SEN – Local Offer


  • Inclusion and Special Educational Needs at Ashton ParkAshton Park School is committed to Inclusion. At Ashton Park School we believe that all pupils, including those identified as having Special Educational Needs and/or Disabilities have an entitlement to a broad and balanced academic and social curriculum, which is accessible to them. We support all of our pupils to be fully included in all aspects of school life.To support our philosophy in ensuring our school is inclusive the school uses the funding it receives to support pupils with special educational needs through the following:
    • A full time Leader of Inclusion who is a qualified teacher and holds the National Award for SEN Coordination
    • An Assistant SENCo who is a qualified teacher
    • A full time specialist SEN teacher
    • A part time (three days per week) specialist SEN Teacher
    • 10 Learning Support Assistants, including two in the Sixth Form
    • A pastoral Support Team who run the support rooms for pupils who need additional support for Social, Emotional and Mental Health
    • One mentor
    • Staff who have additional training in Speech, Language and Communication Needs, Autistic Spectrum Condition, Down syndrome, Specific Learning Difficulties such as Dyslexia, Social Skills programmes and fine and gross motor skills programmes
    • A Speech and Language Therapist who is contracted to the school for one day per week
    • Personalised support package for pupils on the Autistic spectrum or who have Speech, Language and Communication needs.
    • A bespoke 6th form provision for pupils with Down Syndrome and Cerebral Palsy

    How does the school know if pupils need extra help and what should you do if you think your child/young person may have special educational needs?

    The SEN team liaise with the SENCos from the feeder Primary schools during Y5 and Y6 if the young person has an Education, Health and Care Plan or has been identified as having additional needs.

    The SEN team visit all feeder Primary Schools in Term 6 of Year 6 and gather information from class teachers and the SENCo about any pupil who has been identified and is receiving extra support which is ‘additional to and different from’ the teaching within their class.

    Information regarding pupils who have been placed on the SEN register in Primary School is passed on through the school SIMS information process via the Local Authority.

    On entry into Ashton Park School pupils are assessed using the Accelerated Reading Test and Cognitive Assessment Tests (CATs). Teacher Assessment and SATs levels are passed on from Primary schools. The data is analysed and pupils who meet the criteria set for intervention which is additional to or different from the majority of pupils of the same age, are placed on the SEN Register and receive intervention to meet the individual need.

    Pupils in Y7-Y11 can be referred to the Special Needs Faculty by subject teachers. The SEN referral process enables the SEN teachers to access a range of data on a young person. If the data raises concerns about progress or specific difficulties further assessment takes place and additional support is put in place for the young person.

    How will the education support my child/young person?

    Our school Provision Map shows the range of interventions which exist and pupils can be placed within any of the interventions when we identify a need.

    If a child/young person has an Education Health and Care Plan (EHCP) they will have a Key Teacher from the SEN Faculty. The Key Teacher will organise additional provision for the particular area of need and the young person will receive a package of support. Each package of support is individual to the young person.

    The Key Teacher will be your key contact at Ashton Park. You will be invited to two full meetings per year but will be contacted throughout the year on a regular basis through email and phone calls. You can contact the Key Teacher whenever you feel it is necessary.

    Pupils who have been identified as SEN Support receive additional support which is typically a weekly support lesson delivered by teachers within the SEN Faculty. You will be informed about the intervention once your child has been identified. All programmes of intervention are designed to meet the particular need of the pupil. At the beginning and end of the intervention the pupil is assessed and if satisfactory progress is made the intervention will cease. Pupils can be placed in more than one intervention.

    If your child/young person has a specific need or a diagnosis, subject teachers will be given strategies for working with the pupil or if deemed necessary information via a Pupil Profile. The profile will give a pen portrait of your child, classroom management strategies and will include information from your child about what helps them to learn in class. The Pupil Profile also contains information on assessment data and the provision your child/young person receives via the SEN Faculty.

