SEN INFORMATION REPORT

  • Mission Statement

    “Sydney Russell School values the abilities and achievements of ALL its pupils and is committed to providing the best possible environment in which to learn.”
  • SEND Provision

    AEND Provision Map 

    Literacy Acquisition
    Literacy Focus
    – All Middle Band students at KS3 have Literacy Focus lessons instead of English, History and Geography. The curriculum combines the three disciplines, but there is a key focus on developing the students’ active literacy. 7hrs per week.

    Numeracy Acquisition
    All Middle Band students in Year 7 have Numeracy Focus lessons instead of Mathematics and Science. The curriculum combines the three science disciplines with Mathematics, but there is a key focus on developing the students’ active numeracy. 5hrs per week.

    Teaching Assistants
    All Middle Band Groups at both KS3 and KS4 have a Teaching Assistant attached to their classes to support learning objectives and literacy and numeracy in particular.

    “Champion” Readers Scheme
    During Registration three times per week for 20mins each time Year 7 and 8 students with <NCL2 reading ability undertake a skills specific, interleaved reading scheme.

    Homework Club
    All Middle Band students have access to a Homework Club 7.5hrs p/wk on a first come, first served basis. 30 students can be seen at any one time.

    SpLD
    Lucid Rapid Dyslexia Assessment
    Three members of staff are able to undertake a computer based Dyslexia assessment towards diagnosing need.
    Sineade Edwards (Learning Mentor)
    Jaime McDonald (Senior TA)
    Amy Boenke (TA)

    Speech and Language
    Three Teaching Assistants have undertaken Elklan Training:
    Amy Boenke
    Susan Harvie
    Carla Watts

    Autism
    3 Teaching Assistants have undertaken the Teacch Training and support ASD students in mainstream lessons.
    Karen Chesney
    Carla Watts
    Lynn Williams
    ARP – Provides outreach support and an ASD surgery.

    ADHD
    2 Teaching Assistants have undertaken training specific to meeting the needs of ADHD students. Jaime McDonald and Karen Chesney are available for advice and support.

    Medical
    Five members of our staff are qualified first aiders. Epilepsy and Diabetes training is delivered each academic year.

    Special Examination Arrangements
    At the end of KS3 we identify and apply for Access Arrangements for External Examinations if our assessments support the application.

    EMA/EAL
    A full-time EMA/EAL Coordinator is employed to help the Head of AEND/SENCo monitor and support ethnic achievement via withdrawal and i/c support.

  • Specialist Alternative Provision

    Tuition Centre

    BDTC is primarily a school which caters for pupils who are excluded from mainstream education. In addition to excluded pupils BDTC also offers the borough’s nine secondary schools respite places for pupils who are at risk of permanent exclusion. We also assist the borough with hard to place pupils.

    The main aim of the BDTC is to engage all of the pupils with the curriculum and to enable them to become effective learners. Pupils are grouped into mixed age Key Stage 3 or Key Stage 4 groups. Units of work are carefully selected in order to deliver the best programme of study for all pupils. The BDTC offers a range of accredited qualifications which include all core subjects.

    The Centre also offers foundation courses in Design Technology and Art. All pupils have access to PSCHE and Citizenship on a weekly basis.

    The BDTC also uses outside agencies to develop individualised timetables for those pupils who find it difficult to engage in a classroom setting.

    Rationale

    As the Teacher with responsibility for students whose behaviour has become a barrier to their attainment and the AS Behaviour Modification Programme has stalled – alternative provision sought to provide respite, planning time and SMART.

    Seabrook Centre

    The Seabrook Centre is a specialist provision for up to 35 10 to 14-year-olds with challenging behavioural and emotional needs. Most of these pupils have Statements of Special Educational Needs.

    Erkenwald Centre & Home Tuition

    The Erkenwald Tuition Service consists of The Erkenwald Centre and The Home Tuition Service. The Erkenwald Centre and Home Tuition Service are based in Marlborough Road.

    The Erkenwald Centre is led by Jill Kitchener (Services Manager) and The Home Tuition Service is managed by Keith Dhannie.

    The Service offers an alternative education for students within the borough whose attendance at their secondary school is below 10% or who is not attending at all. The Home Tuition Service also provides 1:1 tuition in the home or libraries for students who have medical needs and cannot attend school.

    When these students are able to work in small groups they are integrated into the Erkenwald Centre and when well enough to return to mainstream school their re-integration is supported.

