SEND

Our School Offer for Special Educational Needs and Disability (SEND)

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Introductory statement

Budehaven Community School is a member of the Bude Communities’ Schools’ Trust (BCST).  Formed as a cooperative trust in November 2012, the nine schools work collaboratively in many different ways. The BCST Special Education Needs and Disabilities (SEND) team are, in both vision and practice, committed to inclusion of all children.

The schools who are members of the BCST work with children who have a range of special education need and disability including:
Autistic Spectrum Disorder, Dyslexia, Dyscalculia, Dyspraxia, complex medical need, complex physical need, speech, language and communication needs, emotional and social needs and mental health difficulties.

Within the resources of the schools we have expertise in meeting the needs of these children and we share this expertise through close and regular communication.  The BCST headteachers and the SENDCOs meet regularly to share ideas, resources, knowledge and skills.

Staff within the BCST schools have had training in a wide range of different areas of SEND support including: ASD (we have an ASD champion), Team teach, TEACCH, Speech, Language and Communication development, Language for Learning, Dyslexia Friendly Schools techniques and principles, including diagnostic screening, pastoral support, bereavement, mobility support, sensory development and medical interventions for asthma, epilepsy and other specific needs.   These skills are shared between schools when the need arises.

There is a specialist SEND Provision (Area Resource Base, ARB) based within the BCST area at Bude Junior School and Budehaven; the ARBs meet  he needs of primary and secondary aged children with a range of severe learning and/or physical SEND. The lead teachers at the ARBs attend local SENDCO meetings and can, if the need arises provide outreach support within the trust.

The BCST schools have a commitment to Quality First Teaching with class teachers being responsible for preparation, planning and differentiation for all children including those with SEND.  The SENDCO’s role in each school is to offer advice and administrative support to class teachers, parents and other stakeholders.

Budehaven Community School

We are an inclusive school and we aim to meet the needs of students both through in class support and targeted intervention programmes.

At the heart of the school’s development is a focus on learning. We have identified four key drivers to lead us forward, and we are committed to working within a culture in which high quality teaching promotes high quality learning and where the excitement of learning permeates the entire school. Our four drivers are:

  • Intrinsic motivation – an ambition to motivate and instil a desire to learn in all members of the school community. Teachers enjoy becoming better teachers as a result of explicitly valuing and celebrating teacher expertise.
  • Continuous improvement of teacher pedagogy and student learning
  • Collaboration and Teamwork – sharing good practice, taking pedagogical risks with each other, supporting each other to become better teachers, better team players and better learners
  • Consistency – everyone taking responsibility for themselves and others in the school community; making sure that we all behave and act in a consistent manner that demonstrates respect and understanding of other members of our community.

Our Area Resource Base is called The ARBour. This is a county provision that we manage on site for twelve children with severe learning and/or physical needs. It is housed in specialist classrooms as part of the main school building.
The ARBour prospectus can be found here.

Download the SEN Policy (PDF)
Download the Equality and Diversity Policy (PDF)
Download the ‘Education Is Changing SEN Reforms 2014’ Booklet (PDF)

Contact the Special Educational Needs and Disabilities Team:

Director of Inclusive Learning and SENCO
Lisa O’Leary – lisa.oleary@budehaven.cornwall.sch.uk

Dyslexia Champions – Mrs S Cann & Mrs G Zankl:
sarah.cann@budehaven.cornwall.sch.uk
gabrielle.zankl@budehaven.cornwall.sch.uk

Autism Champions – Mr J Riviere, Miss A Clark & Miss F Landman:
justin.riviere@budehaven.cornwall.sch.uk
annie.clarke@budehaven.cornwall.sch.uk

fiona.landman@budehaven.cornwall.sch.uk

Lead Teachers of The ARBour:

Mrs Penny O’Connor – pjo@budehaven.cornwall.sch.uk

Ms Anne Marie Worsley – anne.worsley@budehaven.cornwall.sch.uk

The levels of support and provision offered by our school

  • 1. Listening to and responding to children and young people

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    The views and opinions of all students are valued.
    Student voice is represented in all aspects of school.
    Student voice is heard through:

    • • Student Parliament with representatives from different student groups

    • • Consultation through tutor time and a PSHE programme for all students

    • • Focus groups led by students: for example, The Haven Student Management Group, Library Student Team

    • • Year 11 Ambassador Programme

    • • Questionnaires and student interviews

    Students with SEND are included in all
    consultation groups for example tutor groups, student parliament and special identified areas for students to voice opinions and concerns

    Additional provision is developed in light of student voice.

