DartonCollege

SEN/DInformationReport

Rationale

DartonCollegeisfullyinclusive,providingeveryopportunityforallpupilstodeveloptheirpotentialpersonally,socially,spiritually,
emotionallyandacademicallyinallareasofthecurriculum,regardlessofgender,ethnicity,religiousaffiliation,socialbackground,SEN
ordisability.DartonCollegeisanewbuildandassuchisfullyaccessibleforlearnerswithawiderangeofneeds,includingfull
wheelchairaccess,heightadjustablefurniture,braillesignageandhearingloops.

Thefollowingdocumentprovidescurrentandprospectiveparentswithinformationregardingthewaysinwhichwesupportallofour
learnersinorderthattheyrealisetheirfullpotential,whateverthatmaybe.Itmustbestressedthatthisdocumentiscontinually
developingtomeetthechangingrequirementsofindividuallearners

AchildoryoungpersonhasSENiftheyhavealearningdifficultyordisabilitywhichcallsforspecialeducationalprovisiontobe
madeforhimorher.Achildofcompulsoryschoolageorayoungpersonhasalearningdifficultyordisabilityifheorshe:
Hasasignificantlygreaterdifficultyinlearningthanthemajorityofothersofthesameage,or
Hasadisabilitywhichpreventsorhindershimorherfrommakinguseofeducationalfacilitiesofakindgenerallyprovidedfor
othersofthesameageinmainstreamschools.

SpecialEducationalNeedsCodeofPractice:for0to25years(July2014)

Inordertosupportchildrenwithanidentifiedadditionalneed,plansaredevelopedbyschoolinpartnershipwithfamiliesandoutside
agencies/specialistprofessionals,ifappropriate,thesearereviewedregularly.

Summaryofprovision
Our primary aim as a school is to provide quality first teaching for all of our learners. Each class teacher will have the highest possible
expectations for your child and all learners in their class and strive to ensure teaching is based on building on what each learner already
knows,candoandcanunderstand.Differentteachingmethodsareusedsothatallstudentsarefullyinvolvedinlearninginclass.

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In addition to quality first teaching, Darton College offers many different forms of additional provision. These can include: additional
inclass support additional outofclass support onetoone support flexible groupings (including small group work) access to specific
resources mentoring counselling and access to a wide range of outside agencies, following which specific strategies will be
implemented to enable your child to access learning to the best of their ability. The most important point is that additional provision
dependsontheneedsofthechildandwillbeimplementedaccordingly.
For learners with complex needs, the frequency of such provision may result in the school applying for additional funding to support a
child or group of learners, known as High Needs Funding. This additional funding can be used in a variety of different ways to ensure
thatthelearnersneedsaremetandappropriateprogressmade.

Howisthecurriculumandextracurricularprovisionadaptedtomeetindividualneeds?
The curriculum is constantly monitored, modified and personalised to ensure that individual needs are met and pathways structured to
ensure achievement for all. This is particularly true of the Key Stage 3 Curriculum and we continue to review pathways at Key Stage 4 to
ensure the suite of subjects offered is appropriate to a students ability. As part of quality first teaching subject teachers differentiate in
lessons to ensure that an individuals barriers to learning are addressed and that work is pitched at a level that aims for access and
achievement for all. Darton College is inclusive, and as such extracurricular and enrichment activities are available for all students,
irrespectiveofneed.

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WhoarethebestpeopletotalktoaboutmychildsdifficultiesandhowcanItalktothem?