    The Leader of Inclusion and the SEN teachers use the school data system to track all pupils with additional needs.

    The Leader of Inclusion prepares regular reports for the Governors on SEN pupil progress.

    How will the curriculum be matched to my child/young person’s needs?

    Ashton Park School uses Quality First Teaching to meet the needs of all pupils. Subject teachers differentiate their curriculums to support pupils with additional needs. The school has a team of Learning Support Assistants who work within the classroom and also deliver interventions to provide support for identified pupils.

    Our aim is for all pupils to be supported to access the same curriculum offer as their peers. In rare cases, pupils who are working significantly below age related expectations and are struggling with the traditional curriculum may follow an adapted curriculum with alternative qualifications.

    The SEN Faculty provides strategy sheets for a range of needs. Examples are Specific Learning Difficulties (such as Dyslexia and Dyspraxia) Speech, Language and Communication Needs, ASC, Social Communication Difficulties, slow processing skills and memory difficulties.

    Pupils with fine or gross motor skills difficulties can be placed within an Occupational Therapy programme called Better Move On. This takes place weekly during tutor time and is run by Learning Support Assistants.

    The SEN Faculty runs workshops on differentiation within the school Continual Professional Development Programme.

    SEN teachers and Learning Support Assistants are available to give advice and support to Subject teachers.

    How will both you and I know how my child/young person is doing and how will you help me to support my child/young person’s learning?

    Parents will receive progress reports in line with the whole school reporting system.

    Pupils who have EHCPs or who have additional needs and specific diagnoses relating to ASC will have twice yearly reviews arranged by the Key Teacher.

    The SEN Faculty operates an Open House Policy: Parents/carers are welcome to contact the Leader of Inclusion or SEN teachers with any questions about progress and an appointment can be made to discuss concerns where necessary.

    What support will there be for my child/young person’s overall wellbeing?

    The wellbeing of our pupils is a primary concern. Pupils are supported with their social emotional development through the tutor programme, through the curriculum and extra-curricular activities.

    We are very proud of the pastoral support we offer to our pupils. Pupils can access support through the SEN team via their Key Teacher, Tutor or Head of House, the school Learning Mentor and the Pastoral Support staff.

    Pupils on the SEN register can access support through the Safe Haven which is a break and lunchtime facility offering a quiet area with access to an adult. We also offer crisis cover during lesson time through the SEN base.

    Pupils with ASC can have a Circle of Friends which is a group of identified pupils within their Tutor or teaching group who support the pupil’s wellbeing.

    Pupils who have medical needs and who require a transition programme back into school after an absence can have support through the Pastoral Support Room.

    We have four staff members who have gained the necessary Local Authority certification to administer medication for a range of needs.

    Pupils who are on the SEN register for Social, Emotional and Mental Health needs have provision through the Pastoral Support Team. Pupils are attached to key staff and have personalised timetables of support depending on need.

    The school is committed to listening to ‘Pupil Voice’. Pupils from each year group are invited to join the School Council. There are termly meetings and along with the Y11 Prefect Team, the School Council is consulted on any new developments introduced into the school.

    What specialist services and expertise are available at or accessed by the education setting?

    We employ a Speech Therapist who works within the SEN base one day per week. The therapist works directly with pupils who have Speech, Language and Communication Needs, assesses pupils who have been identified through our SEN referral system and offers strategies to support pupils in class.

    We have access to a Primary Mental Health specialist from Child and Adolescent Mental Health Service (CAMHS) each term.

    The Leader of Inclusion is able to refer to the Educational Psychology Service and liaises with them regularly.

    We work closely with Bristol Autism Team to support our pupils who are diagnosed with ASC.

    Our attached School Nurse comes in on a weekly basis.

    All external partners we work with are vetted in terms of safeguarding.

    What training has the staff supporting children and young people with SEND had or are having?

    Our Leader of Inclusion holds a Masters in Education and the National Award for SEN Coordination.

