We have a range of teachers, teaching assistants and other support staff working at Springwell Community College. Every member of staff is trained in all aspects of safeguarding. In addition teachers and TAs have taken part in training relating to some or all of the following: autism; dyslexia; ADHD; attachment disorder; working with hearing, visual or physically impaired students; social and comic strip stories; Oppositional Defiance Disorder; Obsessive Compulsive Disorder; Global Development Delay; Development Co-ordination Disorder (Dyspraxia); Neurofibromatosis; Promoting Independence and Exam Access Arrangements.
We currently employ 26 Teaching Assistants and also have 2 Learning Mentors.
How do we evaluate whether support is effective?
Monitoring progress is an integral part of teaching and leadership at Springwell Community College. Students, staff and parents/carers are involved in reviewing the impact of interventions for students with SEND.
At the start of any intervention, it is agreed what is expected to be different as a result of the provision. A baseline is recorded and this is used to compare the impact both during and at the end of the agreed provision.
How will parents/carers know how their child is doing?
There are four data reporting points per year that indicate a student’s progress towards their target grades. Students will receive these progress statements and one full academic report throughout the year. Student progress is monitored by the student progress leaders, the assistant headteacher – curriculum and the SENDCO. All students will also have a form tutor meeting and a parents evening each year.
In addition, students with an EHCP or statement of SEN will also have a statutory annual review that is shared with the local authority and other relevant agencies.
Parents/carers may find the student planner to be a useful tool to communicate with the college staff on a more regular basis. They are also actively encouraged to arrange an appointment with their child’s subject teachers, form tutor, student progress leader, the SENDCO or any member of the senior leadership team to discuss progress or share any concerns or information that could impact on their child’s success.
What other opportunities for learning do we offer?
All students have the same opportunity to access all extracurricular activities at Springwell Community College and a range of additional clubs and activities are offered.
Click here to visit our Extra-Curricular Activities page.
We are committed to making reasonable adjustments to ensure participation for all. Please contact the SENDCO for further information.
Admission Arrangements for Students with SEND
All students in Y6 are admitted according to the Local Authority systems in place for transition at the end of KS2 with additional visits arranged as needed for students with SEND. This is outlined in more detail the Transition section.
For in-year admissions, students who have an Education Health care Plan (EHCP) are admitted through the Local Authority system for admission to a school. This is done through a formal written request to the LA for a change in named placement in the EHCP. The LA will then consult with Springwell about whether the placement is appropriate and once the named school is changed, an admission meeting with the Student Progress leader and SENCO is organised and an individual induction package arranged to support the transition to Springwell. This induction package is specifically tailored to a student’s individual needs.
Students who have SEND but do not have either a statement or EHCP are admitted through the normal application process for in year admission. Discussion will take place with parents and the previous school about specific needs and support previously in place. A package of support will then be tailored to the student’s needs.
The Equality Act 2010 places specific duties on schools and other educational settings and providers. This includes the duty not to discriminate, harass or victimise a child or adult linked to a protective characteristic, as defined in the Act, and to make reasonable adjustments.
The Equality Act definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day duties.”
This definition includes children with long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with these conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.
At Springwell we take transition to the different stages of education very seriously. We have clear processes in place for transition to Springwell in Y7, for transition from KS3 to KS4 and for the move to post-16 providers in Y11.
The Y6-7 transition process includes:
- Transition visits in May each year by the SENDCO and the Student Progress Leader (SPL) for the new Y7 to all partner primary schools to meet the class teachers and talk about all Y6 students transferring in September. During this meeting additional work is also done with all the students about what life is like at Springwell in order to answer their questions and allay any fears.
Specific attention is given to those students with SEND or receiving any additional support, so that appropriate information can be shared with Teachers and Teaching Assistants before the start of the academic year.
- The SENDCO attends Y5 and Y6 statement / Education Health Care Plan (EHCP) review meetings.
- Individualised integration programmes are arranged for individual and small groups of students. These can include additional visits with primary staff in support, additional transition visits to boost confidence and self-esteem, preparation of individual student-centred resources to support memory and relieve anxiety over the summer break, additional visits by parents which include meetings with the SENDCO, multi-agency meetings if appropriate and regular liaison with external agencies.
