Our SEN policy and information report aims to:
· Set out how our school will support and make provision for pupils with special educational needs (SEN)
· Explain the roles and responsibilities of everyone involved in providing for pupils with SEN
· For all students to receive an appropriate education one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:
· achieve their best
· become confident individuals living fulfilling lives, and
· make a successful transition into adulthood, whether into employment, further or higher education or training
· The quality of teaching for students with SEN, and the progress made by students, is a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
· Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
· The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report
A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
· A significantly greater difficulty in learning than the majority of others of the same age, or
· A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
4.1 The SENCO
The SENCO is Rabbi Dovid Benarroch
· Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
· Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
· Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
· Advise on the graduated approach to providing SEN support
· Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
· Be the point of contact for external agencies, especially the local authority and its support services
· Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
· Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
· Ensure the school keeps the records of all pupils with SEN up to date
4.2 The SEN governor
The SEN governor will:
· Help to raise awareness of SEN issues at governing board meetings
· Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
· Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school
4.3 The headteacher
The headteacher will:
· Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
· Have overall responsibility for the provision and progress of learners with SEN and/or a disability
4.4 Class teachers
Each class teacher is responsible for:
· The progress and development of every pupil in their class
· Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
· Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
· Ensuring they follow this SEN policy
5.1 The kinds of SEN that are provided for
Our school currently provides additional and/or different provision for a range of needs, including:
· Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
· Cognition and learning, for example, dyslexia, dyspraxia,
· Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
· Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
· Moderate/severe/profound and multiple learning difficulties
5.2 Identifying pupils with SEN and assessing their needs
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
· Is significantly slower than that of their peers starting from the same baseline
· Fails to match or better the child’s previous rate of progress
· Fails to close the attainment gap between the child and their peers
· Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
5.3 Consulting and involving pupils and parents
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
· Everyone develops a good understanding of the pupil’s areas of strength and difficulty
· We take into account the parents’ concerns
· Everyone understands the agreed outcomes sought for the child
· Everyone is clear on what the next steps are
Notes of these early discussions will be added to the pupil’s record and given to their parents.
We will formally notify parents when it is decided that a pupil will receive SEN support.
5.4 Assessing and reviewing pupils' progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
· The teacher’s assessment and experience of the pupil
· Their previous progress and attainment and behaviour
· Other teachers’ assessments, where relevant
· The individual’s development in comparison to their peers and national data
· The views and experience of parents
· The pupil’s own views
· Advice from external support services, if relevant
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
5.5 Supporting pupils moving between phases and preparing for adulthood
We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
5.6 Our approach to teaching pupils with SEN
Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
We will also provide the following interventions:
· One-to-one support
· Small group work
· Access to Teaching Assistants
· Referral to the Specialist Teacher within the SEN Centre
· Counselling if required
5.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
· Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
· Adapting our resources and staffing
· Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
· Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
5.8 Additional support for learning
We have 10 teaching assistants who are trained to deliver the above interventions.
Teaching assistants will support pupils on a 1:1 basis when the pupil is not able to access the curriculum on an ongoing basis.
Teaching assistants will also support pupils in small groups when necessary.
5.9 Expertise and training of staff
Our staff and teaching assistants receive regular training in SEN. During 2018/9 all staff attended the six sessions delivered by the JSENSE charity. These included topics such as Learning Difficulties, Managing ADHD.
Our SENCO has over ten years’ experience in this role and is a qualified specialist teacher in Specific Learning Difficulties.
He is allocated half a day to manage SEN provision.
We have a team of ten teaching assistants that are well trained.
We use specialist staff for those with learning difficulties.
5.10 Securing equipment and facilities
Mesivta is a safe environment with full time security. No people can leave or come into the premises without authorization from the office.
5.11 Evaluating the effectiveness of SEN provision
Explain your school’s approach here. You should describe how your school evaluates the effectiveness of the provision for pupils with SEN, equipment and facilities to support pupils. These are suggestions only.
We evaluate the effectiveness of provision for pupils with SEN by:
· Reviewing pupils’ individual progress towards their goals each term
· Reviewing the impact of interventions after 12 weeks
· Monitoring by the SENCO by the SEN Governor
· Using provision maps to measure progress
· Holding annual reviews for pupils with EHC plans
5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trips
All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.