    Individual support is responsive to the views and the needs of the student.
    They are involved in their own education and support plans.

    Student’s views are an integral part of
    TAC, CHIN, CiC meetings and SEN reviews.

    Students are supported in person centred planning and target and outcome setting.

    Advocacy is available to ensure the above through both key staff in school and Cornwall County Advocacy Service

    Documentation is discussed with students to ensure accessibility.
    The Haven Integrated Health centre provides a range of targeted support services (see later notes)

  • 2. Partnership with parents and carers

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    The school works in partnership with all parents and carers.
    The parents/carers of all students are invited and encouraged to attend parent/carer evenings.
    These include 1:1meetings with subject teachers and tutors; study support evenings.
    Students’ tracking reports are sent home four times a year for mainstream students and progress is monitored and discussed with parents of those students in the
    Area Resource Base
    .
    School communicates with parents/carers via the school website.
    This includes homework and independent learning support through ‘Planner Live’ and ‘SAM Learning’. The school also contacts parents via regular texts, emails (via SchoolComms) or letters posted home.
    Parent/carers can access details of who to contact and the school has dedicated pastoral support teams available for parents to contact during the school day.
    The virtual learning environment (VLE), and/or website, enables parent/carers to
    understand more about what their child is learning for example details of Year Teams, extra-curricular activities and upcoming events.

    Families are regularly invited to attend events and activities.
    Families are invited to attend information sessions re supporting their child at home e.g. study support evenings, monitoring meetings, transition and careers information evenings
    The school and BCST employ a dedicated Parent Support Adviser who works across the primary and secondary age range:
    Parental Support Page

    The SENDCO and ARB Managers are always available to support students with specific learning difficulties.
    Parents are able to contact school in order to address any concerns at any time.

    Individual support is responsive to the views and the needs of the student.
    They are involved in their own education and support plans.

    Student’s views are an integral part of TAC, CHIN, CiC meetings and SEN reviews.

    Students are supported in person centred planning and target and outcome setting.

    Advocacy is available to ensure the above through both key staff in school and Cornwall County Advocacy Service.

    Documentation is discussed with students to ensure accessibility.
    The Haven Integrated Health Centre provides a range of targeted support services.

  • 3. The curriculum

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    The curriculum is designed to ensure the inclusion of all students.
    All students, regardless of their ability and/or additional needs, have full access to an appropriate curriculum to fit their needs.
    All students are able to boost their independent learning and literacy skills through programmes such as ‘Reading for Pleasure’ and Year 7 and 8 through the ‘Reading and Writing challenge’.
    Assessments and Cognitive Ability tests are used to complement end of KS2 data, and help to identify students who need specific interventions.
    We expect all students to complete work experience in Year 10 (2 weeks) and Year 12
    (1 week) and these activities are supported by work related learning programmes.

    Intervention packages are bespoke and needs led.
    The progress of students taking part in intervention groups is measured on a regular basis.
    The intervention packages are adapted in light of student progress.
    Small group intervention includes:
    Literacy, reading, comprehension, spelling, writing, handwriting, numeracy, study skills & social skills
    In addition, a focus group for Year 7 is used to boost literacy skills across the curriculum (Personal and Curriculum Enhancement: PACE groups)

    Students are supported in following their interests, and chosen curriculum, regardless of their SEN and/or disabilities.
    For example, a student with a severe physical impairment is given the support they need to access GCSE design technology.
    Students with special needs and/or disabilities can access the curriculum with appropriate support.
    A small number of students in Key Stage 4 have the opportunity to access a needs led bespoke curriculum.
    The ARB provides bespoke and individually planned curriculum with opportunities for students to access, with support, mainstream lessons where appropriate
  • 4. Teaching and learning

