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SIMS Learning Gateway

Parent Notices

Mathematics Notices

  • There is additional maths support available after school:
    Monday –  Year 8
    Tuesday  – Year 7,9,10
    Thursday  – Year 11
  • homework is available via school website. Week 7 starts on Monday 20th January. This is for all year groups.
  • can all students to complete feedback survey on VLE again. This is for Maths and Computing.


Tablet Repairs

Dear Parent/Guardian –

Regretfully since the roll out of the tablet scheme across both schools there has been a large number of damaged tablets reported to us. We were able to replace tablets from the contingency tablets that were purchased but did not anticipate the high volume of damage that seems to have resulted from poor care. The number reported is higher than what would be reasonably expected in this situation. Unfortunately this means that we are now unable to provide replacements.

However, we are able to repair any damaged tablet e.g. a broken screen or a faulty charging port that has been reported to us.   In order to facilitate this, an upfront parental contribution of £40 towards the cost of the repair would be required.

Can I thank you for your continued support and remind you to encourage your child to look after their tablet as stipulated in the home school agreement and ensure that the device is kept in a suitable protective case to minimise the chance of damage.

Mrs L Finucane – Academy Strategic Director of ICT

The School Day and Term Dates

 
Mon, Tues, Thurs, Fri
Wednesday
Tutorial8:35 - 8:558:35 - 8:40
Period 18:55 - 9:558:40 - 9:35
Period 29:55 -10:559:35 - 10:30
Break10:55 - 11.1510:30 - 10:50
Period 311:15- 12:1510:50 - 11.45
Period 412:15 - 1:1511.45 - 12:40
Lunch1:15 - 2:0012:40 - 1:25
Period 52:00 - 3:001:25 - 2:20
Staff Training2:20 - 3:00

Autumn Term 2013  Monday 2nd September – Friday 25th October | Monday 4th November – Friday 20th December

Spring Term 2014  Monday 6th January – Friday 14th February | Monday 24th February – Friday 11th April

Summer Term 2014  Monday 28th April – Friday 23rd May | Monday 2nd June – Monday 21st July

Rules for Responsible ICT and Media Use

The school has installed computers and internet access to help your daughter’s learning.

The following rules are to keep everyone safe and help everyone to be fair to others.

Your son must:

Do’s

  • Only access the system with your own login and password, which you must keep secret; if you suspects someone knows your password you must get it changed.
  • Only use the school computers/personal devices e.g. tablet for school work and homework when in school.
  • Ask permission to print and be responsible for your own printing account.
  • Ask your teachers permission before you transfers files from a USB drive to the school network, to reduce the likelihood of virus transmission.
  • Only use the internet when requested by a teacher and for school work purposes only.
  • Only use your school email for educational purposes and communicating with her teachers.
  • Only send messages which are polite and responsible.
  • Report any unpleasant material or messages sent to you.
  • Lock the computer if away from it for a short period of time and log off after using the computer.
  • Understand that the school will check your computer files and may monitor the internet sites she visits, check your activity on social media accounts and emails sent.
  • Adhere to the school’s e-safety, behaviour and ICT policies with regard to the responsible use of social media, use of portable media devices such as digital camera, video cameras, tablet devices and mobile phones safely and with the teachers permission whilst in school.

Don’ts

  • Do not use a computer or personal device e.g. tablet without permission.
  • Do not access other people’s files.
  • Do not give out her personal details such as home address, telephone number or arrange to meet someone via the ICT system or personal device e.g. tablet.
  • Do not use the school email system or social media accounts to threaten, harass, cyberbully or post inappropriate text/images.
  • The school takes instances of cyberbullying and the posting of inappropriate text/images very seriously.

Complaints Policy

Lordswood Boys’ School.

Guide for anyone with a concern or a complaint.

Our school wants to deal with any issues, concerns or complaints that you have as promptly and as fairly as we can.

We will make every effort to resolve concerns informally.

However, the school is required by law to have a complaints procedure and this guide explains the process to follow if anyone has a concern or complaint.

Please note that the complaints procedure is intended to deal with complaints relating to the actions of staff and the application of school procedures where they affect individual pupils. There are certain matters which are dealt with under separate procedures.

