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SEN Information Report

SEN Information Report

Our contribution to the Local Authority Local Offer for Special Educational needs and disabilities.

Please read in conjunction with our SEN Policy.

How does our school know/identify that children have Special Educational Needs (SEN)?

Children are placed at Bettridge School following agreement by the Children and Young Peoples Service Decision Panel (CYPDS) and the Headteacher. All children have an Education, Health and Care Plan which describes their individual areas of special needs and informs his/her Individual Education Plan.

Children under statutory school age, or other children with identified needs may be placed for a period of assessment and would usually have a My Plan plus in place. Following a Team Around the Child (TAC) review of this plan, a decision is made as to the need to apply for an Education, Health and Care Plan (EHCP) Bettridge follows the guidance of the Local Authority of the Graduated Pathway.

As all classes have high staffing ratios, each teacher is able to quickly identify any requirements for additional support on an ongoing basis throughout the year and will discuss these with senior managers and parents. The class teacher is the first point of contact for parents who think their child has developed additional needs and so may require alternative support.

What are the first steps our school will take if Special Educational Needs are identified?
Each request for a place at Bettridge School will be dependent upon the individual child’s needs and all referrals are decided in conjunction with the Local Authority. A multi-agency approach is required with the views sought from other professionals including Education Psychologists in order to create an Education, Health and Care Plan (EHCP). This plan will recommend an educational setting and highlight any additional support/resources required.
How will our school include parents and students in planning and support?
As part of the statutory review processes, each child has a yearly meeting to discuss their progress and review their EHCP. This is supplemented with numerous opportunities throughout the school year for parents to meet school staff, including a meeting at the beginning of the academic year to discuss the child’s individualised curriculum and timetable for their child’s upcoming year.
How will our school teach and support children?
Bettridge School has staff skilled in working with children with severe and complex learning difficulties. Children are taught in small classes with high adult : pupil ratios. All classes have several support staff who work with the teacher to meet the needs of the pupils and a Total Communication approach is used across the school.

The curriculum is adapted to meet the needs of pupils experiencing learning difficulties with high priority given to the development of Language and Literacy skills, Numeracy skills and Personal, Social and Health Education. There is significant emphasis placed on Sports and Physical Development. All pupils have an Individual Education Health and Care Plan –showing the specific priorities for their development. Where appropriate, pupils may also have an individual Positive Support Plan (PSP) and risk assessments.

Inclusive opportunities with local mainstream schools are provided as appropriate to the individual needs of each pupil.

Who will be working with your child?

Children are taught in small groups by a class teacher. All classes have several support staff who work with the teacher to meet the needs of the pupils. Other teachers will teach in the class at other times during the week either to provide PPA cover or offer subject specialism.

Where appropriate your child may have access to:

  • Speech and Language Therapy
  • Physiotherapy/Occupational Therapy
  • School nursing team
  • Music Therapy
  • Rebound Therapy
  • Thrive
  • Riding for the Disabled
  • Specialist Teachers for visual, hearing and multi-sensory impairment
  • Educational
How does our school ensure that the information about a child’s SEN or EHC Plan is shared and understood by teachers and all relevant staff who come into contact with that child?
At Bettridge School there are various meetings that allow information about children to be shared. These include yearly Annual Review/EHCP review meetings, pupil meetings, class team meetings and department/whole school meetings. This is supplemented by written documentation that is available to staff which includes: Pupil Profile, Communication Passports and Positive Support Plans, care plans and risk assessments.
What expertise does our school and our staff have in relation to SEN?

A: Training of Staff

All staff, both teachers and support, receive comprehensive and ongoing training in meeting the needs of children with complex learning difficulties. A detailed induction programme is followed by a six month appraisal.

In addition to more specialist curriculum training depending upon area of interest/expertise, all staff receive Safeguarding, Moving and Handling, Team Teach, Total Communication training and curriculum related training

Where appropriate staff are also trained in MIDAS Minibus Driving, NRASTC, conditions specific and medical training appropriate to the children in their care.

B: List Areas of Expertise

Specific staff areas of expertise include Moving and Handling, Team Teach Instructors, Total Communication, Thrive, Duke of Edinburgh Instructors, Rebound Therapy.