- Once on roll at Springwell, all students are given a reading test to identify a baseline. This information, together with the KS2 fine points scores are used to identify those students who need additional literacy support. These students are placed in an additional small group for their English lessons and follow the Read, Write Inc Fresh Start Programme designed to boost reading and writing skills. All Y7 students take part in the Accelerated Reader programme as part of their normal English curriculum.
When students reach the end of Y8 they select their ‘Options taster courses’ for Y9 which then inform their GCSE options in Y10. Careful support is given to students with SEND to ensure that they choose options which will give them the best chance to achieve well and in which they are interested. For a small minority of the year group, alternative pathways can be arranged which include basic Literacy and Numeracy skills and the more vocational BTEC style courses.
In Y11, transition to post-16 provision is key for all students. Careful preparation is delivered to all students through PHSE lessons. Additional support is also given by the SENDCO and the Careers Advice Teacher. Every effort is made to ensure that an appropriate placement is found and relevant support needs are identified and conveyed to the provider prior to the start of the course. Placements for students with SEND can include Chesterfield College, mainstream and special school 6th forms, smaller training providers such as NLT, Age UK, YMCA; and supported apprenticeships.
Students with medical needs
Students with medical needs will have a detailed health care plan, compiled in partnership with the school nurse, external health professionals, parents and, if appropriate, the students themselves.
Staff who volunteer to administer and supervise medications, will complete formal training and be verified by the school nurse or relevant external health professionals as being competent.
Parents are requested to advise the school of any change to medical needs without delay to ensure staff are fully briefed and equipped to deal with any incident.
The college site is relatively new and is fully accessible by anyone with a physical disability. There is a lift in each building for access to upper floors and each building has designated disabled toilet facilities. All doors are wide enough to accommodate wheelchair access and all entrances are level with no steps into buildings. Buildings are colour-coded to facilitate ease of navigation by visually impaired students and adults.
All signage is currently in English but will be amended as needed should the need arise for signage in another language.
Individual arrangements are put in place as needed for identified SEND students and their parents/carers. This could include moving around at a slightly different time to avoid crowds, early access to the dining hall at break and lunch times, physiotherapy, additional, specialist equipment, additional access arrangements for exams and a fixed place for disabled parents on parents evening with staff joining them rather than them having to move around to find teachers. Additional arrangements would always be made in consultation with parents and external agencies as appropriate.
Click Here to view the College Accessibility Plan.
Exam access arrangements
The SENDCO will undertake a range of diagnostic assessments that include reading, spelling, writing speed, processing speed and comprehension tests to assess whether a student is entitled to support in line with JCQ guidance. Please note that we cannot accept privately commissioned reports as such reports do not provide a complete historical picture of need. This is compliant with current JCQ guidance. The SENDCO is fully trained and accredited in assessment and is recognised by both JCQ and the British Psychological Society.
Springwell Community College receives funding directly from the local authority to support the needs of learners with SEND. This forms part of our overall college budget.
How can you contribute and have your say?
We can shape and develop provision for all our students to ensure achievement for all. The SEND report outlines our offer to students with SEND, but to be effective it needs the views of all interested parties including parents/carers, students, governors and staff. Please contact any of the staff listed to discuss provision or convey your views.
We continually strive to do our best for all our students. Should you have any concerns or complaints regarding SEND provision, please speak to the SENDCO, Headteacher or Deputy Headteacher in the first instance. Should you feel that your concerns have not been recognised or resolved, contact can be made with the Governing Body of the college (see the complaints section on the college websire), or with the Local Authority through the SEND Locality Team, who can be contacted by email: email@example.com or by telephone on 01629 537698. Derbyshire Information Advice and Support Service for SEND will also offer impartial support to parents to help resolve these difficulties. Telephone 01629 533668 or email: firstname.lastname@example.org
Please see our SEND policy, Anti-bullying policy and Accessibility plan in the policies area of the website.
- Support service for children who are deaf and hearing impaired
- Support service for visual impairment
- Support service for children with physical impairment
- SEND Locality Teams (Peter Webster Centre, Sheffield Road, Chesterfield, S41 8QE, Telephone: 01629 537698 or email: email@example.com
- Derbyshire information Advice and Support Service (formerly Parent Partnership), Telephone: 01629 533668 or email: firstname.lastname@example.org
Other related information
Please note that these associations are not specifically recommended or endorsed by Springwell Community College
Autism Spectrum Disorders:
Dyslexia / Dyscalculia: