The DFE school performance data for Lowick Church of England Voluntary Controlled First School is available here - https://www.compare-school-performance.service.gov.uk/school/131221

The DFE school performance data for Holy Island Church of England First School is available here - https://www.compare-school-performance.service.gov.uk/school/122294

 

 

Lowick and Holy Island C. of E. First Schools

DISABILITY EQUALITY SCHEME

November 2015 – November 2018

Foreword

 

Valuing diversity is central to achieving the overall aim of Lowick and Holy Island C. of E. First Schools.

The governing bodies of Lowick and Holy Island C. of E. First Schools (to be known as the school) are therefore pleased to publish its Disability Equality Scheme. In developing the scheme, we have been able to identify and record the progress we have made towards achieving disability equality and tackling discrimination and come to a better understanding of the challenges still to be tackled. We will ensure that this Disability Equality Scheme is effectively implemented and scrutinised so that we meet the obligations placed upon us by the Disability Discrimination Act. We intend to use it to make real and tangible changes to how we conduct our business that will make a positive difference to the lives of disabled people. Promoting disability equality in the school will be a continuous process. It will be undertaken in partnership with the wider community and of course with disabled people themselves. We would like to thank those who have been involved in developing the scheme and we hope that we can continue to work together with disabled people to achieve disability equality in our school

1. Introduction

 

1.1 The duty to promote disability equality

The Disability Discrimination Act 1995 was a landmark in equality legislation, making it unlawful to discriminate against someone because of his or her disability. It also required organisations to make 'reasonable adjustments' so that a disabled person could take a job, continue to work for an organisation or access services.

The Disability Discrimination Act 2005 amended the 1995 legislation. It introduced the duty to promote disability equality, which partly parallels the duty to promote race equality introduced under the Race Relations (Amendment) Act 2000. The duty to promote disability equality contains two elements – a general duty for all public bodies and a specific duty, which applies to a more limited number of specified public authorities, including maintained schools. The Code of Practice produced by the Disability Rights Commission (DRC) states that the “overarching goal of the duty is to promote equality of opportunity”. In many cases the disadvantage and discrimination that disabled people experience arise from attitudinal and environmental barriers. The duty to promote disability equality aims to overcome these barriers.

This Scheme sets out the steps the governing body will take that will result in improved outcomes for disabled pupils, parents/carers and staff in all aspects of school life in the wider community and in the non-educational services they might provide.

This Scheme builds on our accessibility plan and develops our work further to include:

  • A definition of both disability and inclusion that is wider than special educational needs* and applies to all vulnerable groups
  • Taking a proactive approach in making reasonable adjustments
  • Work with pupils, staff and parents/carers
  • Involving the views of disabled pupils, their carers and staff where appropriate in identifying priority actions within the school improvement plan.

1.2 The general duty

The general duty to promote disability equality places a duty on all public authorities, when carrying out their functions, to have due regard to the need to:

  • Promote equality of opportunity between disabled persons and other persons
  • Eliminate discrimination that is unlawful under the Disability Discrimination Act
  • Eliminate harassment of disabled persons that is related to their disabilities
  • Promote positive attitudes towards disabled persons
  • Encourage participation by disabled persons in public life
  • Take steps to take account of disabled persons' disabilities, even where that involves treating disabled persons more favourably than other persons.

1.3 The Specific Duty

The specific duty requires a designated public authority (which includes schools) to produce and publish a Disability Equality Scheme (DES), setting out how it will fulfil its general and specific duties to promote disability equality. Disabled people must be involved in the development of the Scheme. The first Disability Equality Schemes was published in primary schools in 2007 and lasted for three years with an annual review of progress.

2. Vision and Values

2.1 Our vision and values

 

To foster a safe yet stimulating and challenging culture in which all individuals are valued, respected, nurtured, enthused and appropriately prepared for the ever changing world in which we live.

In order to realise our vision we aim:

  • To maintain a healthy, physically and emotionally safe and secure environment.
  • To promote respect and trust in self and others.
  • To promote collaborative teaching and learning thus valuing the opinions and perspective of all.
  • To value, nurture and celebrate the diversity of talent within our community and the wider world.
  • To promote a culture of creative thinking in an atmosphere where risk taking, experimentation and innovation is encouraged thus embedding it in our practice.
  • To help all learners develop the strength of character and resilience to deal with life’s changes and challenges.
  • To celebrate success for its own sake to affirm and enable further achievement.
  • To promote high expectations of behaviour and learning through personalised target setting and pupil ownership.
  • To value the contributions of all stakeholders within the wider school community.
  • To nurture an enquiring mind and inspire a life long passion for and enjoyment of learning.
  • To provide opportunities for the children to reflect on issues which lie beyond the visible and material.
  • To encourage pupils to recognise and adapt to a society which is served by an increasing use of technology related to processes. To enable pupils to prepare for this we believe that all pupils must have equal and appropriate access to Computing resources.

