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Welcome to Queen Elizabeth’s Learning Support Department
The school is dedicated to encouraging and enabling its students to learn, to discover and develop their full potential. It is accepted that a number of students will, at some point in their development, have special needs which require support over and above the usual academic and pastoral system.
The major aim of the Learning Support Department at Queen Elizabeth’s is to address the assessed special need of each individual student, so that he or she can:
• experience success in learning and reach his/her full potential;
• enjoy greater self-esteem;
• be fully and genuinely included in the life of the school;
• make a successful transition into adulthood.
1. What should I do if I think my child has special educational needs?
At Queen Elizabeth’s we are committed to early identification of special educational needs and the process of identification and assessment will come from a number of sources:
• close liaison with feeder schools
• cognitive abilities tests
• screening tests for reading and spelling
• learning support/teacher feedback
• parental concern
• student self-referral
• Head of Year/Form Tutor concerns
If you think that your child may have special educational needs that have not been previously identified you should contact the school through your child’s tutor/ Head of Year, or contact the Learning Support coordinator directly.
Learning Support Co-ordinator Mrs H Freeman can be contacted:
2. How will the school respond to my concern?
An informal meeting will be arranged at the school in order for you to discuss your concerns. School staff most likely to be involved at this stage will be your child’s tutor, Head of Year and the Learning Support Coordinator. If your concern relates to a health matter the Deputy Head with responsibility for student well being will also be involved. Before arranging a follow up meeting information will be collated about your child. This may include:
• records from the school data system;
• a summary of responses from teaching staff and teaching assistants who will have been asked to comment on specific issues that may have been raised by your concern;
• results of additional standardised tests that have been administered to your child as part of the further assessment of need process.
A follow up meeting will be arranged so that ‘next steps’ can be agreed.
Depending on the child’s needs outside agencies may become involved. The school supports a multi-agency approach to maximise the educational provision for students with special educational needs and disabilities. Services such as those offered by specialist outreach teachers in dyslexia and autism, and the Educational Psychologist, are used to provide additional support to students and their families. The school’s Safeguarding Lead is Mrs L Divers and she is responsible for contacting the Lincolnshire Safeguarding Children Board if there is concern regarding a child’s welfare.
3. How will the school decide if my child needs extra support?
Through our process of identification, assessment and dialogue with school staff, yourself and your child extra support will be put into place depending on the identified individual need.
4. What will the school do to support my child?
The names of children with a special educational need or disability will be recorded on our Learning Support Register. The register is the responsibility of the Learning Support Coordinator. This is updated regularly throughout the school year and provides all staff with an overview of each child’s individual learning difficulties and needs.
Provision for students beyond this is diverse and is solely dependent on individual needs. The range of provision includes:
support with homework and organisation
additional adults in the classroom
student centred planning disseminated through student voice documents
access to word processors for students with handwriting difficulties
access arrangements for examinations
The provision for your child will be coordinated by the Learning Support Co-ordinator and recorded on the Learning Support department’s Provision Map. For each child on the Learning Support Register we aim to follow the cycle of Assess, Plan, Do and Review. Tracking of student progress and collaboration with outside agencies will also form part of the process.
5. Who will support my child in school?
The Head of Learning Support/SENCO Mrs Heather Freeman has many years experience working with students with additional needs, both in her current role as SENCO and in her previous role as Head of MFL. She is qualified to Masters level in SEND.
Teaching Assistants within the Learning Support Department hold recognised National Vocational Qualification Teaching Assistant Certificates at levels 2 and 3.
Specialist subject teaching assistants are also employed in Mathematics.
Specialists from outside agencies will support your child as and when required.
In addition to the specialist staff in school your child may also receive support from Peer Listeners, as well as other adults within the school.
6. What training and experience do staff have for the additional support my child needs?
All staff within the Learning Support Department hold specialist qualifications for working with students with SEN and disabilities.
Throughout the school year school all staff have the opportunity to attend courses as part of the school’s Continuing Professional Development policy. This includes ‘in house’ training sessions led by the Learning Support Coordinator covering topics such as specific learning difficulties, use of other adults in the classroom and access arrangements for examinations.
7. Who else might be involved in supporting my child?
Outside agencies used by the school include:
Counselling by external agencies
Independant Careers Advisor
Educational Welfare Officer
Early Help Workers
Healthy Minds Team
8. What support will be there for my child's emotional and social well-being?
The school has clear policies which include behaviour management, anti-bullying, child protection, confidential reporting and attendance. It has clear protocol for the administration and storage of medication. Individual health care plans are drawn up for students as necessary.
9. How will my child be involved in the process and be able to contribute their views?
Queen Elizabeth’s SEND policy recognises that the effectiveness of any assessments and intervention will be influenced by the involvement and interest of the student involved. The benefits are both practical – their support is crucial to the effective implementation of any individual plan and ethical – children have the right to be heard.