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    The whole school uses a diverse range of approaches to teaching and learning, where differentiated teaching and outcomes are used to ensure the progress of all students.
    The lessons are carefully planned to include clear stages, regular progress checks and different learning styles.
    Different level groupings are identified for each class and students are made aware that at least some of the time they will be seated in ability groups.
    Preferred learning styles are considered in planning.
    Learning Objectives are displayed and discussed.
    Differentiated Success Criteria are shared with the students.
    The school follows a marking policy where students’ work is regularly monitored and feedback provided. This policy includes ‘dedicated improvement time’ for students to reflect on their learning.
    Literacy is a priority for all staff: Key vocabulary and key terms are displayed and discussed.

    Class teachers and teaching assistants should share information and lesson plans to ensure that students with SEND have targeted support and provision.
    Learning Support assistants/class teachers work with small groups to

    • ensure understanding
    • facilitate learning
    • foster independence
    • enable students to remain on task.

    If the class teacher is working with a small group the teaching assistant supports the class with tasks already set by the teacher.
    Independent student learning is supported by the use of technology.

    Special examination arrangements are put in place for internal and external tests and examinations (readers scribes etc.)
    Study support is available through the Study Support Centre and school librarian, and through a daily homework club
    Revision and/or study support sessions are held throughout the year

    Personalised and highly differentiated work is provided enabling independent learning.
    One-to-one support is needs led and can be put in place for students who need more intensive support.
    Outreach from specialist services are requested to inform teaching and learning.
    Teaching and learning styles are adapted to meet the specific needs of the students in the Area Resource Base.
    The ARB uses a variety of external provision and opportunities for example REACCH, RDA equestrian and Hydrotherapy.
  • 5. Self-help skills and independence

  • 6. Health, wellbeing and emotional support

  • Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    Students use ‘dedicated improvement time’ to develop independent skills
    Technology is available to aid independence e.g. iPads; smart phones; online learning environments – eg SAM Learning; My Maths and Show My Homework
    All students have the opportunity in Year 7 to attend a 3 day team building residential experience.
    Literacy Boxes are available in all class-rooms including overlays, highlighters, dictionaries etc.
    The vast majority of classrooms have interactive whiteboards.
    All students can access a regular homework club at lunchtime.
    The Library is open to students from 8.00am – 5.15pm every day.


    Where learning support assistants are in the classroom they aim to facilitate independence.
    Personalised equipment is available to help students to learn, such as iPads, overlays, and timers.
    Students have access to:

    Teaching assistants support students to become independent learners.
    A Behaviour Support Base is in place to support students who are finding main steam school a challenge for example additional support is shared to build resilience in the young person, so that they have self-coping strategies.
    Personalised visual schedules and timetables are in place to support independence with ARB students.
    Communication passports are used as a tool to help students share information about themselves
    TEACCH strategies are used to promote independence skills in the ARB
    Social skills groups help develop strategies for students to cope socially


    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    PSHE lessons include all students.
    There is a named member of staff who coordinates provision for students with wellbeing, emotional, physical and mental health needs.
    Peer mentors/buddies/welfare ambassadors are trained to support fellow students.
    Students have access to the school nurse and other health professionals as required. Sessions are private and confidential.
    Bereavement counselling is available for any student who requests support.
    Student issues are dealt with by trained staff, as they arise.
    Risk assessments are completed with the support of other professionals when needed
    All students have access to The Haven and the services it offers.

    A support base is available for vulnerable students to take ‘time out’ and find support at break times. There are trained members of staff running the base.
    Time limited and monitored groups address:

    • self-esteem
    • social skills
    • life skills
    • anger management

    Emotional health and wellbeing support groups are offered to students who would benefit from additional support for example ‘Looking Good, Feeling Good’ and BskyB self-esteem group
    Sport diversionary groups are also available
    An art club runs for young people with emotional needs
    All ability levels are encouraged to participate in Dance and Drama productions
    Targeted support is available for students via the services at The Haven.

