Those children requiring special educational needs at Moreton School are given provision through the schools Inclusion Faculty. Mrs T Harding (Lead Practitioner of Inclusion) is responsible for all students who have a requirement to receive S.E.N.D support. If you require advice or guidance concerning your child’s education with respect to S.E.N.D then please ring the school on the contact number at the bottom of the page to book an appointment with Mrs Harding.
Welcome to Moreton School.
We are committed to supporting all the young people in our school. Although we expect all our teachers to deliver inclusive, quality teaching we also have a dedicated Inclusion team to support pupils that need additional and differentiated help, both within and outside of the classroom.
We meet these needs by working together as a school, with parents/carers and with supporting agencies.
At Moreton School we offer high quality learning experiences for all young people. All pupils have equal access to the buildings, curriculum and life of the school.
We believe it is important to motivate and challenge all our pupils. It is our responsibility to enable pupils to achieve their full potential in all aspects of their school life and we work very closely with parents/carers to ensure the success of our pupils.
The support we provide at Moreton is in line with Wolverhampton’s Local Offer for SEND, which can be viewed online at http://www.wolverhampton.gov.uk/send.
Moreton SEND team
Our Special Educational Needs and Disabilities (SEND) team is led by Mrs T Harding – Lead Practitioner/ Acting Special Educational Needs and Disabilities Coordinator (SENDCo). She is supported by Mrs Green – Assistant SENDCo/ Counsellor.
Within our team we have several Learning Support Assistants (LSAs) that are usually classroom based and deliver one to one and small group work where necessary.
The LSA Team:
- Miss Dale
- Mrs Jackson
- Mrs Richards
- Miss Podesta
- Miss Finch
- Miss Day
- Mrs D Melbourne
We are also lucky to have other pastoral support staff that support pupils with additional needs:
- Mr Lewis (Alternate Provision Manager)
- Mr Smith (Learning mentor/Bereavement councillor)
- Mrs Terry (Learning mentor)
Moreton also has an Educational Psychologist, Mrs Dunn, who works within school one day per week. Our School Nurse and Welfare Officer, Mrs Humphries, is in attendance daily.
Moreton SEND provision
The Code of Practice (COP) 2015 says:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.
A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable.
The individual needs of pupils are taken into account and support is discussed between Heads of Departments /Heads of Year / Pastoral Support Staff/ Achievements and Standards Leaders (ASLs) and the SENDCo. Learning Support Assistants who provide the support liaise very closely with the SENDCo to ensure that pupils receive the best possible support to meet their individual needs.
Inevitably there will be occasions where ‘quality first teaching’ needs to be complimented by provision that is additional and different. These are called interventions and we will know that we need to put them in place from our regular collections of data or ‘Reviews of Progress’. These allow us to quickly see if there is an issue with a pupil’s progress. We will always contact you to discuss your child’s need before we make any additional provision. Your views and the views of your son/ daughter will be sought and recorded as part of this process.
When these provisions are put in place they are for a set period of time and pupils are monitored closely to check that this is the appropriate intervention for them. You will be kept involved throughout so that you understand the targets we’ve agreed and also so that you can support your son/ daughter at home.
These interventions could be on a one to one basis or in a small group and will take place in various venues around the school. Some may be during school hours but others may be before school so as to limit any disruption to learning. Some interventions we offer at Moreton school are
- Educational Psychologist
- 1-1 in class support
- Riley Therapy Dog
- Bereavement councillor
- Speech and Language/SULP intervention
- Reading/Comprehension intervention
- Numeracy catch up
- Sensory room
- Cool Kids sensory intervention program
- Social interventions
- Mentoring/Peer mentoring
- Toe by Toe
- Art therapy
- Lunchtime clubs
How we will know if your child has SEND
We have excellent links with our local primary schools and we meet regularly and attend reviews, usually during Year 6, where SEND information is shared.
Where a child has an Education, Health and Care Plan (EHCP) the liaison with the primary schools begins in Y5/6.
We attend SEND reviews, including detailed transition reviews. This enables us to plan for the arrival of our new Year 7 pupils, especially those with SEND. Usually the parents/carers are invited to these meetings where we can all be introduced.
We are always keen to share good practice with our colleagues in the Primary setting and feel that these close relationships allow us to do this and also to ensure a very smooth transition to the Secondary setting for pupils with SEND.
Following entry to Year 7, all pupils’ complete assessments to help us understand their needs and the results show us if further assessments are necessary.
For pupils who join us later in their academy life we always request information from their previous setting as well as doing our own assessments to evaluate their ability. We always meet with the parents/ carers to discuss any concerns that you may have. Where information is not forthcoming from a previous school we ask our core subject teachers to complete an assessment in their subject and liaise with the SENDCo regarding any concerns.
Pupils are assessed across 5 learning cycles. These assessments show pupil progress and allow us to identify pupils who may need additional catch up sessions or small adjustments which will accelerate their learning.
Our teaching staff are expected to make reasonable adjustments to their lessons and resources to ensure inclusion of all pupils. This may on occasion include interventions and small group work. Teachers liaise closely with the SENDCo they alert her to any concerns that they have throughout the year but parents and young people must contact us as soon as they themselves have any concerns.
Moreton staff expertise
Mrs Harding, the SENDCo, worked for many years as a teacher and supporting Special Educational Needs and SEMH needs of pupils. She is undertaking the National Award for SEND Coordination and many other courses relating to a wide range of additional needs.
We have staff within our Inclusion Team with the appropriate expertise and skills for working with pupils who have:
- Autism Spectrum Disorder (ASD)
- Specific Learning Difficulties
- Moderate Learning Difficulties
- Sensory Impairments – sensory processing disorders, visual and hearing difficulties
- Social, Emotional and Mental Health Difficulties (SEMH)
All teaching staff have a planned programme of Continuing Professional Development (CPD) around high occurring SEND and inclusive teaching strategies. However, on occasion, staff attend additional CPD sessions and outside providers deliver training in school.
Furthermore, as a school we monitor inclusive practices and progress and can chose from a menu of interventions and provision that is additional and different in order to ensure that all pupils achieve success.
How the school develops its overall teaching and adapts its curriculum
We expect all our pupils to make excellent progress. To make this happen, our teachers are made aware of the needs of all pupils through a register of their additional needs and, where relevant, a Pupil Profile or Personal Provision Plan (PPP).
These PPPs and Profiles are completed in discussions with pupils, parents and staff to inform teachers about specific needs and strategies that can help individuals within the classroom. These help the teachers plan for successful learning experiences for all pupils. Staff have their own individual one-page profile booklet for each child with SEN needs for their personal use in planning and teaching and learning. Therefore, pupils feel challenged and supported to make progress.
All lessons are planned with clear learning objectives and achievable outcomes, designed to meet individual learning needs.
Through our marking, assessment and feedback on their work, pupils are encouraged to understand how to improve and develop their own skills through our Assessment for Learning approaches. Additionally, we are able to give clear feedback and guidance for pupils to enable them to move to the next level.
We encourage pupils’ independent learning through group work, setting their own targets, sharing and marking each other’s work and discussing steps forward.
At all times, parents are encouraged to make contact with teachers, Heads of Department, Heads of Year, Achievement and Standards Leaders and the SENDCo, with any concerns they may have.
The school has excellent IT facilities; which teachers use to support learning. Additionally, we keep pupils’ access to the curriculum under review and provide specialist equipment as necessary.
How we know if your child is making progress towards targets
The New SEND Code of Practice, 2015, says:
In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment, and behaviour. It should also draw on other subject 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 and, if relevant, advice from external support services. Schools should take seriously any concerns raised by a parent. These should be recorded and compared to the setting’s own assessment and information on how the pupil is developing.
This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is
developed. For some types of SEN, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need.
If your child has a special educational need e.g. in literacy, numeracy or communication, we are likely to provide some additional and different sessions to provide further opportunities, as well as in lessons, to practice and develop the skills that they need to reach their targets.
These targets are used to:
- check that a child’s progress is similar to that of their peers
- show if there has been improvement from their last report
- ensure they are catching up with their peers and not getting further behind
These targets are reviewed termly and are discussed with pupils. New targets and ways to help achieve these are shared with all staff involved with the pupil’s learning.
Any concerns about a pupil’s progress can be raised at any time by the pupil, the parents or school staff.
How we know our provision is effective
Pupils at Moreton School are happy, safe and secure and we endeavour to ensure that they make good progress. They are well supported by experienced staff.
Effective monitoring and tracking of progress through assessment data allows us to ensure our provision is effective. Progress reports are analysed termly and opportunities to focus on learning are embedded into school life.
As part of this reviewing cycle, any interventions necessary because of personal circumstances, medical needs or short-term changes in a pupil’s situation may be discussed and agreed with parents/carers.
Parents/carers are invited to an annual Parent’s Evening with subject teachers. Additionally, pupils with a Pupil Profile or Personal Provision Plan (PPP), along with their parents, will be invited to discuss it with the SENDCo at least twice per year. Parents will have the opportunity to attend a drop in session 1 morning per week with the SENDCo and Educational Psychologist available to discuss any concerns. This is an opportunity to discuss progress, share concerns, agree aspirations, celebrate success and review targets and provision.
Following review meetings, the SENDCo will, if necessary, adjust intervention, support and teaching strategies to enable the pupil to achieve their new targets. If needed, more support and advice may be sought from inside or outside of academy.
How we ensure your child makes a successful transition to Moreton School
Year 6/7 Transition
During the summer term before your child moves to Moreton School, we use our links with local primary schools to ensure a smooth transition.
Our Senior Leadership Team liaise with the local feeder schools to ensure that all information will be shared with teachers, so that they are aware of each child’s needs. Staff from Moreton School visit all schools where pupils are transferring to the academy. If the pupil has an Education, Health and Care Plan (EHCP) or requires SEND support, then it is likely that the SENDCo will visit also.
Every pupil is invited to attend two transition days where they experience some lessons. They are given a tour of the building so they can familiarise themselves with their new academy. There are also opportunities to meet with existing pupils who will discuss with them what life at Moreton School is like.
Additional visits can be arranged for pupils who may be vulnerable or lack confidence; these can be arranged through the SENDCo or any agency involved with the child.
At any time during a child’s primary school life, parents may contact Moreton to arrange a tour and to meet with the SENDCo.
Transition from other provisions and Non Routine Admissions for SEND pupils
Pupils and their families are invited into academy to have a tour and to meet with the Heads of Year and the SENDCo to discuss the child’s needs and any provision necessary to meet those needs. Information will be requested from the child’s previous school.
All relevant information will be shared with academy staff and made available in a Pupil Profile. At all times staff at Moreton School work very hard to ensure that your child has a smooth transition when joining the school.
Additional Services and Expertise
Schools may involve specialists at any time to advise them on early identification of SEND and support. To access this support, the school obtains parents’ permission to involve these services; we then submit a referral request to the local Children and Family Support Team.
Services we have access to include those offered by Wolverhampton Council:
- Support with Physical and Medical Needs through the Outreach Service
- Support with Sensory Needs: Hearing and Visual Impairment through the Sensory Inclusion Service
- Support with Cognition and learning through the Outreach Service
- Support with Autism/Severe learning difficulties through the Outreach Service
- Support with Special Educational Needs – SEN Statutory Assessment & Review Team (SENSTART)
Additionally, we can request help and advice from:
- Educational Psychologists
- SALT (Speech and Language Therapy)
- Occupational Therapy
- Pupils with Disabilities Team
- Social Care Teams and Early Help Services
- Local Charities and Voluntary Organisations
How parents/carers can contact additional services.
Parents can contact the designated support service for parents called the Information and Advice and Support Service for special educational needs and disability as shows below.
Wolverhampton Information, Advice and Support Service
Telephone: 01902 556945
Monday – Friday 8.30am – 5.00pm (4.30pm on Friday).
If you wish to make a complaint
Moreton School aims to work in partnership with parents of children with special educational needs and/or disability, and thereby avoids disputes. All complaints from parents of pupils with special educational needs and/or disability concerning the provision made at the school will be taken seriously and we will seek to resolve them amicably.
If you are unhappy with the way Moreton School is managing your child’s learning needs, you should:
First, discuss your concerns with your child’s form tutor, subject teacher, or Head of Year, either by telephoning the school on 01902 558310 or by requesting a meeting:
- HOY 7 – Mr Taylor
- HOY 8 – Mr Rogers
- HOY 9 – Miss Hamilton
- HOY 10 – Miss Pittaway
- HOY 11 – Mrs Sangha
If you still have concerns, please contact the SENDCo to arrange a time to talk about your worries.
If, after this, you are still unhappy, then you should ask for a meeting with the Deputy Vice Principal, Mrs Reynolds, and the SENDCo to talk about the problem. The Deputy Vice Principal will then decide how to make the best use of school resources to help your child.
If the Deputy Vice Principal and the SENDCo are unable to resolve the issue then you can contact the Headteacher, Mrs Bayliss and request a meeting.
Useful information for Parent / Carers with children with S.E.N.D.
- You can contact the following by telephone/ email:
- Wolverhampton Educational Psychologists – 01902 550539
- Wolverhampton SALT – 01902 444363
- The Gem Centre – 01902 446270
- Wolverhampton Information, Advice and Support Service (WIASS) – 01902 556945
- Wolverhampton Sensory Inclusion Service (SIS) – 01902 555936/ 555937
- Wolverhampton Children and Mental Health Service (CAMHS) – 01902 444021 – http://www.wolverhampton.gov.uk/article/5200/Child-and-Adolescent-Mental-Health-Service-CAMHS
- Inspire – 01902 444706
- Wolverhampton Parents Forum Group – http://win.wolverhampton.gov.uk/kb5/wolverhampton/directory/service.page?id=wGz23yTF0Ig
- Autism Spectrum Support Group – Wolverhampton – http://win.wolverhampton.gov.uk/kb5/wolverhampton/directory/service.page?id=P5rbe6KCAt8