We always recommend talking to a member of staff who knows your child well to start off with. In primary school, this is usually the class teacher. In secondary school where your child will have lots of teachers, it may be useful to talk to the form tutor first of all for a general picture about how they are getting on. For a more specific discussion about possible special educational needs, we recommend contacting the SENDCO Beccy Harvey or the Assistant SENDCO Hayley Mason, for a telephone or face to face discussion.

Our ethos is based on inclusion and independence, and this forms the basis of how we support all our students. Secondary school forms an important preparation for adult life, and so from Year 7 we will start the process of our students gaining the resilience to succeed. This means that we will encourage them to be as independent as possible. We do not advocate one to one support for students, as this leads to dependence on the adult, but we recognise that some children need more adult support than others. The main support network in school is formed around the form tutor, the subject teacher, the student support manager and the key stage leader. Additional support comes via the Pastoral and SEND team, which may include working with a learning support assistant, the allocation of a keyworker, working through structured intervention programmes and workshops, or being supported during social times or with tasks like homework. The support we offer is planned around the specific needs of the child.

Support decisions are based around the presenting and changing needs of each child. this means that over time, the type and frequency of support will change. In year 7, we offer more support around developing relationships and settling into the school, plus structured interventions based on the secondary-ready skills of literacy and numeracy ability. Within our ethos of developing reliance and independence, support for older pupils may become less formal, and links to developing the emotional strength to mature into adulthood and transition into further education and employment. Throughout school life, subject teachers offer academic support through high quality, inclusive teaching supplemented as needed with booster programmes and coaching.

During the summer term we will be contacting parents with information about the school. This will be supported with information on our website. We endeavour to start building the relationship between school and home as early as we can before your child starts. This includes providing transition activities so that we can get to know your child.

We use the graduated approach to assess and plan for the needs of your child. As far as possible, our teaching is inclusive for all children at the point of entry, so that we do not need to single out children by providing different resources. We offer specialised support or resources as needed for individual pupils

An academic report is produced twice per academic year, which will explain the progress your child is making in each subject. We hold one parents evening for very year group. However, we strive for a close relationship between home and school. Staff are contactable via phone or email for any worries or concerns. The SEND section of the website will also publish events like SENDCO surgeries, parent sessions or workshops.

The SENDCO works closely with subject areas and the leadership team in school. Our curriculum is framed around core knowledge and application of knowledge, and our teaching is based around structured and inclusive teaching principles. Teachers are encouraged to make learning accessible to all pupils at the point of entry, rather than through modifying activities specifically for one child. All pupils on the SEND register have a personalised learning and support plan which provides teachers with the strategies they could use to support particular needs. Where more targeted of specialist provision is needed, this will take place through a targeted intervention programme. Intervention programmes may be single session, short-term or long-term, depending on the specific need.

Wellbeing is an area of high priority in the school.  We have a large pastoral team in school.  Each student has a form tutor and a designated Student Support Manager who oversees the whole year group.  The Pastoral team also has a Welfare Officer, a Family Liaison and Support Worker, a one-to-one Mentor, a Counsellor and a PCSO.  There are a number of staff qualified as safeguarding leads.  The SEN team is part of the Pastoral Team, consisting of the SENCO/Director of Inclusion, Assistant SENCO and a number of Learning Support Assistants.  We have a nurture base for our most vulnerable students.  We have a designated wellbeing team within the Pastoral Team who can be contacted via HLCwellbeing@LCT.education 

Our aim is to guarantee a holistic approach to wellbeing and provide a high-quality educational experience for all students and that that includes working in partnership with staff and families. We will develop the skills and attributes needed open and non-judgmental approach which enable our students to become more resilient, to know how and when to ask for help, and to know where to access support and to achieve their academic potential.

Positive mental health and wellbeing is reflected in our school values: belong; respect; inspire; succeed and enjoy and we can support the students on an individual basis or in small groups, delivering workshops on:

• Anger Management
• Bullying
• Friendship Groups
• No Worries (Anxiety Management)
• Transition
• Bereavement and Loss
• Helping to change behaviour, improving attendance, punctuality and organisation
• Managing feelings and low self-esteem
• Chill Skills (Relaxation)
• We also facilitate a ‘Living with Teenagers’ course and ‘Emotional Well-Being’ awareness evenings for parents and carers.

We also promote Emotional Health through PSHE and Citizenship sessions, taught by form tutors and through Wellbeing Afternoons.

We have links with the following support teams and services:

• Educational Psychology
• Prism (Bereavement counselling)
• BEAM
• CAMHS
• Sensory Inclusion Service
• Speech and Language
• Learning Support Advisory Team
• Inclusive Schools Forum
• Health and Wellbeing Panel
• Telford and Wrekin SEND Team
• Telford and Wrekin Virtual Schools
• Education Welfare Officer

There is an ongoing programme of training and development for SEND staff.

• SENCO/Director of Inclusion - Specialist Leader of Education for SEN, qualified teacher, qualified SENCO, National Professional Qualification Senior Leadership
• Assistant SENCO – Specialist Assessor
• Mental Health Lead – Mental Health First Aider, qualified Counsellor (including emotional health and wellbeing and cognitive behaviour therapy)

All staff in the SEN team have received training in the four main areas of SEN, specific conditions and needs, supporting reading, supporting mental health needs.  We aim for at least one member of the team to become ELSA trained in 2020.  There is a rolling programme of SEN-based CPD for teachers in 2020.

The school uses Show My Homework for all out of school learning, and parents have a log in to this, so that they can see the work being set. Any interventions that can be supported with some learning at home will have a parents/carers booklet provided. The student zone of the HLC website has a SEND and Learning Support section, which has a range of resources around emotional health and wellbeing and study skills which can be used to support your child at home.

As far as possible, we involve parents in completing the Personalised Learning and Support Plan. For all pupils where specific interventions are taking place, we consult with parents / carers when we agree the support and review progress. We are happy to discuss your child’s education at parents evening, over the phone, via email, or through an arranged meeting as needed.

Our after-school clubs are designed to be as fully inclusive as possible, as are all school trips. If there are any concerns about elements of these, the school will consult with the SENCO or parents/carers on the best model. The SENCO supports staff with risk assessment activities in school, trips and visits as needed.

Most of the building is wheelchair accessible, using ramps and lifts in place of staircases. There is a hearing induction loop system in place in some parts of the building. The corridors and doorways are wide and well lit. Stairways have a contrasting handrail and stair edge. There are single use and disabled toilets, although these maybe some distance away from some of the teaching rooms. Early transitions can be used to support pupils who need more time to move from one area of the school to another. The SEN department has a small number of laptops and dictaphones that can be used by pupils in lessons, and can also provide items such as writing slopes, cushions, pen/pencil grips, ear defenders as needed.

Contact details for staff can be found on the HLC website.

• Deputy Head and Pastoral Team lead – Mark.Hignett@lct.education
• Assistant Head and Transition Lead – Phil.Thompson@lct.education
• SENCO/Director of Inclusion – Rebecca.Harvey@lct.education
• Assistant SENCO – Hayley.Mason@lct.education
• Student Support Manager Year 7 – Kerry.Turner@lct.education