    During their period of home tuition the aim is for as much continuity with their mainstream studies as possible; tutors liaise with our school to ensure that the core curriculum is adhered to.

    They offer the students a range of educational experiences whilst also focusing upon the Core Curriculum consisting of English, Mathematics, Science, ICT and Personal Social Health Education. The aim of the service is to improve each individual student’s attendance and personal wellbeing with a hope to reintegrate them back into mainstream placements, whether that is school, college or employment.

    The Centre is an examination centre for the AQA, Oxford, Cambridge and RSA Examinations and Excel and we enter students in Years 10 and 11 for GCSE in English, Mathematics, Science, ICT and Preparation for Working Life/Personal Social Health Education.

    Flexi-Learning Programme

    Available to young people in year 10 and 11, the Flexible Learning Service offers a wide range of vocational courses that aim to engage and motivate young people accessing courses from foundation to level 2, these being delivered either full or part time out of school.

    Students may be able to access foundation learning which provides personalised pathways at entry level and level 1 to support progression to destinations such as Apprenticeships. For those who have a clear idea about the type of employment they want to pursue and prefer to learn in a work environment there is the Young Apprenticeship Programme, for ambitious, determined and keen individuals and which adds a new dimension to learning.

    These qualifications will help young people progress beyond level 2 and lead to further education, employment or training.

    The young people selected and referred by the school are those who would benefit from an alternative programme of study and some will also have the opportunity to take part in an extended work placement.

    Each young person is visited regularly at their college and work placement by a dedicated Flexible Learning Co-ordinator who is responsible for monitoring and reviewing their progression in their course of study, which is reported to the parent and school on a regular basis.

    The Sydney Russell Special Educational Needs and Disability Offer

  • Access to Extra Curricular Activities

    All our SEND students can participate in these school clubs

    STEM Project
    Ms M Mohamed S0.08
    Students design an automatic shopping trolley for disabled customers.

    2nd Break Homework Club
    Teaching Assistants
    Years 7 & 8 – D1.06
    Years 9 & 10 – D1.07

    After School Homework Club
    Teaching Assistants
    Year 7 – K2.39
    Year 8 – K1.16
    Year 9 – N1.10
    Year 10 – D1.05

    History Club
    Ms P Larkin, Ms S Potter
    Key Stage 3
    Wednesday 3.00pm-4.00pm

    We undertake a range of historical activities, generally ones that aren’t taught in class. Currently we are working on a local History project for a Borough wide exhibition. We have also created a “Black History Month Celebratory Drop-In”. Other activities include watching historical films to determine how accurate they are.

    Basketball Club
    Mr K Bourne
    Years 8 & 9 – Tuesdays
    Years 10, 11 & Sixth Formers – Thursdays

    St Elizabeth’s Church
    Ms A McNamee K1.26
    During 2nd Break every Friday
    Bible discussions

    Year 8 Boys “B” Football
    Mr D Conant
    Thursdays – 3.30pm-4.45pm

  • Strategies

    Principal:  Mr Roger Leighton
    SENCO:  Mr Julian Shaw

    Sydney Russell School values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning.

    The SEND Aims of the School
    • To ensure that all pupils have access to a broad and balanced curriculum.
    • To provide a differentiated curriculum appropriate to the individual’s needs and ability.
    • To ensure the identification of all pupils requiring SEND provision as early as possible in their school career.
    • To ensure that SEND pupils take as full a part as possible in all school activities.
    • To ensure that parents of SEND pupils are kept fully informed of their child’s progress and attainment.
    • To ensure that SEND pupils are involved, where practicable, in decisions affecting their future SEND provision.

    We recognise that many pupils will have special needs at some time during their school life. In implementing this strategy, we believe pupils will be helped to overcome their difficulties.
    This Strategy was developed by the SENCo in Consultation with the Senior Leadership Team and The Governors.
    Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together.

    You can view the full Sydney Russell School SEND Strategy HERE

    The Sydney Russell School Disability and Discrimination Strategy
    The DDA 2005 and the Equality Act 2010 places a duty to promote disability equality on all public bodies, including schools and local authorities. The Sydney Russell School recognises that it must strive to achieve the following:
    • Eliminate discrimination.
    • Eliminate harassment related to a disability.
    • Promote equality of opportunity between disabled people and other people.
    • Promote positive attitudes towards disabled people.
    • Encourage participation by disabled people in public life.
    • Take steps to take account of disabled people’s disabilities even where that involves treating disabled people more favourably than other people.