These are: curriculum, a particular exclusion, a particular child protection issue, a special needs statementing issue, an admission issue.

If you are not a parent or a guardian of a pupil at the school you should contact the Headteacher. If you are a parent or guardian with a concern or complaint then the following steps should be followed.

Step 1 – Raising Your Concern.

In the first instance you should make your concerns known to the person who seems most appropriate. This may be the review tutor, the subject teacher or the Headteacher. You can make your concern or complaint known in person, by telephone or in writing. The member of staff you have approached will acknowledge your concern. He or she might need some time to look into the matter and perhaps consult with other colleagues.

Within 10 working school days you should have a response from school, in writing or by telephone, which may or may not involve asking you to attend an informal meeting to discuss the matter. It is hoped that most concerns can be resolved during this informal stage. However, if you are still dissatisfied then you should move to Step 2.

Step 2 – Completing a Complaints Form .

At this stage you should complete the school complaints form which can be found at the end of this guide. This helps us keep track of any complaints that have not been resolved informally.

The completed form should be sent to the Headteacher who will acknowledge your complaint within 5 school working days of receipt of the form. The Headteacher, or a delegated senior member of staff, will look into your complaint and investigate it fully. This may or may not involve a meeting with you at a mutually convenient time. Within 10 school working days you will be notified in writing of the outcome of the complaint.

If you are still dissatisfied with the outcome, or if you have a complaint about the Headteacher you have 15 school working days from the date of the letter to move on to Step 3 and contact the Chair of Governors.

Step 3- Formally Notifying the Governing Body

The Governing Body has responsibility for investigating any complaints formally addressed to them.

If you have not already done you will be asked to complete a complaints form. Your complaint will be acknowledged within 5 school working days of receipt of your form.

In cases that require urgent attention the Chair may deal with the matter exclusively but usually a designated panel of three or five governors will hear your complaint. This hearing will be at a mutually agreed time, whenever possible within 3 working school weeks of receipt of your complaint by the Chair.

The designated governors will hear your complaint on an impartial basis via a panel hearing that must be held in private, and will aim to resolve the complaint and reconcile any differences between you and the school.

The conduct and procedure of the hearing is detailed in the school’s Complaints Procedure and you will be given the opportunity to have a friend or representative, and/or a translator present at the hearing if you wish.

The panel will either

  • Dismiss the complaint in whole or in part
  • Uphold the complaint in whole or in part
  • Where appropriate, decide action to be taken or
  • Recommend changes to the school systems or procedures to seek to ensure that problems of a similar nature do not recur.

However, it is recognised that you might not be satisfied with the outcome if the hearing does not find in your favour, and therefore it may only be possible for the hearing to establish the facts and make recommendations.

Following the investigation you will receive written feedback from the clerk including any decisions, recommendations and the reasons for them . This should be issued within ten working school days after the investigation has concluded.

Admission Arrangements

As an academy, Lordswood Boys’ School and The Sixth Form Centre operates the following admissions policy which is based on the Government’s revised admissions code.

The admission criteria used to decide which students will be allocated places in Year 7 are:

  • Children in public care.
  • Children with a statement of special educational needs.
  • Students with a sister or brother already at the school who will still be on roll at the time the sibling enters the school.
  • Students who live nearest the school (calculated on the basis of a straight line measurement between home and school).

When a place becomes available after Year 7 transfer it is allocated to a student on the waiting list according to the Government’s revised admissions code.

At post-sixteen level, the Sixth Form Centre is open access and welcomes both male and female applicants from across the City and outside Birmingham.

In 2013 places were offered to all applicants.

Separate admissions criteria operate for the Sixth Form.

Admission is based on an assessment of the students’ potential to benefit from the curriculum and facilities offered by the school.

In the event of over-subscription, preference will be given to existing students, then looked after children (in public care), then siblings, applicants to the Basket Ball Academy and then those who live nearest the school.

Our Published Admissions Number is 130

Uniform Policy

 

 

  • The Lordswood Boys’ School uniform is one of the outward signs by which the local community recognises and makes judgments about the pupils and the school.
  • It is important for pupils and the school that the way pupils present themselves is positive and acceptable and creates the impression of a disciplined and well ordered establishment.
  • It is expected that all pupils will come to school every day in neat, clean uniform, giving a message that our pupils take pride in belonging to Lordswood.
  • The support of parents in ensuring this is expected.

