Our aim is for every pupil to fulfil their potential in all areas of development. We achieve this via early needs identification and providing support as necessary in response to these needs. We believe that all teachers are teachers’ of SEND.
SEND Team
Miss R Ellis
SEND Coordinator
Special Educational Needs and Disabilities Coordinator
01270 660880
Our key principles are:
o To identify, at the earliest opportunity, barriers to learning and participation.
o To enable all children, whatever their special educational need or disability, to receive appropriate educational provision through a broad, balanced curriculum.
o To involve parents/carers in planning and supporting at all stages of their child’s development.
o To ensure that pupils with SEND have a voice and are given opportunities to express an opinion and that this opinion will be taken into account in matters affecting them.
o To work closely with external support agencies, where appropriate, to support the needs of individual pupils.
We implement an Early Identification Pathway. Early identification and adaptations to teaching ensure that most children’s needs can be met as part of the school’s normal provision.
A child is classed as having Special Educational Needs if they have a learning difficulty or disability that requires special educational provision to be made for them.
They have a learning difficulty or disability if they have:
• A significantly greater difficulty in learning than most others of the same age, or
• A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
We review the support children receive and the progress they make regularly by assessing pupils needs, putting plans in place, delivering support and then reviewing this support. This creates a review process we call our graduated approach.
Enquiries about a child’s progress should be addressed to the class teacher or form tutor in the first instance since they know the child best.
The School’s SENDCO is Rebecca Ellis.
She is responsible for the day to day operation of the school’s SEND Policy and can be contacted by email at sendco@sws.cheshire.sch.uk or by telephone on 01270 660880 at the end of the school day.
SEND Policy
Our SEND Policy contains information on how we aim to support children with special educational needs. It states the school's vision and aims for SEN and includes information about the principles that shape the day to day processes of the school.
SEND Information Report
The SEND Information Report explains how the school's SEND Policy is used. It explains how help and support works for children with SEND at Sir William Stanier School. It details what happens and how.
Accessibility Plan
The school’s accessibility plan indicates the actions we are planning to take to make our school as inclusive as possible.
Other useful sources of information
The Cheshire East Local Authority publish a Local Offer. This offer has links to the support available in this local area related to special educational needs. It can be found here Local offer (cheshireeast.gov.uk)
Diagnostic Screening
New Group Reading & Spelling Tests
All students upon entry to Sir William Stanier in Year 7 complete the standardised New Group Reading & Spelling Tests, which gives an indication of their reading and spelling age. We aim to complete these within the first of term when pupils join us as an in-year transfer.
- A bespoke set of strategies for each student are produced.
- All staff are informed of the reading & spelling ages of their pupils and any key strategies to trial to support them within the classroom.
- This information is used to identify pupils who may need further investigation and targeted interventions to support their progress, such as Precision Teaching & Read, Write, Inc.
Cognition & Learning
At Sir William Stanier, we also have a more thorough suite of diagnostic tests, which aim to unpick the strengths & weaknesses of pupils in areas such as Reading, Spelling, Comprehension & Maths Computation.
- All staff are informed of the strengths & weaknesses of their pupils and any key strategies to trial to support them within the classroom.
- The results may suggest underlying neurodevelopmental conditions, such as ADHD & Autism, or moderate/severe learning difficulties, that may require further investigation & support from external agencies.
Social, Emotional & Mental Health
At Sir William Stanier we use the Boxall Profile unpick where pupils may require more targeted support to positively impact their learning, behaviour, attendance & wellbeing.
- Specific strategies to support the pupil are suggested & all staff are able to trial these with the pupil.
- The results may indicate that, with your support, we should refer to our in-school mental health coordinator or seek advice from external agencies.
Specific Learning Difficulties & Neurodevelopmental Conditions
Dyslexia
Dyslexia is a common learning difficulty that can cause problems with reading, writing & spelling. At Sir William Stanier, dyslexia-friendly strategies are used during all learning opportunities. Therefore, we no longer screen for the possibility of dyslexia, as this was only ever an indication & does not provide any other strategies to trial that are not already standard practice in the classroom. A diagnosis may be sought privately, at a cost to the parent of the pupil. Therefore, we ensure:
- Alternatives to writing as a key method of recording information are offered.
