by all staff in all subjects, with appropriate differentiation to support learning
  • Dedicated and caring staff who value all students regardless of ability
  • TA support in each curriculum area (including a HLTA in both maths and English)
  • Visual aids to support key vocabulary
  • Access to homework support in the afternoons
  • Accelerated Reader Programme for all students
  • Access to assessment to identify specific needs
  • Work related learning support to ease transition between phases
  • Anti-bullying programme

Uxbridge High School can offer targeted groups or individual students:

  • Assessment and identification of language need and feedback to parents and staff
  • Small group or 1-1 sessions in the FLC by specialist teacher/TA/HLTA
  • 1-1 sessions with a speech and language therapist
  • Targeted vulnerable students to before school, break time and lunchtime support club
  • Ongoing monitoring of students and regular feedback to parents and students, including the Annual Review of their statement/EHCP
  • Exam access arrangements
  • Nurture group with personalised learning
  • Access to TA support

 

Support for students who have difficulties with social, mental and emotional health

This can include:

  • Anxiety
  • Attitudes to attainment
  • Bereavement
  • Self-esteem
  • Maintaining and forming relationships
  • Life outside school
  • Attendance
  • Social skills

Uxbridge High School can offer all students in school:

  • High quality teaching by all staff in all subjects, with appropriate differentiation to support learning
  • Dedicated and caring staff who value all students regardless of ability
  • TA support in each curriculum area (including a HLTA in both maths and English)
  • Visual aids to support key vocabulary
  • Access to homework support in the afternoons
  • Accelerated Reader Programme for all students
  • Access to assessment to identify specific needs
  • Work related learning support to ease transition between phases
  • Anti-bullying programme
  • Whole school VIVO award system
  • Whole school behaviour policy
  • Summer school for Year 6 to Year 7 transition
  • Whole school mentoring
Uxbridge High School can offer targeted groups or individual students:
  • Access to the mentoring team
  • 1-1 or group Social Skills sessions
  • Outside agencies support (Educational Psychologist, Behaviour Support Team)
  • Alternative provision
  • Flexible timetables
  • 1-1 mentoring
  • Child Looked After support
  • Support from the FLC for students at risk of exclusion
  • Counselling
  • Time in the FLC for social skills. Interventions are run between 6 -12 weeks. A Boxall profile is completed on entry to the FLC and another after 6 weeks to monitor impact.

TRANSITION FROM PRIMARY SCHOOL TO SECONDARY SCHOOL

When a child transfers to Uxbridge High School (UHS) from their primary school, transition visits by staff from UHS are made during the Summer Term to meet with the new students. If there are any concerns about a student who has SEND, the SENCO from UHS will contact the primary school SENCO.

Uxbridge High School also has an Induction Day for students transferring and an Induction Parents’ Evening, where parents can meet the SENCO and other staff to raise any concerns they might have.

On entry to school all students are screened by using cognitive ability testing.

Years 7, 8 and 9 complete the New Group Reading Test (NGRT) in September of each academic year.

What should parents do if they have a concern about their child

If a parent has any concerns about their child, they can contact the school at any time to speak to the SENCO. The SENCo can be contacted through a family member or professional if English is not the parent's first language. A meeting will be arranged to discuss concerns and appropriate action will be taken. The action can include an assessment, monitoring or involvement of an outside agency.

How will parents know if we are supporting their child

The school will always send letters to parents to let them know if we are proposing to offer a child additional support, that is different to what all mainstream students already receive.

Parents’ Evenings are an opportunity to discuss a child’s progress with their parent and to find out about support options. Parents are always welcome to contact the school if they have any concerns or require more information.

For those students with EHC Plans or Statements, support will be in place to meet their needs. Parents will also receive termly updates on extra intervention their child receives.

How the curriculum will be adapted

All staff have been trained to deliver high quality teaching. Lesson plans are adapted to meet the needs of all students in the class.  Maths and English curriculum areas each have a full time HLTA. They ensure that all students have access to the curriculum through appropriate support and intervention. Teaching associates are present in all curriculum areas and some classes to support high quality teaching. Teachers have access to One Page Pupil Profiles for students who have specific needs, to work collaboratively with specialist staff to make appropriate adaptations to the curriculum for those students.

specialist services available at uxbridge high school

In the FLC team, some staff have received additional training in the following areas of specialism: mentoring, counselling, speech and language, pastoral support, bereavement and anti-bullying.  We also work alongside:

  • Behaviour Support Team
  • Educational Psychologist
  • Speech and Language Therapy
  • Language and Communication Teacher
  • School Counselling
  • Occupational Therapy
  • Visual Impairment Team
  • Hearing Impairment Team

support for students' well-being

It is important for the school that students feel safe, valued, confident, cared for and supported.

We have a whole school mentoring system, where each student in school has an adult who meets with them half termly and who they can go and speak to at any time.

The more vulnerable students have access to learning mentors and extra support from the FLC in the mornings before school, break times, lunch times and after school.