The spiritual, moral, cultural, social and physical development in our schools will be based on Christian values such as love of neighbour, the pursuit of truth and justice, challenge of service and duty and the experience of forgiveness.

 

2.2 Who do we mean by "disabled people"?

The Disability Discrimination Act 1995 definition of a disabled person is someone who has a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. This includes ‘hidden’ impairments, such as mental illness, dyslexia, autism, speech & language, attention deficit hyperactivity disorder (ADHD), diabetes, or epilepsy. Substantial means “more than minor or trivial” and long-term means lasting or expected to last 12 months or more.

Disability is said to an adverse effect if it affects one or more of the following:

  • Mobility
  • Manual dexterity
  • Physical coordination
  • Continence
  • Ability to lift, carry or otherwise move everyday objects
  • Speech
  • Hearing
  • Eyesight (unless brought to functionally useful level by spectacles or lenses)
  • Memory or ability to concentrate, learn or understand
  • Perception of risk or physical danger.

In considering what might constitute a substantial disadvantage, the school has taken account of a number of factors, eg:

  • The time and effort that might need to be expended by a disabled child
  • The inconvenience, indignity or discomfort a disabled child might suffer
  • The loss of opportunity or the diminished progress that a disabled child may make in comparison with his or her peers who are not disabled.

Another way of considering whether particular special educational needs are disabling is illustrated in the table below:


 
Physical, hearing, vision Speech, comprehension Learning Perception of risk or danger
Autistic spectrum   ü Some ü
Behaviour   Some Some ü
Dyslexic-type needs     ü  
Other learning needs   Some ü Some
Physical sensory ü Some Some Some

The number of disabled children and young people across England has been estimated as between 7% and 12%. Although disability and special educational needs are not the same thing, the ROL return for our school (2014), showed 5 children as having special needs met at School Intervention (with outside agency involvement) or with a statement of special educational needs. The school governing body and senior managers collect information regarding staff and pupil headcount by gender, disability, age and ethnicity, including data and other information on staff recruitment and progression. The school seeks to collect this information sensitively and confidentially, while encouraging disclosure.

 

2.3 Discrimination Disabled People Face

Disabled people are discriminated against in a number of different ways. These include

  • Discriminatory attitudes
  • A lack of accessible information
  • Inaccessible environments
  • Services that have not been designed to take account of the needs of disabled people.

2.4 Action To Date

Our Disability Equality Scheme will take a fundamental step in removing these discriminatory barriers for disabled people in our school. The Scheme builds on what we have done already to promote equality for disabled people.

For example we have adopted:

  • An Accessibility Plan which aims to

-        Increase the extent to which disabled pupils can participate in the school curriculum

-        Improve the physical environment in our schoolto increase opportunities for disabled pupils

-        Ensure that disabled children are provided with information in formats that are accessible for them

  • An Equal Opportunities Policy

3. Involvement

3.1 Involvement of Disabled People in Developing the Scheme

We have worked closely with pupils through the Pupil Council and Whole School meetings. Governors have carried visits to input into the scheme. Local OAP’s and disabled members of the community have been into school to help develop. The Action Plan will be monitored very year.

3.2 Developing a voice for disabled pupils, staff and parents/carers

Pupils and parents/carers participate in review meetings, transition planning, etc. Disabled pupils, staff and parents/carers are actively involved in the life of the school, including visits out, after school clubs etc. Involvement in the development and monitoring of both the scheme and the action plan is a good example of this.

 

3.3 The Governing Body

All minutes of meetings are available to parents/carers or local community on request. Parents are represented on the governing bodies through parent governs. Governors hold parent meetings and publish a school profile. Parents are consulted through regular questionnaires.

 

3.6 Eliminating harassment and bullying

The governing bodies have developed a School Harassment and Bullying policy. See policy.

 

3.7 Reasonable Adjustments

We make every effort to make reasonable adjustments to teaching and learning breaks, lunchtime, after school clubs and trips (out of school activities). These adjustments will be tailor made to the need of the individual.

 

3.8 School Facility Lettings

The schools are used by the community and PTA etc. We ensure that there is ample car parking for disabled parking, with a ramp for access to school.