What intervention programmes does our school run and how are they delivered?
Children follow personal pathways that allow them to access a curriculum suitable to their needs. Various interventions are available to learners who are struggling to access the curriculum in a class environment. This includes the use of “The Hub,” a quiet room where children can work on their own or as part of a small group, the Thrive room and outdoor areas such as a Forest area. There is also a team of pastoral support teaching assistants who have received additional training in children’s mental health and wellbeing, behavior management and counselling.
What teaching strategies does our school use for children with learning difficulties including: Autistic Spectrum Disorder, Hearing Impairments, and Visual Impairments?
Bettridge School has staff skilled in working with children with severe and complex learning difficulties. Various teaching strategies are used including Total Communication, group and individual work, Attention Autism and Thrive.
What support does our school put in place for children and young people who find it difficult to conform to school behavioural expectations and how do we support children and young people to avoid exclusion?
Bettridge staff are skilled in working with children who can exhibit challenging behaviours. All staff are trained in Team Teach. Pupils are also supported by a team of pastoral support teaching assistants who have additional training related to this role. Support Plans are written in conjunction with parents/carers for any child who requires support managing their own behaviour. This will list antecedents and possible triggers to behaviours and have strategies for managing these behaviours. “The Hub”, a quiet room, is available for any child who is struggling to access learning in a classroom environment. The school currently has a number of “Safe Spaces” that are used if a child requires this level of support. The Thrive room focuses on supporting pupils to understand their emotions and feelings and to develop the skills to manage them themselves safely.
Which other services do we use to provide for and support our pupils/students

Senior Leaders, teachers and support staff are highly skilled in meeting the individual learning, behavioural and social needs of children with complex learning difficulties.

The school accesses a range of specialist services including Clinical Psychology, Social Care and Health Service Professionals and the Advisory Teaching Service.

Speech and Language Therapists (SALT), Occupational Therapists (OT) and Physiotherapy Colleagues. These professionals work within the school and either outline individual programmes for the Education Team to deliver or work specifically 1:1 with a child. This allocation of Therapy Support falls under criteria set down by the NHS and is very much needs led.

In addition to school based Health and Therapy Support, the school benefits from some clinics within and during school time so that the children’s education is not unduly compromised and that parents can feel more part of the multi-disciplinary approach to their child’s overall needs. Such clinics may include:

  • Orthotic Clinics
  • Feeding Clinics
  • Wheelchair Clinics
  • Orthopaedic Community Paediatric Consultant Clinics
  • Medical appointments and Annual Review Medicals carried out by visiting medical professionals
How does our school manage the administration of medications?

Please see Administration of Medicines Policy on the school website.

How does our school help with personal care where this is needed?

Staff are able to help with the personal care of children. The school has numerous changing rooms available that include hoisting equipment to aid in manual handling. See Intimate care policy.

What is our policy on day trips, school outings, Health and Safety arrangements?

Please see the Education Visits Policy on the school website.

What pastoral support do we offer and what pastoral support arrangements are in place to listen to pupils/students?
Children are taught in small classes with high staff ratios. All staff are approachable and children are given ample opportunities to discuss issues with adults. The school has an excellent “pupil voice” programme that includes a School Council with members from each class. Pupils also have support from the pastoral support team, comprising of teaching assistants who have received additional training in children’s mental health and wellbeing, behavior management and counselling.
What measures are in place in our school to prevent bullying?

Please see our Behaviour Policy and Anti Bullying & Hate Policy on the school website.

What access do pupils/students have to facilities and extra-curricular activities?
As a fully inclusive school, all children participate in whole school, curriculum and off-site activities. The extent to which each child participates and the levels of support received will vary between children and across time. We differentiate the activities and expectations to enable all children to take part.

Parents are asked to give generic permission for their child to participate in activities in support of the curriculum i.e. a visit to a local church, shop etc. All children will be risk assessed. Visits which last for a whole day or are further afield, involve more complex risk assessments and information is both sought and shared.

