Our Inclusion Manager is Ms Sonya Brazier
At Chertsey High School we are committed to offering an inclusive curriculum to ensure the best possible progress for all our students, whatever their needs or abilities.
SEN Code of Practice 2014 Every Child Matters Agenda ‘We want every child to fulfil their potential, regardless of their background or circumstances’ and to achieve this we will:
- Help students achieve the highest educational standard they possibly can;
- Deal with bullying and discrimination and keep students safe;
- Ensure attendance, encourage students to behave responsibly and give them a strong voice in the life of the school;
- Engage and help parents in actively supporting their children’s learning and development.
(taken from our SEN policy)
At Chertsey High, we share the belief that all children have an equal right to a full and rounded education, which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the Code of Practice (September 2014):
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
We ensure that both children and parents are appropriately involved in all discussions and decisions about individual support and provision. The children’s needs are always at the heart of our provision and decision-making.
At Chertsey High we pay attention to the 4 principles of Inclusion:
- We welcome all children regardless of race, gender, physical need or learning ability
- We set suitable learning challenges
- We respond to pupils' diverse learning needs
- We aim to overcome potential barriers to learning
The children at Chertsey High School are taught to help one another and respect each other's differences.
English as an Additional Language
Chertsey High School provides an education for all which acknowledges and is enriched by the diversity of ethnicity, culture and faith of its pupils. Equality of access to the curriculum for all pupils, including those for whom English is an Additional Language, is ensured by a whole school approach. This comprises a learning environment that encompasses a varied range of teaching and learning strategies, multicultural and multilingual resources and displays, and whole school celebrations that embrace a wide range of world cultural events. (taken from our EAL policy)
The monitoring of EAL students’ progress and development is shared between all staff. Individual student profiles are kept updated with relevant information and regular assessment tasks both indicate students’ progress and inform curriculum planning. Students are encouraged to take responsibility for their own learning by setting their own targets for achievement and assessing their own progress. (taken from our EAL policy)
We are delighted that our school represents a rich cultural diversity, with children that speak many different languages as well as English.
We use REMA Ethnic & Language Minority Support services where necessary which focuses on supporting identified pupils. The type and extent of intervention is negotiated and agreed to reflect the specific requirements of our school and the learning needs of our pupils.
The team also provides language assessments and advises a school on working with parents from minority ethnic/language communities, with asylum seekers and refugees, and with bilingual pupils who also have Special Educational Needs. Direct teaching support may be provided to enhance bilingual learners’ English language acquisition and access to the curriculum.
If you or your child need help with any aspect of English as it is not your home language, please come and speak to us. The class teacher will be pleased to offer advice and refer to our SENCO who oversees our EAL provision.
Within this section of the website, practical information can be found to aid parents in supporting children with an additional need, both in school and out. This includes links to useful websites, resources and local events taking place within the community.
If you have any concerns about your child’s learning please contact Mrs Dyos who will arrange a meeting with our SENCO Ms Brazier.
The Personalised Learning Pathway for pupils at Chertsey High School
- ONE PAGE PROFILE: All pupils develop a one page profile which outlines their strengths, aspirations and details the support they need to learn and achieve well. This will involve collecting views from parents, teachers and peers. (Pupils already identified as having SEN will have additional 1:1 support to develop their profile).
- PROVISION MAPPING: Through rigorous assessment and monitoring, some pupils will be identified as needing provision that is additional to or different from that which is provided at a Wave 1 Quality first inclusive teaching level. In consultation with parents and the pupil some more specific intervention will be planned and detailed on the class provision map. This will be reviewed on a termly basis and monitored by the SENCO.
- PUPIL PASSPORT: In consultation with the SENCO and parents, identified pupils will be placed on the SEND register and provided with a pupil passport which outlines their needs; sets long and short term person centred outcomes and outlines the support plan in place. Any agreed 'wave 2 and 3' provision will also be detailed on the class provision map and evidence will be gathered. This will be reviewed in line with the SEND monitoring cycle. The pupil may at this stage be referred to an outside agency.
- EHCP: If appropriate intervention and support has taken place (including support from outside agencies) but there are still concerns about a pupil's progress and/or attainment, the SENCO will consult with the class teacher and parents to discuss the need to start the application process for an Education, Health and Care plan (EHCP). Evidence will be gathered, and an application made. The EHCP will provide top up funding in addition to the £6,000 already funded by the school.
Supporting you on your journey to adulthood booklet is produced by the Surrey Transition Team to explain how they can support students when they move from Children’s Social Care to Adult Social Care services.
Our SEN Governor is : Jane Vaughan