 

3.9 Information, Performance and Evidence

 

a. Pupil Achievement

As a small school we track pupil progress on an individual basis. Results are moderated and submitted to the LA and DfE. These results are collated to produce a School Profile (LA) and ROL (DfE).

b. Learning Opportunities

All of the pupils regardless of ability/disability experience the same Learning Opportunities as we follow a whole school cross curriculum.

c. Admissions, Transitions, Exclusions (including Behaviour cases)

We have a nil return on exclusions from school

d. Employing, promoting and training disabled staff

All posts are subject to equal opportunities, we would not discriminate against a candidate.

4. Impact Assessment

Our school recognises the importance of assessing the impact of its current policies and practices on disability equality, in order to ensure that they do not have an adverse impact on its disabled stakeholders and to inform future planning.

Our school therefore regularly monitors the impact of the school’s policies. This is captured by means of the school’s equalities monitoring process which involves

  • Consultation with disabled stakeholders, in order that areas for change can be identified
  • Analysis of information from data collection relating to disability.

This Disability Equality Scheme is a working document and therefore one which will be subject to review and alteration in response to the school’s impact assessments, and views expressed by its disabled members, and will be used to drive forward the promotion of disability equality. It will therefore be key to the review and development of all school policies and practices in order to achieve the school’s vision of a welcoming and diverse community.

5. Our Priority Areas Identified in the Action Plan

 

Access to information and services

Health and Safety – New signage to be put in place.

 

 

Physical access

Lettings and use of building by community – signage in braille, switches to be at waist height.

 

 

Information we will collect

This scheme will monitor -

Effectiveness of reasonable adjustments

Recruitment, retention and career development of disabled staff

Admissions of disabled pupils

Exclusion of disabled pupils

We will use the results of our monitoring and assessment activities to make reasonable adjustments, review the effectiveness of this plan and identify future priorities.

 

 

Looking ahead

We are aware of the following major challenges for our school that may impact on our work to promote disability equality. Budget constraints on building alterations.

 

 

Action plan

Our priority actions are included in our Federation Improvement Plan


6. Making it happen

6. 1 Implementation

This Disability Equality Scheme represents the school’s vision backed up by key actions which will be carried out within the next three years. There will be:

  • Clear allocation of lead responsibility
  • Clear allocation of resources
  • Indication of expected outcomes
  • Clear timescales
  • Specified time-scale for process and review:

The governing body, Pupils and members from the local community will monitor and review this scheme termly. The school governing body will present findings annually, to all members of the school community, and available in alternative forms of communication which are appropriate to the needs of its disabled members.

6.2 Evaluation

There will be internal evaluation of this scheme as above, and also with the School Improvement Partner and OFSTED. Evaluation of this scheme will therefore be incorporated into the OFSTED SEF, as will the data giving information on the number of disabled pupils in the school, and their achievements.

 

6. 3 Publication

This document is published in conjunction with the school’s Access Plan and forms part of the school’s improvement plan and equal opportunities policy.

6. 4 Reporting

There will be an annual report on this scheme demonstrating:

  • Progress made
  • Outcomes achieved
  • Work in progress
  • Amendments to the scheme.

This report will be published as follows:

  • In the school prospectus
  • On the school’s website
  • Be available to all school members in hard copy, and in the form of alternative communication where necessary.

6. 5 Links with other school plans and policies:

This Scheme is to be read in conjunction with the School Access Plan. Together, they are intrinsic to:

  1. The School Improvement Plan
  2. The Equal Opportunities Policy
  3. Equalities Monitoring procedure
  4. Anti-Bullying/behaviour Policies
  5. Protection of Employees and associated documents (including Bullying and Harassment)

Reviewed annually

 

If you need further copies of this document, or would like the document in another format, such as enlarged print, Braille, audio tape or another language, please contact:

Lowick C. of E. First School

Telephone: 01289 388268     

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.         

 


* the legislation includes in the definition of SEND any pupil who has significantly greater difficulty in learning than the majority of peers or a disability preventing or hindering access to educational facilities

                     

PENALTY NOTICE CODE OF CONDUCT

The Education (Penalty Notices) (England) Regulations 2007

(Revised December 2015)

(The term “school” will include, state schools, academies and alternative provision)