All classrooms have access for disabled pupils.
5.13 Support for improving emotional and social development
We provide support for pupils to improve their emotional and social development in the following ways:
· Pupils with SEN are encouraged to be part of the school council
· We offer counselling sessions for pupils that encounter emotional difficulties.
We have a zero tolerance approach to bullying.
5.14 Working with other agencies
Where necessary the school will involve outside agencies, including health and social care bodies, local authority support services and voluntary sector organisations. This also includes Pathways counselling service. We will also work with local community leaders.
5.15 Complaints about SEN provision
Complaints about SEN provision in our school should be made to Rabbi Sulzbacher in the first instance. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
· Provision of education and associated services
· Making reasonable adjustments, including the provision of auxiliary aids and services
5.16 Contact details of support services for parents of pupils with SEN
Parents requiring further support can be in touch with Bury Parent Partnership
Morley Street Bury BL9 9JQ Tel: 0161 763 5001
5.17 Contact details for raising concerns
5.18 The local authority local offer
Our local authority’s local offer is published on their website www.bury.gov.uk
This policy and information report will be reviewed by Rabbi Dovid Benarroch every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing board.
This policy links to our policies on:
· Accessibility plan
· Equality information and objectives
· Supporting pupils with medical conditions
WORK EXPERIENCE POLICY
Work experience is one of the most important activities linking employers and educational establishments. Work experience has also formed an integral part of 16-19 study programmes from September 2013.
Exposure to the world of work is a significant step in preparing young people for adult and working life. Schools and colleges will be expected to offer their students high quality and meaningful engagement with employers to give the student a valuable experience of the work environment and develop their employability skills. Taking part in work experience schemes is one route to achieving this aim.
Definition (DfE 16-19 study programmes)
a. The DfE defines work experience as ‘a placement on employers’ premises in which a learner carries out a particular task or duty, or range of tasks or duties, more or less as would an employee, but with the emphasis on the learning aspects of the experience.’
b. Definitions of young people and children by age:
i. A young person is anyone under 18 and
ii. A child is anyone who has not yet reached the official minimum school leaving age (MSLA). Pupils will reach the MSLA in the school year in which they turn 16.
c. The DfE definition of meaningful work experience is:
i. Purposeful, substantial, offers challenge and is relevant to the young persons’ study programme and/or career aspirations.
It is managed well under the direction of a supervisor in order to ensure that the student obtains a genuine learning experience suited to their needs.
ii. It ensures that time is well spent: the employer has prepared a structured plan for the duration of the work placement that provides tangible outcomes for the student and employer.
iii. It provides up-front clarity about the roles, responsibilities and the expectations of the student and employer.
iv. It is reviewed at the end: the employer provides some form of reference or feedback based on the young person’s performance during their time on the work placement.
Work experience that is well-planned and well-organised has an important role in developing students’ employability skills, personal and social skills and helps them learn about the world of work. The key message is for placements to be “meaningful”
The Governing Body
The role of the governing body is to ensure the work experience policy is up to date and monitoring that work experience is delivered effectively. They will ensure that:
i) The Work Experience Policy is correct and details the school’s arrangements meet all requirements.
ii) There are resources and time allocated to Work Experience.
iii) When purchasing a work experience service from a ‘Placement Organiser’, all· aspects of this policy are met, that there is evidence of this in the provision and that monitoring arrangements are in place.
The Education Establishment
i. Must take reasonable steps to satisfy yourself that employers are managing significant risks to ensure the suitability of all placements. This can be organised directly by the education establishment.
ii. Should understand that repeated checks are not necessary for a new student where an employer is known has a good track record and the student’s needs are no different to those on past placements. In terms of the checks these need to be in proportion to the environment. I.e. a low-risk environment, such as an office, with everyday risks that will mostly be familiar to the student does not need as extensive checks as a high risk placement i.e. construction.
iii. Must discuss with the employer what work the student will be doing or observing, the risks involved and how these are managed
iv. Must ensure employers know in advance about students who might be at greater risk, for example due to health conditions or learning difficulties, so they can take these properly into account. Consent must be obtained from parents/carers to provide medical, personal or other sensitive information.
v. Must inform students of the significant findings of the risk assessment and the controls put in place for their safety. If under minimum school leaving age, parents/carers must be informed and give their consent in writing.
vi. Must ensure that the same health and safety regulations apply to students who find their own placements or are placed within their own family business
vii. Must properly brief students before taking part in work experience. This should include their responsibilities for health and safety. Students should have a named person to contact if they have any health and safety or safeguarding issues during the placement.
viii. Must ensure that Students are effectively supported during the placement and debriefed afterwards.