    Extra Curricular activities can be found here

    TACs, Early Support meetings and reviews are supported by a range of agencies including the school nurse.
    Profiling is used to tailor provision to need.
    Additional support for students can be requested from:

    • CAMHS
    • Social Care
    • Youth Centres
    • Dreadnought
    • Aspires
    • Penhaligans Friends
    • Music therapy
    • Cornwall/Duchy/ Truro College

    Individualised support is provided for students who begin to display early signs of disaffection in KS3.
    Students with specific medical conditions have individual health care.
    Regular access to Autism Champions is available.
    At Key Stage 4, in exceptional circumstances, a bespoke timetable can be arranged to support emotional/health needs.

  • 7. Social interaction opportunities

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    All students have opportunities for social interaction, regardless of need
    All students belong to a form/tutor group.
    All students are invited on trips and visits.
    All students are encouraged to participate in clubs and extra-curricular activities
    Information regarding opportunities available at Budehaven Community Leisure can be found here

    Older students are involved in ‘paired reading’ with younger students with SEND.
    Targeted opportunities are available in the Budehaven leisure activity programmes e.g. Holiday Clubs, Summer Transition programme.
    Peer mentors/buddies for vulnerable children and young people.

    Students are supported to enable their attendance at after school clubs.
    Targeted interventions use social stories with individual students to support social skills.

    Older students and ambassadors are used to support and ‘buddy’ younger students with SEND
  • 8. The physical environment

    (Accessibility, safety and positive learning environment).

    Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    All areas of the school are accessible to everyone including those students with SEND including lift, covered walkway, automatically opening doors.
    All departments have wheel chair accessible classes.
    Student surveys consistently suggest that students feel safe and that the school is an environment where bullying is minimal and dealt with effectively.
    There is a named child protection officer who is the ‘Designated Safeguarding Officer’ (together with a named deputy) and a named ‘Child in Care’ teacher.
    The school strives to make all areas of the school are uplifting, positive and support learning.
    Teachers focus on rewarding good behaviour to promote a positive learning environment
    The rewards and sanctions system is consistently applied across the school.

    A base for vulnerable students offers a quiet and supervised area for those who are unable to cope in unstructured times this offers the opportunity to eat lunch away from the canteen
    Non-slip, non-breakable equipment available in practical lessons.
    Adapted PE equipment available.
    Accesible toilet and washing facilities are available in school.

    Specialist equipment in practical lessons ensures physically impaired students can be independent.
    Classrooms/halls/corridors are mindful of young people with sensory needs.
    A specially designed multi-sensory room is available in the ARBour for students with sensory needs
    The Inclusive Learning Support Base and the ARBour provides a safe and positive learning environment for students with special or complex needs.

  • 9. Transition from year to year and setting to setting

  • 10. Individual Provision Map

  • Whole school approaches
    The universal offer to all children and YP.
    Additional, targeted support and provisionSpecialist, individualised support and provision

    There are extremely strong links with partner primary schools both within our catchment area and beyond.
    The school’s Coordinator of Transition works with all the local primary and independent providers to ensure excellent transition. This includes the hosting of an annual Early Years Book festival.
    Pastoral leads identify students who may need extra support at transition from KS2 to KS3
    Primary children visit school regularly from Year 3 for specific events.
    Our teaching staff and Budehaven Community Leisure staff work in over 20 local primary schools providing pupil activities and teacher CPD through sport, dance, drama, languages and Art.
    Secondary staff visit and teach/support in partner primaries across the Trust.
    Taster days for students in Years 5 and 6, 2 or more induction days for Year 6 students and all students in Year 6 invited to attend Summer School.
    Our Independent Advice and guidance is of very high quality, and the school employs a highly trained Careers Advisor to complement the statutory work of Careers SW.
    In Year 8 preparations begin for option choices ready for Year 9. All students are supported with their choices and parents are fully included in the process.
    Year 11 students are supported with the sixth form/FE application and interview process. Senior leader and coordinators of learning meet with each year 11 student to make sure they have plans post 16. Parents are kept informed of the process and information evenings are held during the year including other post 16 providers.
    The school hosts an annual Careers Fayre in the early Autumn for all 14-19 year olds and parents and carers. Students from other local secondary schools are also invited.

