We aim to support all students with their learning in a range of ways whatever their needs may be. This support includes Coaching and Mentoring, Special Educational Needs and Support, English as an Additional Language Support, Enrichment sessions and Stretch and challenge support.
Plashet School is a fully inclusive school that ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum.
The SEND team is a large-team of specialist teachers and teaching assistants that work closely with mainstream teachers to ensure that students with SEND realise their full potential, including specialised, differentiated programmes where appropriate. We also engage the use of outside agencies so that every area of need is addressed and so that the student can fully participate in her education.
We have specialist teachers in areas such as autism, visual impairment and hearing impairment as well as speech and language. Our transition support extends to Key Stage 2 to Key Stage 3, and Key Stage 4 to Key Stage 5 which includes work experience and sixth form and college applications.
Our students participate fully in all events in the life of the school including trips out, Sports Days and special events in the evening such as the Christmas show, Diwali and the Eid event. We have a key specialist from the Borough, who ensures that our students participate in all sports events which take place across the schools in Newham. This has been received very well by our students with disabilities, who have in fact, won awards and medals. The students were extremely proud and their achievements are celebrated on school displays as well as in the Plashet School parents’ newsletter.
- A fully inclusive school that ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum.
- A large team of specialist teachers and Teaching Assistants work closely together with mainstream teachers, to ensure that students with SEND realise their full potential by supporting the learning and progress of students .
- Specialised differentiated programmes where required and appropriate.
- Exam Access Arrangements
- Specialist teachers in areas autism, visual impairment and hearing impairment as well as speech and language.
Transition support at KS2 to KS3 and KS4 to KS5. One of the SEND team is responsible for the transition from KS2 to KS3 and one of our team I responsible
1. What kinds of special educational needs are provided for at Plashet School?
We are an inclusive school and we provide for a range of special education needs from severe complex needs to learning difficulties.
2. and 3. What are the policies for identifying children and young people with special educational needs and assessing their needs?
A transition meeting held by the Borough of Newham gives SENCos from primary and secondary schools the opportunity to meet and discuss students with SEND. A comprehensive transition programme, including liaison meetings with primary teachers and learning support assistants, additional visits in the Summer term and information from our Primary Liaison teacher, increases our knowledge of individuals’ needs. This allows for early intervention.
● Baseline testing in year 7 in conjunction with KS2 data analysis is used to identify pupils with additional needs. All students have a Cognitive abilities test.
● Review meetings by outside agencies discuss individual pupils, action plan a program of intervention and review to ensure progress.
● Referrals from teaching and non-teaching staff, parents and self-referrals are actively encouraged. SEND Panel meetings are held termly: the graduated approach: Assess, Do, Plan, Review is actioned for students who may have SEND.
● Our SEND Information and Guidance Handbook specifying the type of SEN, strategies for support and any key data is shared with all members of staff at the beginning of each academic year. This information is also shared should a student be an in-year admission.
● The following documents should be referred to: SEND Policy, Accessibility Plan, Equality Duty, Support Students with Medical Conditions Policy.
4. What is the name and contact details of the SENDCO?
Ms Raminder Kaur Virdee
Telephone No: 0208 471 2418
5. What are the arrangements for consulting parents of children and young people with special educational needs and involving them in their education?
We have student-centred reviews three times a year and you will be invited to attend those reviews as we value your opinions. We also have annual reviews/EHCP, for students on SEND support.
All EHCPs will be reviewed at least annually with the parents, the pupil, the LEA and the school to consider whether any amendments need to be made to the description of the pupil’s needs or to the special educational provision specified in the statement. The annual review should focus on what the child has achieved, as well as on difficulties that need to be resolved and long term aims. The annual review held in year 9 will be particularly significant in preparing for the pupil’s transition to employment, the further education sector, work-based training, higher education and adult life. The aim of the annual review in year 9 and subsequent years is to review the young person’s EHCP and draw up and review the Transition Plan. The information is taken from Special Educational Needs Code of Practice, 2014.
6. What are the arrangements for consulting young people with special educational needs and involving them in their education?
We will consult your daughter during review meetings. We aim to make your daughter the central part of the meeting so that she is comfortable in sharing her views about her education.