 

 

Other Policies

 Mobile phones

Mobile phones are not permitted in school. This is in line with Government and police recommendations.

The school cannot accept responsibility for any phones which are lost or stolen if a student ignores this policy.

If a student chooses to bring a phone to school, this must remain in his bag and must be switched off.

Any student found using a phone will have the phone confiscated.

This also applies to any phones which are visible or which disturb teaching and learning by going off.

Phones (including Sim card) will be confiscated for a period of 24 hours.

School Meals

At Lordswood Boys’ School we have a policy of encouraging ‘healthy eating’ in the school cafeteria.

Our commitment to ‘healthy eating’ is further reflected by the school cafeteria being awarded the Healthy Schools Mark.

There is a selection of hot and cold meals including Halal and vegetarian food options available for students to purchase at break times.

Students can also bring packed lunch to school. However all food must be eaten inside the dining area.

Students are not allowed to leave the school site at lunchtimes.

 The School operates a ‘Biometric’ Cashless System for paying for school meals which offers the following main benefits:

Further enhance the schools drive to promote healthy eating.

In due course students will be able to monitor their nutritional intake.

Further improve the efficiency of the service through faster delivery.

Ensure complete confidentiality for free school meal entitlement – daily credit will be automatically assigned.

Make it easier for parents to pay: payment will be by cheque (and in the future, online) so negating the need for students to carry cash.

Give parents confidence that money given for food purchased at school will be used for that purpose.

Students of parents who receive income support are entitled to a free lunchtime meal. Parents of children who are entitled to this benefit are encouraged to take up this opportunity of having a meal provided for their child whilst they are at school.

Information and application forms may be obtained from the school.

Medical Appointments

Parents are encouraged to make medical /dental appointments out of school hours. However, we do understand that this may not always be possible, therefore we ask parents to notify us in advance by writing to your son’s Form Tutor or the attendance officer. Alternatively, parents can telephone or email the school.

Special Educational Needs

Ref: POL/SW/SEN/JUL09

 

Review Date: Jan 2012

 

Review Due: Jan 2013

 

LORDSWOOD BOYS’ SCHOOL & SIXTH FORM CENTRE

 

SPECIAL EDUCATIONAL NEEDS & INCLUSION POLICY

 

RATIONALE

 

Lordswood Boys’ School is committed to providing an appropriate and high quality education for all students. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

 

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

 

Lordswood Boys’ School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all Learners. This does not mean that we will treat all Learners in the same way, but that we will respond to Learners in ways which take account of their varied life experiences and needs.

 

We believe that educational inclusion is about equal opportunities for all Learners, whatever their age, ethnicity, impairment, attainment and background.

 

We see inclusive education as a continuing process which involves:

 

  • Increasing educational opportunities and achievements for all children, irrespective of their particular needs, circumstance and disabilities.
  • Taking positive steps to overcome discrimination and barriers to Learning.
  • Ensuring that the needs of individual children are effectively met.

 

DEFINITION

 

Children with special educational needs may have Learning difficulties or physical needs that call for special provision to be made. All children may have special needs at some time i their lives.

 

Children have a Learning difficulty if:

 

  • they have significantly greater difficulty in Learning than the majority of the children of the same age
  • they have a disability which prevents or hinders them from making use of the educational facilities that are provided for the children of the same age – as a result of accident or injury they can no longer function at their prior levels or need help with a physical need.
  • Students must not be regarded as having a Learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

 

GUIDELINES

 

This policy describes the way we meet the need of children who experience barriers to their Learning, which may relate to sensory or physical impairment, Learning difficulties or emotional or social development, or may relate to factors in their environment, including the Learning environment they experience in school.

 

The school will have regard to the Code of Practice when carrying out its duties toward all students with special educational needs and ensure that parents/carers are notified of a decision by the school that SEN provision is being made for their child.

 

Partnership with parents/carers plays a key role in helping young people with SEN to achieve their potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a student’s needs and the best ways of supporting them. All parents/carers of students with special educational needs will be treated as partners and supported to play an active and valued role in their child’s education.

 

Young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. They will be encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes.