Step1

Contactyourchildssubjector
formteacherviaatelephonecall
oremailtoreception

Telephone(01226)382568

Email:
dartoncollege@barnsley.org
Step2

ContactyourchildsHeadofYearviaatelephonecall
toreceptionorbyemail

Year7MrWade
mwade@dartoncollege.co.uk

Year8MrMedlam
amedlam@dartoncollege.co.uk

Year9MissGill
agill@dartoncollege.co.uk

Year10MrCairns
jcairns@dartoncollege.co.uk

Year11MrsWoodhouse
jwoodhouse@dartoncollege.co.uk

Step3

ContactschoolSenco

ClaireEllis
cellis@dartoncollege.co.uk

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Howcanmychildgethelpinschool?
WhatdifferenttypesofsupportareavailableforstudentswithSENinthisschool?
Qualityfirst
teaching
Smallgroup
work/intervention
providedwithin
lessons
Shortterm,targeted
interventioninsmall
groupsorindividually
Specialist
interventionfollowing
advicefromoutside
agencies
Specialist
interventionled
byoutside
agencies

A number of tailored intervention programmes run in school as and when required. Further information about these is shared with
parentsofthestudentswhoparticipating.
In addition to the short term targeted interventions offered, Darton College currently runs two nurture groups. These groups provide
ongoing academic and pastoral support for students with high needs or significant difficulties. Placement in these groups follows
discussionswithfeederprimaryschools,parentsand,whereappropriate,thestudentsthemselves.

Howwilltheschoolletmeknowiftheyhaveanyconcernsaboutmychild?

Step1

Telephonecall
fromsubject/form
teacher
Step2

Telephonecall
fromHeadof
Year/Faculty

Step3

Telephonecall
fromSLT
link/schoolSenco
(ClaireEllis)

HowisextrasupportallocatedtostudentsatDartonCollege?
The school budget includes money for supporting learners with SEN. The Head teacher, Vice Principal for Inclusion and SENCO
discuss all of the information they have about SEN learners within the school and then decide what training, resources and support is
required. All resources, training and support are reviewed regularly, impact measured and future funding allocations adjusted
accordingly.

WhoaretheotherpeopleprovidingservicesforSENstudentsatDartonCollege?
DartonCollege

SENCO

SENTeacher

Learningsupportassistants

Mentor

Pastoral/Behaviourteam

Educationalpsychologist

Playtherapist

LocalAuthority

InclusionServices

EducationalPsychologist
(statutorywork)

DisabledChildrensTeam

SocialCare

HealthService

Occupationaltherapy

Physiotherapy

CAMHs

SchoolNursing(onetoone
support,groupworkanddrop
insessions)

Voluntaryagencies

BarnsleyYouthService

TheJunction

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HowdoesDartonCollegeensurethatstaffarefullyequippedtomeetthewiderangingneedsofindividualstudents?
Stage1

Class teachers and LSAs supported in

providing quality first teaching via data
on SIMs, SEN register and one page
profiles (for high needs students).
Stage2

Informal support requested from LSA team/SENCO

to enable class teachers to meet individual needs
where students are not making adequate progress
or are experiencing difficulties.
Stage3

Individual/team/whole school
training facilitated for staff as
common areas of development
arise.

HowwillschoolmeasureprogressofindividualsinschoolandhowwillIknowwhatprogressmychildismaking?
All students
Progress for all students tracked
following data collection windows.
Three times yearly for KS3 and six
times annually for KS4 learners.
Class and form teacher
interventions put into place as
appropriate.
Reports sent to parents three times
annually (one full report and two
interim).
Annual parents evening.
SEN support students
Progress tracked for all SEN students following each data
collection window three times yearly for KS3 and six times
annually for KS4. Intervention programmes implemented
accordingly.
Reports sent to parents three times annually (one full report
and two interim).
Annual parents evening.
SENCO to review attainment and progress of students with
SEN in line with identification criteria (see appendix 1) and
adapt provision as appropriate.
Should further meetings be required for either academic
progress or pastoral concerns these will be arranged
accordingly.
Students with statements of SEN
As for SEN support students plus:
Annual review process which includes
reports from school staff and key
worker, information from outside
agencies where appropriate, and pupil
and parent voice to ensure a person
centred approach.
Should interim reports require discussion
staff arrangements can be made for face
to face meetings in school.
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WhatsupportdoestheschoolhaveforyouasaparentofachildwithSEN?
Stage 1
Form/Subject teachers
Stage 2
Head of year/Pastoral Team
Stage 3
SEN Team
Claire Ellis (SENCO)
Rachel Cobley (SEN teacher)
Kim Boyd (LSA Manager)
LSA Team
Stage 4
Outside agencies
See Local Authority offer:
www.barnsley.gov.uk/loc
aloffer