1.       RATIONALE

  • Regular and      punctual attendance of pupils at school is a legal requirement under      Section 7 of the Education Act 1996 and is essential in order for students to      maximise the educational opportunities available to them. It is a      parent’s/carer’s responsibility to ensure their child receives efficient      full time education that is suitable to their child’s age, aptitude and to      any special educational needs the child may have.
  • The Local Authority has a duty to enforce attendance and discharges this duty to Education Welfare who will continue to investigate cases of irregular school attendance by undertaking targeted casework intervention and where appropriate, institute legal proceedings for unauthorised absence.
  • Penalty Notices add to the range of sanctions available and offer a means for swift intervention, which Northumberland County Council will use to combat attendance problems before they become entrenched. This code of conduct ensures the power to use penalty notices is applied consistently and fairly, and that suitable administrative arrangements are in place.
  • The Education & Inspections Act 2006 allows a Penalty Notice to be issued when an excluded child is found in a public place, during school hours without a justifiable reason.
  • In order to comply with human rights legislation, it is essential that penalty   notices be issued in a consistent manner. This code of conduct will govern the issuing of penalty notices for Northumberland County Council. This Code of Conduct is also consistent with the County Council’s Corporate Enforcement Policy, sections 14 to 16 of the Crime and Disorder Act 1998 and statutory guidance issued as appropriate.

2.         LEGAL BASIS

                

  • Section 23 of the Anti-social Behaviour Act 2003 added two new sections (444A and 444B) to the Education Act 1996. These sections introduce penalty notices as an alternative to prosecution under section 444 for the offence failing to secure regular attendance at school of a registered pupil.
  • The Education (Penalty Notices) (England) (Amendment) Regulations 2005 extends the issuing of Penalty Notices to alternative provision.
  • The Education (Penalty Notice)(England) (Amendment) Regulations 2012 increased the amount payable following the issue of Penalty Notice to £60 and £120.
  • The Education (Penalty Notice) (England) (Amendment) Regulations 2013 reduced the timescales for paying a penalty notice. Parents/carers will pay £60 within 21days or £120 within 28 days. Penalty Notices are issued per parent/carer per child. Full payment of the penalty discharges the parent from liability for prosecution
  • This code of conduct relies on the meaning of parent as set out on in s576 of the Education Act 1996. This can include:

All natural parents, whether they are married or not;

Any person who has parental responsibility for a child;

Any person, who although not a natural parent, has care of a child, irrespective of what their relationship is with that child)

  • Penalty Notices supplement the existing sanctions available under s 444   Education Act 1996 or Section 36 Children Act 1989 to enforce attendance at school or alternative provision. This local authority will keep this code of conduct under review and will take into account guidance including statutory guidance issued by the Department for Education (DfE).

3.        PROCEDURE FOR ISSUING PENALTY NOTICES

  • Penalty Notices will be issued by Education Welfare, who will ensure that this process is closely monitored and that recipients pay the relevant fine. In cases where the penalty is not paid within the defined period, action will be undertaken through the courts as required by legislation.
  • Each case will be considered individually and on its merits. Every aspect relating to pupil’s attendance and home circumstances will be considered before the issuing of a penalty notice. No Penalty Notice will be issued without the issue of a relevant warning notice unless the absence is due to unauthorised leave of absence in term time.
  • No one parent/carer will receive more than one separate Penalty Notice resulting from the unauthorised absence of an individual child in any twelve month period, unless the absence is due to unauthorised leave of absence in term time.
  • Education Welfare, on behalf of Northumberland County Council, will receive and administer referrals for the issue of Penalty Notices, from Local Authority maintained schools, academies and the Police. These requests will be actioned providing:
  1. The circumstances of the case meet the criteria for the issuing of a penalty notice specified in this Code of Conduct, and;
  2. All necessary information is provided to Education Welfare in order to establish that an offence, under Section 444 (1) of the Education Act 1996, has been committed.
  • Once a case has been considered in accordance with this code then where appropriate each parent will receive a separate warning notice and Penalty Notice for each child. Should a parent fail, or refuse to pay any Penalty Notice, then the evidence provided by the school will be part of the information laid before the court.
  • Penalty Notices will not be issued during the course of truancy patrols. It is likely that insufficient evidence will be available to prove the offence at that time. Enquiries will be undertaken with the school and parent/carer regarding any pupil stopped.

4.     CRITERIA FOR ISSUING A PENALTY NOTICE

  • Education Welfare will generally only consider it appropriate to issue a Penalty Notice if, following assessment, a parent is judged capable of but unwilling to secure the required improvement in their child's school attendance.
  • The parent should not have a previous conviction relating to a child’s non-attendance at school.
  • A minimum absence of ten sessions (five school days) which are unauthorised must be recorded against the pupils name within a 6-12 week period.
  • A formal warning notice will be issued in the first instance rather than a Penalty Notice. This formal warning notice will:
  1. State the record of unauthorised absences which gives rise to the formal warning,
  2. Notify the parent that a penalty notice will be issued unless the pupil’s record shows no unauthorised absence within 15 school days; the commencement date will be set out in the formal warning notice.

