/ Responses to the 14 Questions
Questions / School Response / School self-evaluation
RAG rating
1 / How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs? /
  • North East Surrey Short Stay School is a pupil referral unit (PRU) catering for 11-16 year olds who are permanently excluded, or are in danger of permanent exclusion, or who have been offered an alternative learning programme by their mainstream schools.
  • The PRU will receive information about your child’s needs from their previous school and we will undertake our own assessments of your learning child’s needs to ensure they receive the right interventions to enable them to make progress
  • The progress of your child is monitored regularly by class/subject teachers and the Head of Centre/PRU so that when a pupil is not making expected progress in a particular area they can identify the need for additional support. This will then be discussed with you and,when appropriate, your child
  • If your child seems to have an emerging or additional need it may be that there will be additional assessments carried out in the Centre/PRU or from an Educational Psychologist or visiting specialist teacher
  • If you have concerns about the progress or attainment of your child you should in the first instance speak to the class teacher to discuss your concerns
  • We liaise with the educational psychologist and family support worker to identify barriers to learning
  • In general, the centre does not work with young people who have a statement of special needs or Education, Health and Care Plan (EHCP). However, some exceptions are made at the head teacher’s discretion.
  • If, following assessment at NE Surrey SSS, a statement or EHCP is considered appropriate, application will be made.
/ Amber
2 / How will early years setting / school / college staff support my child/young person? /
  • Every child has a class teacher/tutor who co-ordinates the personallearning plan and oversees the implementation of the plan or statement. The class teacher will set targets for your child in discussion with the staff and the child .These will be outlined in a Personal Learning Plan and shared with all the staff who are working with your child and with you as the parent/carer as well as with the child. Personal Learning Plans are reviewed regularly to assess the effectiveness and impact of the planned provision
  • The PRU is set up to provide a short stay (between one and three terms on average at KS3 or up to two years at KS4) for your child to provide intensive academic and emotional/social support for their learning so that they can move on to an appropriate school, college, training or employment
  • The PRU may provide targeted support eg literacy or counselling if a need is identified.
  • The class teacher has regular contact with your child throughout the day. The class teacher will act as the first point of contact for you through direct meetings, e-mails and telephone contact .
  • The chair of the Management Committee has a responsibility to ensure that all procedures and school systems and policies are in place and working effectively. There is amember of the Management Committee with responsibility for pupils with SEN in the school. Parents have representation on the Management Committee.
  • Visiting professionals such as educational psychologists,mentors. school nurse and subject consultants support and advise the school and the pupils
  • Pupils who are not permanently excluded from their previous school may spend some time each week with their mainstream school. Similarly, those who are about to be reintegrated to mainstream may spend some time at the new school before their start date.
  • KS4 pupils may spend up to three days per week attending vocational courses at college, doing work experience, or a combination of both.
  • The PRU offers a core curriculum of English, Maths, Science and ICT as well as Personal & Social Education. Art, PE DT and Work Related Learning are also taught. At KS3 there is an alternative Learning Programme that runs once a week incorporating social skills and cross-curriculum learning. Some of your child’s learning may be supported through our Virtual Learning Platform, an on-line set of lessons which can be accessed by PC at the Centre and at home. This will help support any home learning
  • The level of support will depend on your child’s needs and may take the form of individual tutorials, small group work in the Centre and in class modifications by the teacher or TA
  • The Special Needs Coordinator (SENCO) identifies needs which are shared with the head teacher and management committee.
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3 / How will the curriculum be matched to my child’s/young person’s needs? /
  • Your child will have access to a broad and balanced curriculum which is adapted to meet their needs and their teaching and learning will be differentiated to enable them to make progress. This may mean that in a lesson there will be different levels of work set for the class, sometimes at an individual level
  • The PRU offers a core curriculum of English, Maths, Science and ICT as well as Personal & Social Education. Foundation subjects including art, PE, Travel and Tourism and Work Related Learning are also taught . KS3 follow a cross-curriculum timetable in the form of an alternative learning programme one day per week. Some of your child’s learning may be supported through our Virtual Learning Platform, an on-line set of lessons which can be accessed by PC at the Centre and at home. This will help support any home learning
  • The level of support will depend on your child’s needs and may take the form of individual tutorials, small group work in the Centre and in class modifications by the teacher or TA
  • ‘Assessing Pupils’ Progress’ (APP)and ‘Assessment for Learning’ (AF)L are used in every lesson so that a differentiated and personalised curriculum can be delivered.