Howwillmychildsvoicebeheard?
Students with statements of SEN have a key worker who they meet with regularly to review provision, set targets and to ensure that their
opinions are taken into consideration. Our antibullying focus group, led by Miss Cooper, includes students with SEN to ensure that any
common issues which arise for this group are heard and overcome. Members of pastoral staff are available at break and lunchtimes on
a dropin basis to deal with any bullying issues which may arise, an antibullying post box also allows students who are experiencing
difficultiesbutdonothavetheconfidencetospeakouttoleaveamessageforstaffwhichwillbefollowedup.
In addition to the above Darton College is currently trialling a parent support group for parents of students with a range of special
educational needs. This informal group meet regularly and are supported by both school staff and visiting experts. If you would like any
furtherinformationaboutthisgrouppleasecontactClaireEllis(Senco).

HowdoestheschoolsupporttransitionforpupilswithSEN?
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Darton College recognises that moving on, both between and within settings, can be a challenge for students with SEN. We aim to
ensurethatanyperiodsoftransitionarecarefullymanagedandareassmoothastheycanpossiblybe.

Moving into Darton College

Transition course for parents.
Summer school for those students
meeting the specified criteria.
Meetings with primary SENCOs.
Transition documents completed by
primary schools.
Liaison with outside agencies.
Production of pupil passports where
appropriate to include key data.
Attendance at annual reviews for
students with statements of SEN in
year 5 and 6.
Additional transition visits for students
with high needs.
Moving within Darton College
Key worker support for high needs
students at times of transition.
Moving into post 16 provision
IAG officer provide support for
students in the Power Group.
LDA completed for those students
identified as having a specific need.
Connexions PAs work with students
with statements of SEN and those
identified as having a specific need.
Additional taster sessions at chosen
provider arranged for high needs
students.

WhatkindsofspecialeducationalneedscanbemetatDartonCollege?
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SpecialeducationalneedsfallintofourbroadcategoriesasdefinedbytheSENCodeofPractice(July2014).Theseare:

Communication and
interaction
This area includes students
with speech, language and
communication needs and
those with an Autistic
Spectrum Disorder.
Cognition and learning
This area Includes students
with, amongst others,
moderate learning difficulties
(MLD), severe learning
difficulties (SLD), profound and
multiple learning difficulties
(PMLD) and specific learning
difficulties (SpLD) which
encompasses dyslexia,
dyscalculia and dyspraxia.
Social, emotional and
mental health
This area includes, amongst
others, social and emotional
difficulties which can present
in many different ways,
ADHD, attachment disorders,
challenging behaviours,
anxiety and depression,
self-harm, substance misuse
and eating disorders.
Sensory and/or physical
needs
This includes hearing
impairment (H.I.), visual
impairment (V.I.),
multi-sensory impairment
(M.S.I.) and physical
difficulties (P.D.)

Darton College is an inclusive school which aims to provide for the individual needs of all students. However, if the students needs are
found to be more significant a more specialised provision may need to be considered. There are a number of resourced provision sites
situatedinschoolsacrosstheboroughwhichareequippedtomeetarangeofneeds.

Howistheeffectivenessofprovisionmonitored?
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The appraisal process for all staff ensures the progress of all students, including those with SEN/D, is accounted for. The progress of
all students is monitored by the Local Authority and Ofsted. With the guidance of the Local Authority, we continue to evaluate the
effectivenessofteachingandlearning,resources,staffingandenvironmentforSEN/Dstudents.

WhatshouldIdoifIamnothappywiththeprovisionmychildisreceiving?
Darton College welcomes the opinions of parents and aims to deal with any issues arising effectively using the channels outlined above.
Ifhowever,youcontinuetohaveconcernsacopyofourcomplaintsprocedurecanbefoundatthefollowingwebaddress:
http://dartoncollege.co.uk/policies/

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