How will our school involve young people in their education?
Where appropriate children attend their yearly Annual Review/EHCP Review. They are also actively involved in setting and monitoring their own targets. The school has a strong pupil voice programme including a School Council.
What accredited and non-accredited courses do we offer for young people with SEND?
Where appropriate, young people in Key Stage 4 and Post 16 follow accredited courses at “Entry Level”. Key Stage 4 learners will follow a PSE based BTEC accredited course in either “Personal Progress” (Entry 1) or “Skills for Independence and Work” (Entry 2). Where appropriate children will access Entry Level Functional Skills accreditation in English, Maths and ICT. Post 16 learners follow a “Pathways to Adulthood” based curriculum. Where appropriate this will be accredited through NOCN.
How do we assess and evaluate the provision we have arranged for your child?
Your child’s provision is monitored throughout the year and formally discussed in their Annual Review / EHCP Review. Progress is measured through individual outcomes. These are discussed three times a year at planned meetings/discussions with parents. The academic progress of each child is currently monitored through target setting and progress. The school is developing its own framework to assessment progress throughout the school. The Bettridge Assessment Framework (BAF) is based on the Early Years Framework and National Curriculum.

The school is externally monitored through OFSTED (currently rated “Good”) and other factors such as visits from county advisors and exam board moderation.

How do we prepare our school to welcome and support pupils/students and how do we arrange and support a transfer to another school/educational establishment?

Once a place at Bettridge School has been confirmed, parents will be invited to meet the class teacher either at Bettridge School or at their child’s current Early Years or school setting. The class teacher will meet with the staff, spend some time observing your child and also meet with you to gain detailed information. Following this visit your child will be invited to spend some time within a class at Bettridge School although depending on the point of entry and your child’s needs, this will vary. The number of times your child will visit varies but generally we have found a shorter transition to be most successful.

How do we prepare our pupils/students for adult life?
The curriculum at Bettridge School places a high value on independence and preparing children for adult life. This increases as children move higher up the school, culminating in accredited courses in Key Stage 4 and Post 16 in Personal Social Education and Independent Living.

For some of our children it is appropriate to leave Bettridge School after Year 11 to seek new opportunities, whilst for others, Bettridge School remains the most appropriate setting post 16.

The aim of the school is that both our young people and their families are fully satisfied with the post 16 placement for our young people either in an Independent College or Special School provision. We support parents throughout this process and visits to the new college/school are set up for our young people.

How accessible is our school to pupils?
As a purpose-built Special School, Bettridge School is fully accessible. The building is light, classrooms are large and the site is both safe and secure.
Where can you find our SEN policy?

All of Bettridge School’s policies are available on the school website.

What role do the Governors have?

Please see Governor link on website – relevant areas.

What can you do if you are not happy?
The first point of contact for anything relating to your child’s education is the class teacher. We encourage parents not to wait for the next formal opportunity to meet but to contact us on an ongoing basis. Staff are always available to talk outside of teaching hours or an appointment can be made for a mutually convenient time. Please either telephone or use the Home School Class DoJo messaging system.

For matters not directly relating to your child’s progress, parents are invited to contact our main office whereby a Team Leader or Deputy/Headteacher will be available to talk to you.

Parents who believe their child’s needs are not being met within school are asked to meet with the Headteacher to talk through their concerns.

Where appropriate an early Annual Review can be arranged, with representation from the SEND Team to formally review your child’s progress, current special needs and provision.

How can parents/carers arrange a visit to the school? What is involved?
Please contact the school on 01242 514934 to arrange a mutually convenient time for a visit. The visit will usually involve a tour of the school and informal discussion with either the Headteacher, Deputy or Assistant Head.
Who can you contact for more information?
Please contact the school on 01242 514934 and your query will be directed to the correct member of staff.
When was the above information updated?
Updated February 2023
Assessment and Achievement
All learners at Bettridge School have significant learning difficulties and progress at all levels is celebrated across the whole school. The vast majority of the learners are working below the level of the National Curriculum subject specific learning. The school uses the Bettridge Assessment Framework (BAF) to assess progress over time and identify next steps in learning. Progress towards EHCP outcomes form a key part to teaching and learning, and these are assessed alongside curriculum outcomes.
Assessment is ongoing all year round and teachers record this through Evidence for Learning, an online assessment and recording tool. Teacher’s input learner assessments termly. This is monitored and evaluated by the Leadership Team three times a year. Action plans are drawn up to identify any interventions which may be required to support ongoing progress.
Performance Data

All learners at Bettridge have significant learning difficulties and are exempt from statutory tests. Where appropriate teacher assessments are used to complete statutory data returns. Due to the small size of the school cohorts, and the risk of individual learners being identified, cohort data is not published on the school website.
National performance table data for Key Stages, 2, 4 and 5 can be accessed using the link below.

Bettridge School – GOV.UK – Find and compare schools in England