    All staff within the SEN Faculty have taken part in extensive training in ASC, Specific Learning Difficulties, supporting challenging behaviours, Better Move On, Talking Partners and Down Syndrome.

    Two Learning Support Assistants have the ELKLAN Speech and Language qualification.

    The SEN Faculty provides SEN training for the whole school through the Continual Professional Development Programme. This takes place through a series of twilight workshops throughout the year.

    Newly qualified teachers and new staff are trained and briefed on Special Educational Needs at Ashton Park School.

    How will my child/young person be included in activities outside the classroom including school trips?

    All pupils are included in school trips. Pupils with additional needs are supported by Learning Support Assistants, SEN teachers or pastoral support staff. The SEN team works closely with parents/carers prior to the trip in order to fully support the pupil/ young person. Examples of trips pupils have accessed are: Paris, Barcelona, Kenya, water sports in the south of France, pastoral days to Thorpe Park, Crealey, and theatre trips to London, the Big Pit and boat trips around Bristol Docks.

    Pupils are encouraged to join extra-curricular clubs such as Art and Science club and adventure club.

    Where there are concerns for safety and access a personalised risk assessment is carried out.

    How accessible is the education setting?

    The school has four blocks and the 6th form block. The newest and main block is fully accessible with lift access and disabled toilet facilities.

    The front entrance to the school has a lift for wheelchair uses and the main assembly hall is accessible via a ramp.

    The 6th form block is accessible for wheelchair users via a lift.

    The school has a number of disabled toilets and changing facilities.

    We monitor the languages spoken by families in our setting and make use of translation site via our website. We can arrange for a translator to attend meetings when necessary.

    All newsletters and documents can be translated where necessary.

    How will the education setting prepare and support my child/young person to join the setting, transfer to a new setting or the next stage of education and life?

    The Leader of Inclusion works closely with feeder Primary schools and attends Y5 and Y6 review meetings of pupils with EHCPs.

    The SEN faculty provides an extensive transition programme for Y6 pupils who have significant Special Educational Needs. The personalised programme of visits to the school can begin as early as May in the pupil’s Y6 year.

    There is a three week transition programme in Term 6 of Y6 where pupils identified by primary schools can make afternoon visits to the school. During the visits the pupils gain confidence by touring the school, meeting key adults and taking part in fun activities.

    The SEN team supports pupils moving from Y11 into the 6th form or Further Education by liaising with other providers, supporting visits and interviews, and setting up meetings for young people, parents and course providers.

    The SEN and Pastoral team work closely with Learning Partnership West.

    How are the education setting’s resources allocated and matched to the children’s/ young people’s special educational needs?

    The Leader of Inclusion prepares a costed Provision Map at the beginning of each academic year. The Leader of Inclusion has access to the budget details and works with the Bursar to ensure resources are allocated to meet specific needs.

    Our finances are monitored and audited regularly both internally by the Bursar and externally by the Local Authority.

    How is the decision made about what type and how much support my child/young person will receive?

    Quality First Teaching and Inclusive Practice is clearly defined in our school and staff are expected to deliver this.

    Should additional support be necessary as determined by assessment, a pupil will be placed in the relevant timed intervention.

    Parents/carers will be notified via letter and will be able to make an appointment to discuss the school’s decision if they so desire.

    All interventions are monitored for impact and outcomes as defined at the start of the intervention. Pupil progress will be monitored through assessment at the beginning and end of the intervention.

    How are parents/carers involved in the education setting?

    Ashton Park School encourages parents to be fully involved in their child’s education.

    The SEN team works closely with parents/carers. Your child’s Key Teacher is available via phone or email. We welcome your support at any time.

    Parents/carers are invited to become involved in school life through the Parent Teacher Association, School Governors.

    Who can I contact for further information?

    Please contact the Leader of Inclusion, Claire Nicholls on 0117 377 2777, extension 2756 or email