 

PRINCIPLES

 

The main principles underpinning the School’s approach to supporting students with special educational needs are: –

 

  • Students with special education needs should be mainly educated within mainstream subject lessons. Additional lessons may be provided for individual students and for small groups of students with similar needs.
  • The curriculum and its delivery should be differentiated to meet the Learning needs of students.
  • Students of all abilities should be valued. Their achievements must be celebrated and their self-esteem nurtured. The stigmatisation of students who are less able must be avoided.
  • All staff need to address the needs of students with special educational needs.
  • All staff need to be aware of special education need issues.
  • A careful process of assessment, target setting, monitoring and review is required to ensure that a student’s special individual needs are met.
  • Parents/carers should be involved in the support of their child’s learning.
  • Wherever possible the child’s views must be taken into account.

 

INCLUSION

 

The school is committed to providing effective learning opportunities for all students and is guided by the following principles:

 

  • to set suitable learning challenges
  • to respond to students’ diverse learning needs
  • to overcome potential barriers to learning and assessment for individuals and groups of students

 

To achieve these, the school will set suitable learning challenges by

 

  • allowing students to experience success in learning,
  • flexibility of approach,
  • differentiation,
  • planning suitably challenging work for the more able

 

The school will respond to students’ diverse learning needs by

 

  • setting high expectations and opportunities for achievement for all,
  • building on students’ strengths,
  • creating effective Learning environments,
  • securing their motivation and concentration,
  • providing equality of opportunity through teaching approaches,
  • using appropriate assessment approaches,
  • setting targets for Learning

 

The school, will seek to overcome potential barriers to learning and assessment for individuals and groups of students by

 

  • making provision for students to participate effectively in the curriculum and assessment activities,
  • planning for SEN and providing access to learning for students

 

In working to overcome barriers to learning, the school will

 

  • provide help with communication, language and literacy, including texts in different formats, use of ICT, alternative communication aids and amanuenses;
  • plan for full participation in learning activities, using specialist aids and equipment, adult or peer support when needed;
  • manage behaviour by setting realistic demands and stating them explicitly;
  • use positive behaviour management and provide chances and encouragement to develop skills;
  • encourage and teach independent working skills;
  • identify short term easily achievable goals;
  • provide positive feedback to reinforce and encourage Learning and build self-esteem, selecting tasks and materials sensitively to avoid unnecessary stress;
  • create a supportive learning environment in which students feel safe and able to engage.

 

IMPLEMENTATION

 

Identification , Assessment & Provision

 

Students transferring to the school at the beginning of Year 7 may already have been identified as having special needs by their primary school. In addition, all Year 7 students are screened during their induction using:

 

  • NFER Cognitive Abilities Tests in verbal reasoning and non-verbal reasoning
  • NFER Group Reading Test

 

Students whose scores in these tests give cause for concern are further tested using:

 

  • New Reading Analysis to identify reading accuracy age and reading comprehension age.
  • British Vocabulary Picture Scale to give a receptive vocabulary age.

 

Evidence from teacher observation and assessment will also be used in assessing a student’s needs.

 

English as an additional language: The identification and assessment of the special educational needs of young people whose first language is not English requires particular care. Where there is uncertainty about an individual, the school will look carefully at all aspects of a student’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs.

 

All SEN students in the school are screened during the Autumn term each year for the Birmingham SEN Audit which identifies the literacy levels of these students.

 

Assessment

 

As they progress through the school students on the SEN Register will be regularly reassessed to ensure that progress is taking place. Parents will be kept fully informed.

 

Where necessary, outside support services will be used to assess students’ needs and give advice.

 

Formative assessment of the progress of SEN students will be made through the following procedures:

 

  • Regular reviews with Review Tutors
  • Teaching Assistant records

 

Summative assessment will generate the following records:

 

  • IEP Reviews
  • Profiles (for all students)

 

The School seeks to integrate these systems so that the procedures for SEN students are embedded within whole School procedures.

 

Provision

 

Provision for students with special educational needs is a matter for the school as a whole. All teachers are teachers of students with special educational needs.

 

Teaching such students is a whole-school responsibility, requiring a whole-school response. Central to the work of every subject teacher is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the students. The majority of students will Learn and progress within these arrangements. However, for students with special educational needs, there may be a need to provide an enhanced level of provision that supports and enhances their Learning abilities.