Your child will be able to contribute their views by:
• having the opportunity to attend all reviews
• having a direct input into the completion of their own ‘student voice’ document
10. How will the curriculum be matched to my child's needs?
Queen Elizabeth’s Teaching and Learning Policy seeks: ‘to ensure that all learners attain their full potential as learners.’
High quality teaching is offered in which activities in the classroom are varied, purposeful and appropriate to meet the needs of all students and differentiated resources, tasks and questions all maximise the learning opportunities. Where there are barriers to learning which may prevent the students from achieving, teachers work in appropriate partnerships to help students overcome these difficulties within their lessons.
Routine strategies that help students in the classroom include seating for learning, the use of the student planner to help to maintain good home/school links, use of resources such as laptops, as well as an aadditional adult in some classrooms.
For a very small minority of students in Key Stage 4 a full timetable of academic subjects may not be appropriate. The reduced timetable then provides them with timetabled supported study time within school.
11. What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?
When your child is in years 7 and 8 you will be invited to two parent evenings each year, one in which to meet your child’s tutor and the other is an opportunity to meet your child’s subject teachers. From year 9 onwards you will be invited to one parent evening each year in which you have the opportunity to meet your child’s subject teachers.
Three times each year you will receive a report informing you about your child’s progress in each subject area, comparing their current target against their target grade. You will also be informed with a score for organisation, behaviour, homework and response to teacher feedback within each subject.
The Learning Support Coordinator attends parent evenings whenever possible. If more time is required for discussion a meeting will be arranged on another occasion, usually an after school appointment with the Learning Support Coordinator.
12. How does the school know how well my child is doing?
We use a range of bench marking measures to ascertain current attainment and expected progress in the future. These are regularly reviewed at both subject and whole school level.
For students who have been diagnosed with a literacy difficulty a number of standardised tests will also be administered as needed.
13. How will my child be included in activities outside the classroom including school trips?
All students will have the opportunity to take part in school trips. If your child has a specific learning difficulty that requires special consideration you will be invited to a meeting in order to discuss any additional provisions required and to contribute to the risk assessment.
14. How accessible is the school environment? How accessible is the curriculum?
All of our ground floor rooms are accessible with wide doors and ramps where required. All steps have edging highlighted.
An assessment of the moving and handling needs of students with special needs will be carried out before the student starts at the school. Where necessary, advice and guidance will be obtained from parents, the Health Authority and Health and Safety Advisors. A student mobility risk assessment will be undertaken and the moving and handling plans will be recorded in the student’s care plan.
The Learning Support Department staff work closely with the other subject departments and those Senior Managers who have a role in designing and managing the curriculum in order that the students with SEND have full entitlement/access to high quality education within a broad, balanced and relevant curriculum.
The school Disability Equality Accessibility Plan can be found here:- http://www.qegs.lincs.sch.uk/content/aboutQEGS/policiesandforms/2019/Disability Equality Accessibility Plan May 2017.pdf
15. How will the school prepare and support my child to join the school?
The Head of Year 7, Mr P Wright, has developed close links with the feeder primary schools. He visits each school during the summer term in order to meet the year 6 students who will be joining Queen Elizabeth’s in September. He will liaise with the Learning Support Coordinator as required.
The Learning Support Coordinator will also attend year 6 review meetings for students who already have an identified SEND.
In addition to the year 6 Induction Day, which is held in July for some students, an individualised transition programme may be needed. The Learning Support Coordinator will prepare this in consultation with parents and students. Visits to the school prior to induction day, school maps and introductions to key staff can be arranged.
Students are admitted to other year groups, if places are available, on the basis of school reports and tests administered by the Headteacher. Applicants will need to demonstrate their ability to benefit from a grammar school education. If your child has met this criteria and has an identified special educational need the Learning Support Coordinator will liaise with student, parent and other adults who are involved with the transition.
16. How will the school prepare and support my child to transfer to a new setting/school/college?
An individualised programme will be prepared in consultation with all relevant parties.
17. How can I be involved in supporting my child?
There are many ways in which you can be involved in supporting your child and you will be able to discuss these with your child’s tutor or other key staff who work with your child. Good communication links are very important between home and school; use of technology as well as the student planner are two of the main systems.
18. How can I access support for myself and my family?
There are many organisations who can help and support. The Learning Support Co-ordinator will be able to signpost you to relevant organisations. Independent information, advice and support is available through Liaise (SEND Information, Advice + Support in Lincolnshire).
You can also refer to the Local Authority website:
www.lincolnshire.gov.uk/special-educational-needs-disabilities-send/local-offer which is designed to help you find the right support and services. The LCC document "Guidance on SEN Support" is also available here.
The Lincolnshire Parent Carer Forum (LPCF) are the official parent carer for Lincolnshire, recognised and funded by the Department for Educatiom and one of the largest parent carer networks in the UK. Further information about the LPCF can be found on their website www.lincspcf.org.uk and info about their events is posted on the news section of the school website.
19. Who can I contact for further information?
Telephone: (01507) 522465