EXCEPTIONS:

Leave of absence in term time

A formal warning notice will not be issued prior to the issue of a Penalty Notice where the leave of absence relates to a one off instance of irregular unauthorised absence (for example a holiday taken in term time)

Leave of absence in term time can include leave, for which no permission has been sought from the school, or permission sought but refused, or the child has not returned by the agreed date and no acceptable reason for delay has been received.

           

It should be noted in accordance with The Education (Pupil Registration)(England) (Amendment) Regulations 2013 and statutory guidance issued by the DfE

                       

Leave of absence in term-time will not be granted unless:

  1. An application has been made in advance by a parent/carer with whom the pupil normally resides. (Parents/carers should refer to the school for application forms and time limits for the submission of such an application.)
  2. AND the leave of absence has been duly authorised due to exceptional circumstances

It is usually the Head teacher who determines whether or not the absence is authorised. In short, Head teachers are prohibited from granting leave of absence except where an application has been made in advance and they consider there are exceptional circumstances relating to the application.

  • A Penalty Notice will be considered by authorised officers within Education Welfare following an application by an appropriately authorised person from the school where a parent/carer has failed to make a request in accordance with the Regulations and the child has been absent from school for a minimum absence of ten sessions (five school days).
  • A Penalty Notice will be considered by authorised officers within Education Welfare following an application by an appropriately authorised person from the school where an application has been made, but the leave of absence has not been authorised as there are no exceptional circumstances and the child has been absent from school for a minimum absence of ten sessions (five school days)

Excluded Pupils

  • The Education and Inspections Act 2006, Section 103 places a duty on parents in relation to an excluded pupil, to ensure that their child is not present in a public place during school hours without reasonable justification during the first five days of each and every fixed term and permanent exclusion. These days are known as the “specified days of exclusion”.
  • Section 104 of the Act requires schools to notify parents in writing that they are responsible for the child during these days.
  • A public place means any highway or any other public place to which the public have access. A school is not a public place for this purpose.
  • Where an excluded child is found to be in a public place on one of the “specified days for exclusion”, the parent(s)/carers will be given the opportunity to provide reasonable justification prior to issuing the penalty notice.
  • The decision as to whether the circumstances for being in a public place are justified or not will be determined by one of those authorised to issue a penalty notice.

It should be noted that where the individual circumstances of a particular case requires a departure from this code of conduct, this decision will be properly reasoned and documented accordingly.

5.     WITHDRAWAL OF PENALTY NOTICE

The Local Authority may withdraw a penalty notice in any case in which it is determined that:

  • It has been issued outside the terms of the code of conduct ;
  • No offence has been committed;
  • It has been issued to the wrong person;
  • It contains material errors

Where a penalty notice has been withdrawn in accordance with the above, notice of the withdrawal shall be given to the recipient and any amount paid by way of penalty in pursuance of the notice shall be repaid to the person who paid it. No proceedings shall be continued or instituted against the recipient for the offence in connection with which the withdrawal notice was issued or for an offence under Section 444 1(a) of the Education Act 1996 arising out of the same circumstances.

6.       PAYMENT OF A PENALTY NOTICE

The arrangements for payment will be detailed on the Penalty Notice.  

Lowick and Holy Island C. of E. First Schools

Accessibility Plan

2015 - 2018

Starting points

The purpose and direction of the school’s plan: vision and values

Both Lowick and Holy Island sites have undergone a great deal of updating to ensure accessibility. Holy Island has developed a Discovery Centre for visitingschools, conferences, venue for the local community. Lowick has developed an EarlyYears Unit, extended Learning Zone and Car Park. Thereforecommunity usage has improved at both sites.

Information from pupil data and school audit

Neither school currently has children with disabilities; the data provided from Sure Start re incoming children again shows that currently no children with disabilities are expected.

Views of those consulted during the development of the plan

Governors, Diocese, LA, Architects, Disability groups all stated that both sites do require modifications.

Leaders and Governors are working with contractors to update provision within both schools.

The main priorities in the school’s plan

Increasing the extent to which disabled pupils can participate in the school curriculum

  • Fixed benching for computers enable wheelchair usage

  • Staff training

  • Access to books in Braille if necessary (the school has entered into an SLA with the Library Service who will provide books as and when required).

  • Additional signage around school site in Braille.

    Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services:

Holy Island:

  • Internal signage for disabled facilities

  • Demarcation of disabled parking

    Lowick:

  • Improved signage around site

  • Switches to be located at a lower level

Improving the delivery to disabled pupils of information that is provided in writing for pupils who are not disabled:

  • As required liaise with LA and The Grove Special School (Berwick) re access to additional information, alternative formats etc.

    Making it happen

Management, coordination and implementation

  • Developmentthrough the Improvement Plan (seeFederation Improvement Plan)

Getting hold of the school’s plan

The school plan is held within the Policy files, the federation Improvement Plan is available at the main office or from the Governing body. All documents are available in an alternative format upon request.

SEN D Information Report

*Please note, this document should be read in conjunction with our SEND Policy and Local Offer.

Lowick and Holy Island C. of E. First Schools

SEND Information Report 2015-16

Part of the Northumberland Local Offer for Learners with SEND

Introduction

Welcome to our SEND information report which is part of the Northumberland Local Offer for learners with Special Educational Needs (SEND). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND. The information published must be updated annually.

At Lowick and Holy Island C. of E. First schools (to be known as the school for the remainder of this document) we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:

Name of SEND governor: Rev. Paul Collins

Name of SENDCO: Mrs Kerry Fieldhouse

Name of Head: Mrs Christine Vanson

School Council Link; Mrs Alison Ireland

If you have specific questions about the Northumberland Local Offer please look at the Frequently Asked Questions on the Northumberland website. Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact Kerry Fieldhouse our SENDCO.

Our Approach to Teaching Learners with SEND

At the school we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills. We value high quality teaching for all learners and actively monitor teaching and learning in the school.

Our school improvement plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff. Our plan for 2015-16 is available on request.

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.

At the school, we value: Learning for all.

How we identify SEND

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distracts them from learning. At the school we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Our SEND profile for 2015-16 shows that we have 23.8% of children identified as having SEND, and of those:

0% have an Education Health and Care Plan.

10% of children are identified as having SEND linked to Cognition and Learning

30% linked to Communication and Interaction

60% linked to Physical and Sensory

Assessing SEND at the School

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At the school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENDCO) will also support with the identification of barriers to learning. For some learners we may want to seek advice from specialist teams. In our school and Partnership we have access to various specialist services. We have access to services universally provided by Northumberland Local Authority through LIST. We are currently using:

  • Educational Psychologist
  • Speech Therapist
  • ASD specialist teacher
  • Communications, Speech & Language
  • Occupational Therapist
  • Equine Therapy
  • Jigsaw

We also employ 1 FTE Learning Support Assistant who delivers the interventions in the provision map as co-ordinated by our SENDCO.

What we do to Support Learners with SEND at the School

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at the school are proud of our Teachers and their development.

Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

  • Visual timetables
  • Writing frames
  • I-pads, lap tops or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system

Each learner identified as having SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at the school to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change. The provision map for 2015-16 is available on request.

At the school we share the provision map with our colleagues in the Berwick Partnership so we can learn from each other, and demonstrate what we offer for learners with SEND. We are also able to promote consistent practice across all the schools in our Partnership ensuring equality of opportunity.

Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.

Funding for SEND

The school receives ‘top up’ funding directly to the school from the Local Authority to support the needs of learners with SEND. The amount of funding we received for 2015-16 is £1,579.48.

The Berwick Partnership are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND.

How do we Find Out if this Support is Effective?

Monitoring progress is an integral part of teaching and leadership within the school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENDCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENDCO collates the impact data of interventions, to ensure that we are only using interventions that work.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the Berwick Partnership moderation group so can ensure that our judgements stand up to scrutiny. Our school data is also monitored by the School Improvement Partner, Local Authority and Ofsted.

Other Opportunities for Learning

All learners should have the same opportunity to access extra-curricular activities. At the school in 2015-16 we are offering a range of additional clubs and activities. These can be found on our web page and Newsletters.

We are committed to making reasonable adjustments to ensure participation for all, so please contact the school (01289 388268) to discuss specific requirements. All staff at the school have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 210 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.

Preparing for the next step

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. The school is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to Middle school will be discussed in the summer term of their Year 3, to ensure time for planning and preparation.

Have your say

We can shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual School Improvement’ process.