 

The school will adopt a graduated response to meeting special educational needs.

 

If our assessments show that a child may have a Learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support is called School Action. The child’s subject teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices.

 

The review tutor will keep parents informed and draw upon them for additional information.

 

The Director of Intervention & Inclusion if not already involved, will become involved if the teachers and parents feel the child would benefit from further support. The Director of Intervention & Inclusion will then take the lead in further assessments of the child’s needs.

 

We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will include information about:-

 

  • the short-term targets set for or by the student
  • the teaching strategies to be used
  • the provision to be put in place
  • when the plan is to be reviewed
  • outcomes (to be recorded when IEP is reviewed).

 

The IEP will only record that which is additional to or different from the differentiated curriculum provision and will focus on three or four individual targets to match the students needs In most cases, this review will take place once a term and involve students and parents/carers.

 

If the IEP review identifies that support is needed from the outside services, we will consult parents prior to any support being put in place. In most cases, children will be seen in school by external support services. This may lead to additional or different strategies to those at School Action. This enhanced level of support is called School Action Plus.

 

External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible, be implemented in the child’s normal classroom setting. If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LA. A range of written evidence about the child will support the request.

 

For a few students the help given by the school through School Action Plus may not be sufficient to enable the student to make adequate progress. It will then be necessary for the school, in consultation with the parents and any external agencies already involved, to consider whether to ask the LA to initiate a statutory assessment. Where a request for a statutory assessment is made to an LA, the student will have demonstrated significant cause for concern and the school will provide written evidence to the LA detailing :

 

  • the school’s action through School Action and School Action Plus
  • individual education plans for the student
  • records of regular reviews and their outcomes
  • the student’s health including the student’s medical history where relevant
  • National Curriculum levels attainments in literacy and mathematics
  • educational and other assessments, for example from an advisory specialist support teacher or an educational psychologist
  • views of the parents and of the student
  • involvement of other professionals
  • any involvement by the social services or education welfare service.

 

When the LA receives a request for a statutory assessment, it must decide within six weeks whether to carry out such an assessment.

 

The LA may decide that the degree of the student’s learning difficulty and the nature of the provision necessary to meet the child’s special educational needs is such as to require the LA to determine the young person’s special educational provision through a statement of special educational needs.

 

A statement of special education needs will:

 

  • include the student’s name, address and date of birth
  • include details of all of the students special needs
  • identify the special educational provision necessary to meet the student’s special educational needs
  • identify the type and name of the school where the provision is to be made
  • include relevant non-educational needs of the student
  • include information on non-educational provision

 

All students with statements of special educational needs will have short-term targets set for them that have been established after consultation with parents, young person and include targets identified in the statement of educational need. These targets will be set out in an IEP and be implemented, at least in part and as far as possible, in the normal classroom setting.

 

All statements will be reviewed at LAst annually with the parents, the student, the LEA and the school to consider whether any amendments need to be made to the description of the student’s needs or to the special educational provision specified in the statement. The annual review will focus on what the student has achieved as well as on difficulties that need to be resolved. The annual review held in year 9 will be particularly significant in preparing for the student’s transition to employment, the further education sector, work-based training, higher education and adult life. The aim of the annual review in year 9 and subsequent years is to review the young person’s statement and draw up and review the Transition Plan. This will involve the Connexions Service.

 

ROLES & RESPONSIBILITIES

 

The role of the Governing Body

 

The Governing Body has responsibility for ensuring that

 

  • they are fully involved in developing and monitoring the school’s SEN policy
  • all governors, especially any SEN governors, are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel
  • resources are deployed
  • SEN provision is an integral part of the school development plan
  • the quality of SEN provision is continually monitoredt
  • the school’s SEN policy is monitored by the SEN Governor.