The Education Establishment must be satisfied that the employer has:
i. Systems in place to ensure the health, safety and welfare, so far as is reasonably practicable, of the student while under their control.
ii. Developed arrangements for managing risks. This will need to include induction, supervision, site familiarisation, and any protective equipment that might be needed
iii. Has the competence to manage health and safety in relation to the placement
iv. Arranged supervision of work experience by competent staff
v. Understood the specific factors relevant to employing young people i.e. Restrictions on work for young people, Prohibited work for young people, Working time requirements specific to young people
vi. Has understood his or her primary responsibility for the health and safety of the student and should be managing any significant risks
Where work experience students are on an educational establishment roll, accidents must be reported by the employer to the establishment and recorded in an incident form. The first priority is the well being of the young person and communicating with parents and carers who should be notified immediately if treatment is required beyond a minor injury.
Schools must report all incidents involving students on work placement activities to their employer (Governing body or the LA) at the earliest possible opportunity.
Employer (placement provider)
i. Learners on work experience placements with an employer are regarded in health and safety law as their employees
ii. The employer has primary responsibility for the health and safety of the student and is to manage any significant risks
iii. Existing risk management arrangements may well be OK, but review where necessary and Employers with fewer than 5 employees do not a need a written risk assessment
iv. The employer controls in proportion to level of risk in working environment, and discuss with organiser in advance
v. The employer should have arrangements for explaining risks to student and parents, and for recording assessment in writing where necessary
vi. If the existing assessment does not provide for a young person, the employer should consider any specific arrangements required for the student, and keep a record of these.
vii. If there was an accident, an employer would need to show evidence of reasonable measures taken to control the risks, eg that the student had been advised of potential risks and control measures, or that appropriate levels of supervision and training had been provided where necessary.
Employers’ liability compulsory insurance
The insurance industry has committed to treat work experience students as employees. Therefore they will be covered by existing employers’ liability compulsory insurance policies.
DBS checks (formally CRB)
The Home Office has made changes to the Rehabilitation of Offenders Act 1974 (Exceptions) (Amendment) (England and Wales) Order 2012. This means that employers are no longer able to carry out DBS checks on staff supervising young people aged 16 to 17 on work experience
Further information and advice
The new Health and Safety Executive guidance is available at:
MANCHESTER MESIVTA SCHOOL
Y10 GCSE results 2016
Levels Exceeded \ Progress refers to progress made since completing Primary School.
These figures show results for pupils completing GCSE's at the end of Year 10. They may vary from other data sources as the majority of pupils at our school complete their GCSE's at the end of Year 10 (one year earlier than the national average). As most pupils continue on with A Levels while still technically in KS4 (during Year 11), their AS Level results can affect the GCSE figures since the equivalent UMS points achievable are higher than GCSE.
Manchester Mesivta School
Secondary (key stage 4) performance in 2016 from the DfE
These figures tell you about performance of pupils at this school at (school Years 10 and 11), which are the last two years of the secondary phase of education. These figures were published in January 2017 and relate to pupils who completed key stage 4 in the summer of 2016.
This score shows how much progress pupils at this school made between the end of key stage 2 and the end of key stage 4, compared to pupils across England who got similar results at the end of key stage 2. This is based on results in up to 8 qualifications, which include English, maths, 3 English Baccalaureate qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications.
For further information see DfE School Performance data.
Biology Teacher Vacancy
Letters of application (no forms) together with CV and names, addresses and telephone numbers of two referees to:
The Principal, Manchester Mesivta, Charlton Avenue, Prestwich, M25 0PH
History & English Teacher
Letters of application (no forms) together with CV and names, addresses and telephone numbers of two referees to:
The Principal, Manchester Mesivta, Charlton Avenue, Prestwich, M25 0PH