  • Lessons have clear objectives and outcomes
  • In KS4 pupils follow an accreditation pathway which is appropriate for their ability. They will follow GCSE and other national recognised qualifications, such as BTech and Functional Skills which are based around independent living, life skills or personal health and social care.
  • During the academic year we receive visits from (theatre, sports, horticultural) groups who provide other opportunities for our pupils to widen their knowledge and skills
  • There are opportunities for your child to attend Work Experience and other off site settings to develop their skills eg Hair & Beauty, Motor Mechanics
/ Amber
4 / How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning? /
  • We offeran open door policy and if at any point you wish to discuss your child’s progress, an appointment can be made to meet with the class teacher or the Head of Centre. Staff in the Centre/PRU can offer advice and practical ways that you can help your child at home
  • All pupils have a Personal Learning Plan (PLP) which will have individual / group targets. Your child’s progress is measured on a termly basis using a range of assessments tools including GOAL (learning progress tests in literacy, numeracy, ICT and science) , PASS (Pupil attitude to self and school), Access Reading, Vernon Spelling and WRAT 4 (Wide Range Achievement Tests in reading and spelling)to assist staff in accurately assessing attainment and progress. Your child will be set targets annually, which are reviewed on a term by term basis.
  • The school is committed to high achievement and self-evaluation and ensures that pupils demonstrategood progress.
  • Reports are sent home weekly
  • Regular phone calls are made to parents both for concerns and praise
  • Review meetings are held.
  • Parenting sessions are offered.
  • There are strong links with Education Welfare and other agencies.
/ Amber
5 / What support will there be for my child’s/young person’s overall well-being? /
  • We are committed to multi-agency working to ensure that the needs of the whole child are met.
  • Pupils are grouped primarily by age but adjustments are made for ability or social needs as necessary. Even in small groups students may be following independent or differentiated schemes of work.
  • Professionals from other agencies including speech & language therapy, health and Child and Adolescent Mental Health(CAMHS) visit the Centre/PRU on a regular basis. As well as supporting individual pupils. These professionals advise staff around strategies and offer training.
Pupil voice is encouraged in all areas of the Centre/PRU through
  • regular meetings of the student council. Pupils, where appropriate, contribute to the review of their Personal Learning Programmes and the annual review of their SEN statement/ EHC plan through a person centred review process. Pupils know their targets and can describe their next steps of learning to achieve those targets.
  • Staff know individual pupils very well and any pupil requiring additional support will be offered it from a staff member with whom they have a good relationship
  • All pupils have someone to turn to, usually their form tutor.
  • We have links with the school nurse, CAMHS worker, Catch 22 (drugs awareness workers) and a counsellor
/ Amber
6 / What specialist services and expertise are available at or accessed by the setting / school / college? /
  • Both teachers and support staff have undertaken a programme of training which keeps them up to date with all of the specialist skills necessary for working with children with special educational needs/additional needs.
  • Teachers of core subjects are fully qualified graduates who regularly update their subject and behaviour management knowledge through further training
  • Higher Level Teaching Assistants (HLTA) are professionally qualified to supervise lessons and regularly update their subject and behaviour management knowledge through further training
In the school we have dedicated time from the following staff:
Speech & Language Therapist
Educational Psychologist
Outdoor Education Specialists
School nurse
Education Welfare
Language and Literacy Service
Family support
Student support
Mentors
Counsellor
In addition we liaise closely with other agencies who work collaboratively with school staff in meeting the wider range of pupils’ needs:
Social workers
CAMHS nurses
Catch 22 / Amber
7 / What training are the staff supporting children and young people with SEND had or are having? /
  • All our staff receive regular training to support them to fulfil their roles. Teaching staff and teaching assistants have accessed targeted programmes of Continuing Professional Development to develop their skills which typically includes a range of specialist training, such as behaviour management, literacy and numeracy support, dealing with Attention Deficit Hyperactivity Disorder(ADHD), Attention Deficit Disorder (ADD), Autistic Spectrum Disorder(ASD), Oppositional Defiant Disorder (ODD) and conduct disorder in the classroom as well as subject specific training.