 

The role of the Headteacher

 

The Headteacher is responsible for

 

  • the day-to-day management of all aspects of the school’s work in providing for students with special educational needs.
  • overall personnel responsibility including job descriptions, conditions of service

 

The role of the Director of Intervention & Inclusion

 

The Director of Intervention & Inclusion is responsible for

 

  • raising awareness of SEN issues throughout school;
  • making arrangements for the screening and identification of students with SEN;
  • co-ordinating provision for statemented students and those at the School Action Plus stage of the Code of Practice;
  • making arrangements for target-setting days which will address IEPs and include reviews with parents and the appropriate outside agencies, together with the relevant Achievement Co-ordinator;
  • collating information, maintaining the SEN list and overseeing records;
  • monitoring delivery of IEP’s, to include lesson observation;
  • liaising with and advising colLAgues;
  • supporting the teaching and LArning of students with SEN;
  • liaising with parents;
  • liaising with outside agencies and LA;
  • liaising with SEN link governor and the Curriculum Committee of the Governing Body;
  • liaising with schools, including feeder primaries together with the Year 7 Achievement Co-ordinator;
  • overseeing the deployment of teaching assistants;
  • developing the role of teaching assistants;
  • developing the roles of teaching staff and review tutors with regard to needs of SEN students.

 

The role of Lead Professionals

 

Lead Professionals are responsible for

 

  • incorporating the school’s special educational needs policy into departmental practice;
  • monitoring and reviewing policy and practice with regard to SEN provision;
  • ensuring appropriate curriculum provision and delivery
  • ensuring resources are in place to support provision for special educational needs;
  • communicating special educational needs issues to and from the department;
  • providing a departmental context to IEP targets;
  • raising awareness of departmental responsibilities towards special educational needs issues;
  • planning for children’s full participation in learning and in physical and practical activities.

 

The role of Subject Teachers

 

Subject teachers are responsible for

 

  • preparing differentiated curriculum materials and delivering them;
  • completing relevant special educational needs proformas/documentation;
  • monitoring progress of students with special educational needs;
  • being fully aware of the school’s procedures for identifying, assessing and making provision for students with special educational needs;
  • helping children to manage their behaviour and to take part in learning effectively and safely.

 

The role of Review Tutors

 

Review Tutors are responsible for

 

  • setting targets with students which supports progress toward the targets in their IEP;
  • reviewing progress towards targets with students at regular review sessions;
  • helping students to manage their emotions, particularly trauma or stress, and to take part in learning;
  • liaising with subject tutors as the need arises;
  • liaising with parents at regular review sessions.

 

The role of Teaching Assistants

 

Teaching Assistants are responsible for

 

  • working collaboratively with subject teachers to support the learning of groups of students with SEN
  • monitoring and reviewing IEPs with Review Tutors, including attendance at review and target-setting interviews;
  • supporting students with LArning needs as directed by the Director of Intervention & Inclusion;
  • maintaining records;
  • monitoring student progress;
  • assisting with drawing up IEP’s for statemented students;
  • liaising with staff, outside agencies and parents;
  • contributing to the review process.

 

The role of outside agencies

 

Outside agencies are responsible for

 

  • providing additional specialist input at School Action Plus including monitoring of individual student’s progress;
  • supporting individual student’s needs and advising appropriately;
  • provision of in service training.

 

PARTNERSHIP WITH PARENTS

 

The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents. Parents have much to contribute to our support for children with special educational needs. A named governor takes a special interest in special educational needs and is willing to talk to parents.

 

We have regular meetings to share the progress of special needs children with their parents.

 

We inform the parents of any outside intervention, and we share the process of decisionmaking by providing cLAr information relating to the education of children with special educational needs.

 

ADMISSION ARRANGEMENTS

 

All students are admitted to the school in accordance with the Admissions policy, determined by the LA and adopted by the governing body.

 

Feeder primary schools are contacted in the summer term to identify SEN students who are coming to the school in September. Information is collated for distribution to all staff via the Lead Tutor for Key Stage.

 

ACCESS FOR DISABLED STUDENTS AND ADULTS (c.f APPENDIX 4)

 

Access for students or visitors with mobility difficulties is restricted to the ground floor where lavatory facilities are also available.

 

MONITORING & EVALUATION

 

This policy will be reviewed Annually.

 

The school will evaluate the effectiveness of its SEN policy and provision using the following indicators:

 

  • the total numbers of students placed on the Stages of the Code of Practice throughout the year;
  • the number of students successfully progressing to lower stages and/or off the SEN list altogether;
  • student outcomes at the end of KS3 and 4;
  • the number of students acquiring Statements during the year;
  • the number of referrals made to external agencies.
  • the levels of additional support given to SEN students;
  • the proportion of school funding spent on SEN provision and resources;
  • the amount of Professional Development relating to SEN;
  • Post-16 destinations of students with statements.