- Handouts that contain the learning points (rather than asking the pupil to copy lots of text) are available.
- Instructions/information is repeated, and we check for understanding.
- Timetables are available for students, and they are welcome to colour-code these.
- Format options of resources are considered (we use background colours other than white, dyslexia-friendly fonts such as Century Gothic & ensure visuals support any text).
- Time to process information & formulate a response is given.
- Information is broken up into smaller ‘chunks.’
Dyscalculia
Dyscalculia is a learning disability that affects a person’s ability to understand number-based information. It is incredibly challenging to diagnose, as there are only a limited number of official, qualified assessors in the county. Therefore, we no longer screen for the possibility of dyscalculia, as this was only ever an indication & does not provide any other strategies to trial that are not already standard practice in the classroom. A diagnosis may be sought privately, at a cost to the parent of the pupil. At Sir William Stanier, we ensure:
- Pupils are diagnostically screened to gain an understanding of their general mathematic ability.
- Interventions such as Precision Teaching are utilised to help to develop the key early concepts of mathematics that may not be understood.
- Pupils are taught to ‘see’ the number, so they can understand it as a visual representation of the number, as well as knowing the name and digit symbol.
- Concepts are modelled using concrete materials, where appropriate.
- Mathematic language is used correctly to ensure that its meaning is understood.
Dyspraxia (DCD)
Dyspraxia, or Developmental Coordination Disorder (DCD), is a condition affecting physical coordination and can cause a child to struggle to perform daily activities. At Sir William Stanier, we ensure:
- Alternative methods of recording information are available for pupils who find writing a challenge.
- Resources are made bigger where necessary.
- PowerPoints are available to pupils should they need a physical copy.
- Step by step instructions are visible.
- There is enough time to complete tasks & process information.
- Routines are clear & reminders are frequent.
- Seating is suitably arranged.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is one of the most common neurodevelopmental & mental health conditions, that can cause extreme levels of hyperactivity and impulsive behaviour. At Sir William Stanier, all staff are trained to recognise the signs of possible ADHD, and will discuss their concerns with parents & refer pupil to the SENDCo for further investigation. Our diagnostic screening package can help to identify indicators of ADHD, and with parental consent, we can seek a diagnosis through the Community Paediatricians and gain additional support & guidance from the Educational Psychologist (EP).. To support students with suspected or diagnosed ADHD at Sir William Stanier, we ensure:
- Standardised routines & expectations are in place throughout the school.
- The behaviour policy clear, allowing for opportunities for pupil’s to re-regulate themselves & that this is applied consistently.
- A safe space is available for pupils who require a sensory or movement break, or who become dysregulated, and is available for them to reset before returning to a learning environment, or take time to process incidents that have occurred.
- Enthusiasm for learning is celebrated.
- PowerPoints or key information is provided, so that the pupil does not have to look around to find the information and risk becoming distracted.
- Opportunities for multi-sensory approaches to learning & alternatives to writing are considered.
Autism Spectrum Condition (ASC)
ASC is a neurodevelopmental condition that affects how a person sees the world, processes information & relates to other people. At Sir William Stanier, all staff are trained to recognise the signs of possible ASC, and will discuss their concerns with parents & refer pupil to the SENDCo for further investigation. Our diagnostic screening package can help to identify indicators of ASC, and with parental consent, we can seek a diagnosis through the Community Paediatricians and gain additional support & guidance from the Cheshire East Autism Team (CEAT) and the Educational Psychologist (EP). To support students with suspected or diagnosed ASC at Sir William Stanier, we ensure:
- Standardised routines, expectations & language are in place throughout the school.
- The behaviour policy clear, allowing for opportunities for pupil’s to re-regulate themselves & that this is applied consistently.
- A safe space is available for pupils who require a sensory or movement break, or who become dysregulated, and is available for them to reset before returning to a learning environment, or take time to process incidents that have occurred.
- Pupils have access to our Sensory Room when they are overstimulated.
- Interventions are in place to support social skills development and speech & language development.
- Time is given to help pupils to process any changes or incidents that occur.