Useful links

LA: http://www.northumberland.gov.uk/SEND-Local-offer.aspx

 

Dof E: https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

 

Northumberland SEND Parent Network: www.in-it-together.org.uk

 

Subcategories

 

LOWICK AND HOLY ISLAND C OF E FIRST SCHOOLS

 

SCHEDULE OF SCHOOL HOLIDAYS FOR THE SCHOOL YEAR 2013/14

 

 

 

HOLIDAY OR OCCASION OF CLOSURE

 

 

DATE ON WHICH SCHOOL WILL CLOSE

 

DATE ON WHICH SCHOOL WILL REASSEMBLE

 

 

Teacher TRAINING DayS - MONDAY 2 & tUESDAY 3 September 2013

 

 

Summer 2013

 

Friday 19 July 2013

 

 

Wednesday 4 September 2013

 

October Mid-Term 2013

 

Friday 25 October 2013

 

Monday 4 November 2013

 

 

Teacher TRAINING Day - MONDAY 6 JANUARY 2014

 

 

Christmas/New Year 2013/2014

 

 

Fri 20 December 2013  

 

Tuesday 7 January 2014

 

Spring Mid-Term 2014

 

Friday 14 February 2014

 

Monday 24 February 2014

 

 

Easter 2014

 

 

Friday 4 April 2014

 

Tuesday 22 April 2014

 

May Day – MONDAY 5MAY

 

 

 

 

 

Summer Mid-Term 2014

 

 

Friday 23 May 2014

 

Monday 2 June 2014

 

Summer 2014

 

Friday 18 July 2014

 

 

Tuesday 2 September 2014

 

Teacher TRAINING Day - Monday 1 September 2014

 

 

 

Lowick and Holy Island C. of E. First Schools

Equality Information (gathered 2011-12)

 

Age

Cohort size differs year to year fluctuating from 4 - 14 (2012). Combined data for Lowick and Holy Island.

Percentage of year group

Boys

Girls

Total

Reception

3[50%]

3 [50%]

6

Year 1

7 [77.7%]

2 [22.3%]

9

Year 2

5 [50%]

5 [50%]

10

Year 3

6 [42.8%]

8 [57.2%]

14

Year 4

0 [0%]

4 [100%]

4

Total

21 [48.8%]

22 [51.2%]

43

 

We have 37 children on the school register at Lowick and 6 at Holy Island; a combined figure of 43.

The age of parents/carers is not routinely collected although anecdotal evidence suggests parent age profile ranges from early 20s to carers (grandparents) in 60s.

(Source: SIMS, anecdotal evidence)

Disability

None of the pupils on roll currently has a physical disability, hearing or visual impairment. An accessible disabled toilet is available and used by pupils with short term medical needs.

There are a very small number of pupils (below 10) whose long term health issues have an impact on attendance. The actual number is not published as the pupils could be identified.

There are no disabled members of staff.

The accessibility issues which affect staff and pupils in school are the single step into Pre-School and the single step into the PIC at Lowick.

The percentage of pupils on the SEND register is 27.9% across both schools. This is significantly higher than other small schools within the partnership.

Pupils with SEN are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress.

Pupils with SEN tend to perform in line with their peers with some exceptions and yearly fluctuations due to the range and number in the school.

(Source: Partnership Profile, SIMS, School Data Report, RAISEOnline)

Gender reassignment

No data is collated by the school about gender reassignment and the pupil or staff population.

Race

For both schools the population is one of 100% White British. The school has consistently recorded and reported no racist incidents to the Local Authority.

As the school is White British we do not currently record any performance trends according to ethnicity.

When we have had BME children, they have performed in line with their peers with some yearly fluctuations above and below expected attainment and progress due to the very small number in the school. BME pupils are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress.

The school has had no fixed term exclusions [Autumn 2011] to identify a trend relating to ethnicity.

(Sources: First School Profile, RAISEOnline report, NCC data unit, School Data report, school Gifted and Talented register)

Religion or belief

The school records data about religion in SIMS.

Leadership Team make arrangements for the alternative education of non-Christian children during daily collective acts of worship. Families that have expressed a religion other than Christianity are consulted regarding Religious Education for their children.

Religious leaders do play a part in the life of the schools. They include Church of England, Church of Scotland and United Reformed Church representatives.

(Sources: SIMS, anecdotal evidence, SACRE guidance)

Sex

Gender imbalance is evident in Year 1 with 7 boys and 2 girls, and in Year 4 - a cohort of girls.

Neither sex is under-represented in terms of total pupil population – see table above.

Boys generally enter school with lower attainment in both English (CLL) and Mathematics (PSRN).

Boys, and girls’ attainment and progress are tracked as separate groups of learners each half term to identify that neither group is disadvantaged or under performing. If trends or individuals are identified Leadership and Management allocate resources as appropriate.

By the end of Year 4 the gap has narrowed to similar attainment levels in maths, reading and writing with some yearly (cohort specific) fluctuations above and below expected progress and attainment.