 

DEALING WITH COMPLAINTS

 

Parents who wish to complain should do so initially to the Director of Inclusion who will investigate and attempt to resolve the matter. Should this prove unsatisfactory, the Principal will be informed and the matter dealt with by her. If the situation remains unresolved the Principal will bring the matter to the attention of the Governing Body via the SEN Governor.

 

If no resolution is found the matter will be directed to the DCSF or LA, whichever is appropriate. It is hoped that by working in partnership with parents such situations will be avoided.

Charging Policy

 

LORDSWOOD BOYS’ SCHOOL AND SIXTH FORM CENTRE

Charging & Remissions Policy

RATIONALE

The Governing Body recognises the valuable contribution that the wide range of additional activities, including clubs, trips and residential experiences can make towards students’ personal and social education.

The Governing Body aims to promote and provide such activities both as part of a broad and balanced curriculum for the students of the school and as additional optional activities.

GUIDELINES – CHARGING

A voluntary contribution may be requested for visits and activities which take place during curriculum time. If insufficient contributions are received, the visit / activity will be cancelled. This information will be communicated to parents/carers in the initial letter.

The Governing Body reserves the right to make a charge in the following circumstances for activities organised by the school:

Activities in School Hours

The board and lodging element of the following residential activities deemed to take place within school hours – adventure activities, courses and events organised by external bodies, experience of foreign travel, field study courses.

Activities Outside School Hours

The full cost to each student of the following activities deemed to be optional extras taking place outside school hours – concerts, environmental study visits, lectures by external bodies, musicals, museums, physical education activities, theatre visits and visits to places of worship or interest.

Music Tuition/Hire of Instruments

For those students who are in receipt of music lessons provided by the peripatetic staff, the Governing Body will require a contribution from parents towards the cost of these lessons, payable termly in advance, unless the student is taking a public examination in Music.

Examination fees

  • No charge will be made for examination fees where a student has been prepared for a prescribed public examination.
  • Where a student has not been prepared for a prescribed public examination by the school, the Governing Body will make a charge for the cost of entering the student for the examination, as they can for entries to non-prescribed examinations whether or not prepared by the school.
  • The school will not pay for any re-sits unless;

i) The student is being prepared for the re-sit.

ii) The school believes the student is capable of achieving a higher grade e.g – in the caseof early entry.

iii) The school believes that the student’s performance has been adversely affected by staff absence.

  • If a student fails without good reason to complete the examination requirements for any public examination for which the school has paid (or is liable to pay) an entry fee, then the Governing Body may recover the fee from the parent(s)/carer(s). This includes the requirements for attendance and completion of controlled assessments / coursework.
  • The Governing Body may refuse to pay for a student to enter an examination on the grounds that (s)he is extremely unlikely to meet the standards required by the Examination Board. If, in the event, the student subsequently passes the examination a full refund will be given.

CHARGING IN KIND

Creative Arts, Food Technology & Textiles

In these subjects the Governing Body may charge for ingredients and materials or require them to be provided if the parents have indicated in advance that they wish to own the finished product.

Breakages/Damage/Loss

Students breaking, damaging, defacing equipment or any part of the school premises may be asked to pay for repair of the same. Charges will also be made for any equipment, books or replacement of cashless catering cards lost by students to enable replacements to be obtained.

GENERAL

  • The Governing Body may, from time to time, amend the categories of activity for which a charge may be made.
  • Nothing in this policy statement precludes the Headteacher on behalf of the Governing Body from inviting parents to make a voluntary contribution towards the cost of providing education for students.
  • The Governing Body will invite parents to make a voluntary contribution at the start of each academic year. This money will be held in the School Fund account for use in improving the educational experience of our students.

GUIDELINES – REMISSIONS

Where the parents of a student are in receipt of income support or family credit, the Governing Body may remit in full the cost of board and lodging for any residential activity that it organises for the student if the activity is deemed to take place within the school hours or where it forms part of the syllabus for a prescribed public examination or the National Curriculum.