  • All staff receive regular updates in their behaviour management skills from the educational psychologist and other specialists.
  • The SENCO attends regular network meetings and continuing professional development.
/ Amber
8 / How will my child/young person be included in activities outside the classroom including school trips? /
  • Our off-site visits are designed to enhance curricular and recreational opportunities for all our pupils and provide a wider range of experiences for our pupils than could be provided on the school site alone as well as promoting the independence of our children as learners. Visits are made to places such as Hampton Court, Box Hill, High Ashurst and Mercedes World.
  • All visits and activities are risk assessed to ensure they are appropriate for individual pupils
  • All students are included unless there is a health and safety issue.
  • All students participate in inter-house activities.
/ Amber
9 / How accessible is the setting / school / college environment? /
  • Neither site is totally accessible to wheelchair users
  • The Hersham site has a disabled toilet and has ground floor accessibility.
  • The Epsom Sycamore Centre has disabled access to only one building and disabled access to the classrooms is limited
  • No subject is inaccessible to students, though some students whose behaviour makes them a safety risk may be prevented from accessing practical subjects
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10 / How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life? /
  • We work closely with the local authority and local schoolsto ensure that children are offered provision that meets their needs. Parents are invited to visit the school once their child has been referred and are expected to bring the child to an interview prior to their start date.
  • The Head of PRU and team will liaise with a range of staff in schools and other services to plan appropriate support for your child during their time there as well as their transfer to the next setting
  • We work closely with our partner school(s) to offer a smooth transition to the pupil’s next school or college. Visits are arranged and a mentor will visit the pupil in their new stting
  • Transition planning is seen as vital from year 9 onwards. The pathways advisor meets with some designated young people while others receive careers advice from our own staff along with help in completing application forms and CVs and interview practice.
  • Many have the opportunity through year 11 to visit their chosen college
  • Some year 11 studentsattend college part time before being accepted on to fulltime courses post 16
  • Most pupils undertake a period of work experience in order to gain an understanding of the world of work and they access a curriculum that offers opportunities to develop independence and work skills.
  • Where pupils move on to another placement, their school records and examples of their work will be offered in order to make the transition as smooth as possible.
  • Our programme manager supervises transition to work or college
/ Amber
11 / How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs? /
  • A significant amount of school resources is dedicated to providing the personalised learning and appropriate levels of staffing. Some of our pupils are entitled to receive the pupil premium and these monies are targeted to improve reading, provide access to specific resources, such as specialist equipment, to provide access to alternative curriculum opportunities and to extend awareness through the alternative curriculum.
/ Amber
12 / How is the decision made about what type and how much support my child/young person will receive? /
  • If a pupil has Statement of SEN/ EHC plan, it identifies a banding level which reflects the pupils’ current needs. This is agreed through discussion between the school and the Local Authority
  • We plan provision to achieve the outcomes set for each individual pupil and these are reviewed each term.
  • In the school at the end of each session the teacher and pupil review the progress they have made against the lesson objectives and their individual targets.
  • We assess which lessons pupils will receive support in so that we can best plan our use of resources to meet their needs
  • A baseline assessment is made on arrival. From that point they are monitored and additional support is provided if necessary. Small classes make identification of needs easier.
/ Amber
13 / How are parents involved in the setting/school/college?
How can I be involved? /
  • We believe that a pupil’s education is a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate with you regularly
  • Parents are invited to all review meetings and there is a Parent Association as well as parent representation on the Governing Body/Management Committee
  • We try to involve parents at every stage through:
Weekly reports
Phone calls
e-mails
letters
meetings
holding meetings off-site at places convenient to parents/carers
invitations to functions
open door policy
family support. / Amber
14 / Who can I contact for further information? / The Head of Centre, Mrs M. Blackman.
Email