7. What are the arrangements for assessing and reviewing children and young people’s progress towards outcomes?
We will assess and review your daughter’s progress towards outcomes at a review meeting held three times a year, and also at parents’ evenings when subject specialists are also available for you to meet. You will be invited to the termly reviews so that you can take part in to the discussion taking place about your daughter and her future aspirations.
8. What are the arrangements for supporting children and young people in moving between phases of education and preparing for adulthood?
We hold transition reviews in Years 9 and 11. We invite the Careers representative along who will explain future pathways such as college and work. In Year 10 your daughter will go on work experience (all our students including those with SEND attend work experience). In Year 11, the Careers Information and Guidance staff organise events such as BOSS day when employers come in and explain the world of work to our students. Our Careers Information and Guidance staff also ensures that each student gains a suitable place at Post-16 provision. Supporting students’ thinking and exploration about long-term goals underpins our work from Year 7 and is on-going.
All SEND students have a personalised careers interview by a specialist SEND careers advisor from the Borough
We also arrange for college personnel to meet with parents and students at school, informing them about support, application of courses, open days and different pathways until the age of 25.
9. What is your approach to teaching young people with SEND?
We will look at each student with SEND individually and plan a bespoke, personalised curriculum. Some students are taught in small support groups. Students are fully included in all aspects of school life. In class student’s work will be differentiated and some students have 1:1 support. Some students get specialist teaching for Specific learning difficulties..
10. What adaptions are made to the curriculum and the learning environments of children and young people with SEND?
We aim to personalise the learning for our students with SEND. Students will receive a balance of one-to-one teaching from the named SEND teacher, support from Learning Support Assistant and differentiation in the mainstream class. Support services and specialist teachers monitor students and provide advice to all teachers.
11. What are the expertise and training of staff to support children and young people with special educational needs, including how specialist expertise can be secured?
Our team are highly qualified up to Master’s Degree level. We also regularly attend Continuing Professional Development (CPD) in order to keep up with the latest thinking in SEND. Further, specialist expertise is secure through liaising with support services such as speech and language therapists; complex needs team, sensory service, Educational Psychologist and psychotherapist. All staff receive CPD on the different areas of SEND.
12. How do you evaluate the effectiveness of the provision made for children and young people with special educational needs?
We monitor and track the progress of students. We also gain feedback from teachers, support staff, and parents. In addition, we have quality assure through appraisal, lesson observations and learning walks. Our students also gain qualifications, gain certificates and go on to further education as well as employment.
13. What extra curricular activities are available for students with SEND?
We offer a homework club twice a week. We also offer your daughter a chance to read, play games and listen to music as well as mix with her peer group. We also organise disability sport where students participate in inter school and inter borough activities. Further, clubs and activities are also organised throughout the school and your daughter can attend these.
14. How are students with SEND enables to engage with activities available to students without SEND?
We are fully inclusive and our students take part in all activities including trips out, work experience and social and musical events.
15. What is your support for improving emotional and social development? (including anti – bullying)
We have a strong pastoral system including form tutors who see students on a daily basis. There is a student council which form representatives attend and voice their views about a variety of topics. The school assemblies are lively and informative and often presented by students on issues of current concern. In addition, we have named SEND teachers and Learning Support Assistants who will see your daughter daily and support her emotional and social development. We have an anti-bullying policy and have an anti- bullying educational programme.
16. How the school involves other bodies including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s special educational needs and supporting their families.
We work closely with the schools SafeGuarding Team, Attendance Team, School Nurse, School Counsellor, and Coaching and Mentoring team. In order to support students and young people with special educational needs. We have professionals’ meetings and we will involve social services or health care professionals as required by the personal needs of the student and her family.
17. The contact details of the special educational needs department for newham available for parents of children and young people with SEN:
Impartial Advice and Support Service (IASS) – 02073640676
Child and Family Consultation Service: 0207 558 400
Educational Psychology service: 0203 3373 2711
18. What is your school offer?
This is available on the Plashet School website. Further details can be obtained from our SENC0, Ms Raminder Kaur Virdee. Follow this link to Plashet School’s offer: School Offer
19. What are your arrangements for supporting children and young people who are looked after by the Local Authority and have SEND?
This is managed by Ms Thakor, Assistant Headteacher, Designated Safeguarding Lead and our Safeguarding Officer, who attends PEP meetings along with the SENCo.
20. Additional support for learning that is available to children and young people with special educational needs.
The additional support we offer includes: in class support, specialist interventions such as speech and language lessons, literacy numeracy, sign-along and a multisensory, differentiated curriculum.
21. What are the arrangements for providing equipment and facilities for children and young people with SEND and how these will be secured?
Specialist equipment is provided by Newham Sensory team and this is secured by application by the SENCo. Also students are provided with I Pads and laptops for accessing the curriculum. We provide, adapt and personalise ICT equipment for students with visual impairment. Students are provided with the required equipment and resources for exam access, this is monitored by the examinations officer and the SENCo.
22. What are the arrangements for handling complaints from parents of children with SEND about provision made at the school?
Complaints are rare. However, in the first instance parents should make an appointment to see the SENCo.
23. The arrangements for the admission of disabled persons as pupils at the school.
The details of this can be found by the following link:
24. What are the steps taken to prevent disabled students from being treated less favourably than other students?
We take pride in ensuring the highest level of care of our students with SEND. They are fully included in every aspect of school life and they thrive here both educationally and socially. Our SEND policy also makes clear provision.
25. What are the facilities provided to assist access to Plashet School by disabled students?
We have disabled ramps and a lift on the North Site and the South Annexe. We also provide specialist equipment for students with physical disabilities.
26. The accessibility plan prepared by the governing body or proprietor (under paragraph 4 of Schedule 10 of the Equality Act 2010).
The school’s Disability Action Plan (DAP) agreed by the Governors sets out the school’s increasing commitment to making the environment more accessible to students with physical and learning difficulties. We currently have a bridge to span the two main buildings, a lift on the North site and south annexe, ramps and handrails, notices and stairs painted to improve visibility. Some departments, for example, new science laboratories, hold specialist equipment for students with disabilities.
We keep the accessibility of the building and classrooms under constant review and incorporate areas for improvement into the School Improvement Plan (SDP).
Please follow this link to the Public Sector Equality Duty: PESD
27. Details of the school’s contribution to the Local Offer and information on where the Local Authority’s Local offer is published
Plashet School’s offer is on the Plashet School website and can be accessed via 18 (above). The local Authority’s local offer can be found on the Newham Education website.
What is the Coaching and Mentoring Department?
The Coaching and Mentoring Department (CMD) at Plashet School aims to provide Guidance, Information and Advice to support student achievement. The CMD offers activities and programmes that help students to overcome any barriers to their learning. We are there to help if you have problems with friends, work, in school or at home. We offer personalised support as a group or one-to-one.
How can we support you and your daughter?
The School Learning Mentors play an important role in developing activities to engage students, both in and outside of the classroom, that help to enrich the learning experience. The department’s staff members work closely with Year Co-ordinators, the school’s attendance officer, the Education Welfare Officer, the Child Protection staff and the SEND Team to:
- Provide support and guidance to students by embracing the Every Child Matters outcomes.
- Help students to remove barriers to learning in order to enhance individual learning, raise aspirations and achieve full potential.
- Links with external agencies to support students and their families.
The CMD runs many interventions that concentrate on assisting students in overcoming their barriers to learning. The CMD Team have developed a number of AQA Accredited qualifications to recognise their achievements in terms of their personal development. The qualifications include the first national qualification to accredit Learning Mentor intervention.
The CMD has also written three AQA qualifications:
- Anger Management 77260
- Peer mediation 77262
- Progress and Review with a Learning Mentor 77261
- Further Progress and Review with a Learning Mentor 70149
Key activities and interventions include:
- Adolescent Development
- AQA Accredited Anger Management Training
- Assertiveness Training
- Attendance Workshop
- Confidence Building
- Craft Club
- Information, Advice and Guidance
- Internet Safety Training
- Accredited Peer Mediation Training for Year 9 Students
- Transitional Support
- Adolescent Development
- AQA Accredited Anger Management Training
- AQA Unit Awards to accredit Learning Mentor Intervention
- Assertiveness Training
- Attendance Workshop
- Confidence Building
- Controlled Assessment Management Support
- Information, Advice and Guidance
- Internet Safety Training
- Study Skills
- Transitional Support
The EAL department teaches students who are learning English and speak one or more other languages at home. Students with EAL receive a range of support depending on their level of English. The EAL department provides support for these students in different curriculum areas, working in partnership with subject teachers to devise strategies and resources.