- Opportunities for multi-sensory approaches to learning & alternatives to writing are considered.
The Hub
At Sir William Stanier, we are committed to ensuring the overall wellbeing of the child, so that they are able to reach their full potential in all of their learning opportunities. We have a passionate & enthusiastic team with a wealth of experience and expertise in SEND, who deliver a high standard of care and support for our young people.
Our Hub provides support that is three-fold:
- A learning area for those who cannot access particular areas of the mainstream curriculum.
- A place where diagnostic screening and interventions to support learning & to improve progress can take place.
- A safe space for pupils to access during times of dysregulation, to process any changes or incidents that occur, or during social times.
SEND Team
SENDCo- Rebecca Ellis- rebecca.ellis@sws.cheshire.sch.uk- 01270 660880
Assistant SENDCo- Lydia Chapleo- lydia.chapleo@sws.cheshire.sch.uk- 01270 660880
Each year group has a team of Teaching Assistants attached to them, who support our pupils both in and out of lessons. This support could be direct learning support in the classroom, wellbeing or organisational support at key times of the day, or intervention support out of the classroom.
English as an Additional Language (EAL)
What are we doing?
- Students have additional English lessons out of the classroom
- Bilingual Teaching Assistants help the students in the classroom
- We prepare the Polish students for the Polish GCSE exam
- During form time we help individual students with reading / maths/ conversation.
- We offer additional exam support and preparation
Co robimy?
- Uczniowie maja dodatkowe lekcje jezyka angielskiego z klasy
- Dwujezyczne asystentów pomóc uczniom w klasie
- Przygotowujemy sie do polskich studentów do polskiego egzaminu GCSE
- W okresie formularza pomagamy indywidualnych uczniów z czytania / matematyki / rozmowy.
- Oferujemy dodatkowe wsparcie egzaminu i przygotowania
We have a passionate and enthusiastic team with a wealth of experience and expertise in EAL who deliver a high standard of care and support to our students. Please feel free to contact us should you have any concerns or queries.
Our Staff
EAL staff:
Mrs Zoe Smissen: zoe.smissen@sws.cheshire.sch.uk
Mrs Silvia Fatu (Bulgarian/Romanian): silvia.slavova-fatu@sws.cheshire.sch.uk
Assistant SENDCo:
Miss Lydia Chapleo: Lydia.chapleo@sws.cheshire.sch.uk
You can help your child
- Listen to English songs.
- Watch English TV.
- Read TV Listings.
- Read Comics/ Magazines.
- Do fun things after school where you can practise English.
- Read books in English and Home Language.
- Encourage your children to develop hobbies and interests.
- Make friends with English speaking people.
- Read signs.
- Be a good example.
- Talk about the school day with your child.
- Develop home language.
Young Carers
We work closely with Cheshire Young Carers to offer support and guidance to the young carers in Sir William Stanier.
Our young carers can have weekly meetings with our school-assigned link from Cheshire Young Carers, where they have an opportunity to discuss their lived experience over the week and are given a variety of opportunities through the Cheshire Young Carers programme to meet other young carers. This includes school respite programmes which run over the school holidays and monthly activities through “Team YAC.” Working closely with Cheshire Young Carers, Sir William Stanier strives to give our young carers the best balance of support both in school and at home.
To find out more about Cheshire Young Carers, please visit their website via this link- https://www.cheshireyoungcarers.org- or you are welcome to contact our Deputy Designated Safeguarding Lead to find out more about the support offered within school.
DDSL- Tracey Hutchings- tracey.hutchings@sws.cheshire.sch.uk- 01270 660880
“I have been made to feel so welcome by all members of staff and students, as a visitor I feel very privileged to come into school to work with your young carers. Through my time speaking with the young carers they have all expressed how much they love attending SWS and feel supported by staff, they have great things to say about science (I have never been into a school where all the pupils I have spoken to have said science is their favourite subject), the year 10 and 11 pupils I have spoken to have clear direction of what they want to do after they have left school and have said they feel supported by the relationship between the school and college.” Sarah-Jane Dickinson, Cheshire Young Carers.
SEND Useful links
SEND Documents