    ‘Buddy’ systems are in place for students who are particularly vulnerable at transition
    Students identified as possibly struggling with transition have many additional visits in small groups.
    A key-worker system is in place.
    A transition passport is put together.
    There is close liason with Primary Schools to provide enhanced transition information for those on the record of need.
    Careers South West work with all students with additional needs to ensure that an appropriate post-16 placement is identified and it reflects the student interests abilities and needs.

    The SENCO may be asked to attend Year 5 and Year 6 annual statement reviews.
    Students have a structured and gradual transition package from setting to setting. This ensures that they are very familiar with routines, key members of staff, running of the school day, environment, etc.
    A transition co-ordinator works within the school and a careers support adviser also works as part of the school to support transition into post 16.
    Post 16 providers are invited to attend transition reviews.
    Students with SEND have additional visits to college in Year 11.

    Area of Need All pupils, where appropriate (Wave 1) On Alert Wave 1-2 SEN Support (k) (Wave 2-3) Education Health and Care Plan/Statement (E/S) wave 3
    Cognition and Learning Quality first teaching, Differentiated curriculum planning, activities, delivery and outcome. Literacy tool boxes Overlays Increased visual aids/modelling etc. Visual timetables. Use of writing frames. Access to a word processor/laptop/ipad In class support from a LSA/ teacher. Focused group work with teacher/ LSA eg guided reading/writing. Individual reading with a LSA. Access to LSB Access to daily home workclub Access to The Hive –literacy sessions weekly In class support from LSA. Individual reading with LSA x2 week. Pace Group in Yr 7 Access to ICT for recording High frequency word games. Yr 9 literacy group Nessy PROGRAMME Fun fit sessions KS3 Access to Dyslexia champions Intense focused literacy support groups1x weekly. Additional phonics training Additional individual reading. 1:1 Tuition x25 mins – 50 mins a week. Paired reading Peer tutoring reading/hand writing programmes –IPAD/LAPTOP Phonological interventions Memory workshops Booster Maths Groups –specialist LSA Booster Literacy Groups –specialist LSA Access to SEN resources and advisory teachers. 1:1 LSA. Access to EP and other bespoke specialist teams
    Communication and Interaction Quality First Teaching Differentiated curriculum planning, activities, delivery and outcome, eg simplified language. Increased visual aids/modelling etc. Visual timetables. Use of symbols. Structured school and class routines. 1 x Autism Champion In class support from LSA Access to LSB 1:1 support Mentoring 1:1 INTERVENTION WITH Autism champion Social skills group KS3 fun fit Targeted speech and language intervention Exercises with LSA 2x25 minutes weekly. Access to sensory room Targeted speech and language intervention Mentoring Support from speech and language. Access to support from ASD team for social, interaction and communication difficulties. Speech and language programme. Speech and Language support, eg speech therapist and/or TA ICT –
    Emotional, Mental Health and Social Quality First Teaching Whole school behaviour policy Whole school/class rules Class reward and sanction systems Healthy schools agenda SEAL curriculum activities and resources Access to school mentor Access to LSB – Access to ‘quite area’ lunch and breaks Access to daily h/w club Small group work Support for unstructured activities Boxall profiling Support through BSB/LSB 1:1 INTERVENTION WITH Autism champion Social skills group KS3 fun fit Time out card Access to support with ES –Attachment disorder School mentor Individual reward system Peer mentoring Support through BSB 1:1 intervention Access to LSB Attachment disorder in school trained LSA Anger Management training. Social skills training. Access to support from SSCI team for social, interaction and communication difficulties. Support from EP.
    Sensory and Physical Quality first teaching Flexible teaching arrangements. Staff aware of impairment. Medical support. Uses of pencil grips. Modified worksheets. Additional keyboard skills. Additional handwriting practice. Access to equipment, eg sloping boards, pencil grips. FUN FIT Sensory /medical time out card Motor skills programme for small group or individuals. hand writing programmes –IPAD 1:1 exercise sessions in LSB Access to sensory room Individual support in class and PE. Physiotherapy programme. Access to ICT Access to Sensory room Occupational therapist programme. Speech therapist programme.

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