Students may also benefit from a smaller English language or literacy class. These are small classes (from 3 to 12 students) which help students develop their English and understanding of the curriculum. Students are invited to these interventions according to their specific need and their progress is monitored closely. The aim is for each student to become a proficient, independent user of English.
There are two Induction Groups for students who are at the early stages of learning English. Induction Group 1 is for complete beginners who sometimes have had no formal education in their country of origin. Group 2 is for students who can read simple English and can write some words independently but need to develop reading for meaning and sentence construction. The course uses the Cambridge English materials and focuses on curriculum content. Both groups are timetabled for five lessons per week (one lesson each day).
Several interventions run during morning registration from 8.45 to 9.15 a.m. Monday to Wednesday
The Reading Comprehension programme helps students improve fluency in reading and develop the skills of inference. It introduces students to different types of text and encourages reading for pleasure.
Writing and Spelling
This intervention assists students in writing different types of sentences and organising their ideas. It also introduces strategies for improving spelling.
The course assists students in developing their ideas and writing clearly and cohesively. It develops the students’ ability to write for a range of purposes and audiences.
Students from Year 10 are trained to read with KS3 students to help them develop confidence in reading and improve fluency.
EDEXCEL English for Speakers of Other Languages (ESOL) Course
The EDEXCEL ESOL Course is an Entry Level Course for students at the earlier stages of learning English – qualifications are available from Entry 1 to Level 2.
Cambridge IGCSE in English as a second Language (ESL) KS4
The IGCSE in ESL is an internationally recognised GCSE qualification in English as a second language, for more advanced learners of English who would benefit from focused work on grammar, comprehension skills and extended writing.
Both of the courses are timetabled for five lessons over two weeks.
Lunchtime Study Support
EAL Study Support is available every lunch time in G26 for students in KS3 and KS4. Students have the opportunity to make a start on home learning tasks as well as revising the language and concepts covered in lessons.
Please contact the school on firstname.lastname@example.org for further information.
We have a programme for developing the learning of all students including those identified as Exceptionally, Highly or More Able (EHMA).
Students identified as ‘Exceptionally, Highly or More Able’ (EHMA), have demonstrated the potential to be high academic achievers. The progress of these students is centrally monitored and additional enrichment or intervention may be put into place to ensure they fulfil their potential. Teachers are asked to work with more able students in a variety of ways, to ensure that they are sufficiently challenged and stretched in their learning.. We believe that the more able students need to show resilience, confidence and independence. This means that they themselves need to enjoy taking responsibility for their own learning, overcoming obstacles and working through problems. More able students will be expected to take on leadership roles and to be able to self-manage and organise their learning around these roles and enrichment activities.
Being part of the EHMA programme means that your daughter will be targeted to engage with additional extra-curricular activities and enrichment. These activities are organised either by a curriculum department, the EHMA Programme Manager or by the senior teacher with responsibility for the more able. These activities will vary on a year to year basis, but will always include additional clubs such as ‘More Able Maths’, STEM club (Science, Technology, Engineering and Maths club) or the opportunity to attend training for public speaking and to become part of the Debate Society. We access many different schemes such as the Brilliant Club, a nationwide scheme that gives more able students the opportunity to work with PHd students in STEM and humanities subjects.
Preparation for KS5 and beyond
Students on the programme are given the opportunity to access several university outreach programmes throughout their education at Plashet School. From year 7, students will create a profile that will inform us of your daughter’s ambitions and aspirations. We will then work with your daughter to ensure that she makes the right choices for the future. At present, we work with a number of different universities including Cambridge, Oxford, Kings College London (KCL), University College London (UCL), School of African and Oriental Studies (SOAS) and Goldsmiths University.