Males are under-represented on the teaching staff (2 members of staff are male out of a total of 11). However school follows the Northumberland County Council recruitment procedures and policies which ensure neither sex is discriminated against in terms of recruitment.

( Sources: SIMS analysis, school data reports, Northumberland County Council Employment policies)

 

Sexual orientation

No data about the sexual orientation of pupils, parents or staff is collected or held by the school. Were it to be communicated to the school regarding a pupil, it would be recorded in the child’s personal file.

(Source: anecdotal)

Marriage and civil partnership

When information about changes in marital status or home circumstances is communicated to school, it is recorded in the school’s Admin file. Any changes to contact details are recorded in the pupil’s personal file.

No data is collated by the school about staff or parents marital status, apart from names given for home contact and information about whether letters home or reports are to be duplicated and sent to two addresses.

(Source: school admin procedures, SIMS)

Pregnancy and maternity

The school has developed flexible policies with regard to returning to work and flexible arrangements regarding emergencies relating to children, childcare and parenting. (Northumberland County Council Employment Policies)

(Source: School admin procedures)

FSM and IDACI:

Free school meals and School deprivation indicator currently show the school to be between 20th and 40th percentile.

Children in receipt of Free School Meals are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress. We are unable to make a correlation between FSM and Performance Trends, due to the very low numbers on FSM (1 child)

Super Output Area information shows that Barriers to Housing and Environment are in the 40% or below percentile (97.3%). This is due to the rural location of both schools.

(Sources: First School Profile, NCC Data Unit, RAISEOnline, Partnership Profile)

Vulnerable groups

There are currently no looked after children on roll.

There are currently no pupils with a parent/carer in the armed forces. This group would be tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. This group of children would be predicted to make expected or better progress compared to their peers.

Children at risk from underachievement, and therefore in receipt of additional intervention, are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. Generally children in receipt of interventions achieve average attainment and make progress in line with peers with yearly fluctuations above and below average due to the low percentage of the group of learners.

(Source: SIMS, School Tracking System, School Data Report)

 

Bullying and discrimination

The school has an embedded behaviour policy based upon the Golden Rule. The children are encouraged to respect each other, themselves and the school environment; to ‘tell’ if they feel unsafe. If any issues arise, they are dealt with immediately and resolution sought.

No incidents of bullying have been recorded (2011) if any incidents were to occur these are reported to the Governing Body as part of the Head teacher’s report to the Governing Body each term.

With the huge increase of mobile technology usage in children school have introduced a comprehensive cyber-bullying programme that delivers e-safety training to pupils, staff, parents/carers and governors.

No data is recorded about the prevalence of, for example identity based bullying, homophobic language or gender based bullying.

(Sources: Headteacher’s analysis of bullying incidents, e-safety training file, Headteachers Report to the Governors)

Target

Pupils have limited experience of the wider cultural context of the UK and some stereotypical misconceptions about disability.

Objective: use the 2012 Olympic and Paralympic games as an opportunity to teach about Britishness and disability, and the Olympic values, using GET SET network and resources.

 

Other data:

Percentage of year group

FSM

SEND

Ethnicity

Looked After Children

Reception

0

0 [0%]

0

0

Year 1

0

3 [33.3%]

0

0

Year 2

0

3 [30%]

0

0

Year 3

0

5 [35.7%]

0

0

Year 4

1 [25%]

1 [25%]

0

0

Total for school – 43 pupils on roll (both schools)

1 [2.3%]

12 [27.9%]

0

0

 

 

 

 

Term of birth

(Percentage of year group)

Autumn

Spring

Summer

Reception

3 [50%]

1 [16.7%]

2 [33.3%]

Year 1

1 [11.1%]

5 [55.6%]

3 [33.3%]

Year 2

2 [20%]

4 [40%]

4 [40%]

Year 3

4 [28.6%]

6 [42.8%]

4 [28.6%]

Year 4

0 [0%]

1 [25%]

3 [75%]

Total for school – 43 pupils on roll (both schools)

10 [23.2%]

17 [39.6%]

16 [37.2%]

 

 

 
We were awarded Outstanding in both schools Ofsted Inspections  ARTSMARK: We have achived a GOLD award for our arts in school. "Artsmark provides a benchmark for arts provision that encourages schools to consider the opportunities they offer in art, dance, drama and music.  ICTMark Award  HealthandWellbeingLogo s   Active 08  Financial Management in Schools  Naace Feature School  3rd-Millennium-Learning-Logo-v5Eco Schools Bronze Award s

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