    You can view the full Sydney Russell School Disability and Discrimination Strategy HERE

  • English as Additional Language (EAL)

    There are currently 72 countries and 56 languages represented in Sydney Russell School.
    At Sydney Russell our skilled Inclusion Team endeavours to ensure that neither impediment to literacy and language acquisition, nor ethnic minority, refugee, asylum seeker or traveller status are barriers to attainment.
    Our aim is to build strength and success through such diversity. We celebrate the richness and multiplicity of language, culture and religion, while always honouring the difference.
    Through assessment, monitoring and tailored interventions our team of experienced teachers, teaching assistants and mentors provide the bridges necessary to raise self esteem, promote attainment and secure qualifications
    Ethnic Minority students receive support for both ‘language acquisition’ and ‘literacy enhancement’. Support is also given in cases where cultural difference or life experience has impaired learning.

    There are 6 main means of support –

    (i) withdrawal classes. (intense language/literacy emphasis).
    (ii) support in the classroom. (language/subject orientated).
    (iii) supportive reading. (target students)
    (iv) homework support. (voluntary/subject based)
    (v) 1:1 support. (mainly 16+).
    (vi) intervention. (refinement to meet targets)

    Support is divided into three main bands – (i) Key Stage 3. (ii) Key Stage 4. (iii) 16+.

    Within these bands students are grouped according to their level of need, not according to their year group/age.

    You can view the full EMA Provision HERE

  • Agencies

    Careers Advice Service

    London Borough of Barking and Dagenham

    At Sydney Russell we work in Partnership with a number of other professional bodies, including Health and Social Care bodies, Local Authority support services and voluntary sector organisations towards meeting our young people’s SEND and towards supporting their families.

    Streetbase Advice Plus Suite
    50 Wakering Road
    Barking, Essex IG11 8GN
    Tel. No. 020 8724 3372

    Child & Adolescent Mental Health Service (CAMHS)
    The Child & Family Centre
    79 Axe Street
    Barking, Essex IG11 7LZ
    Tel. No. 0300 555 1035

    Child & Family Consultation Service
    The Child & Family Centre
    79 Axe Street
    Barking, Essex, IG11 7LZ
    Tel. No. 0844 600 1035

    Deaf Service
    Roycraft House
    Linton Road
    Barking, Essex, IG11 8HE
    Tel. No. 020 8227 2398

    Educational Psychology Service
    3rd Floor, Roycraft House
    15 Linton Road
    Barking, Essex, IG11 8HE
    Tel. No. 020 8270 6900

    London Borough of Barking & Dagenham Inclusion Team
    5th Floor, Roycraft House
    15 Linton Road
    Barking, Essex, IG11 8HE
    Tel. No. 020 8227 2714

    Multi-Agency Panel (Central/East Locality)
    North and central: Northcentral@lbbd.gov.uk
    East and South East: Eastmap@lbbd.gov.uk

    Occupational & Physiotherapy
    Vicarage Fields Health Centre
    Vicarage Drive
    Barking, Essex, IG11 7NR
    Tel. No. 020 8276 7023

    Children’s Services
    3rd Floor, Roycraft House
    15 Linton Road
    Barking, Essex, IG11 8HE
    Tel. No. 0208 227 3806/5025

    Speech & Language Therapy Service
    Julia Engwell Health Centre
    Woodward Road
    Dagenham
    Essex, RM9 4SR
    Tel. No. 0203 644 2209

    The Listening Zone (TLZ)
    31 Woodward Road
    Dagenham
    Essex, RM9 4SJ
    Tel. No. 0300 555 1012

    The Sycamore Trust (formerly PACT)
    27-29 Woodward Road
    Dagenham
    Essex, RM9 4SJ
    Tel. No. 0208 220 0090

    Visually Impaired Service
    (Joseph Clarke Educational Service for the Visually Impaired)

    Vincent Road
    Highams Park
    London E4 9PP
    Tel: 0208 531 8361

  • Alternative Resources Provision (ARP)

    Additionally Resourced Provision (ARP)

    Many young people with additional learning needs can make better, more sustained progress if they attend mainstream schools.
    An ARP is provision, within a mainstream school, designed to provide specialist and targeted support for children with long-term special educational needs.
    The Sydney Russell ARP is dedicated to supporting Autism or Autism plus one co-morbid condition with complex learning and behaviour needs.

    We have the capacity to support nine students in the ARP, but an outreach service offers help and advice to both staff and students managing an Autistic Spectrum Condition in a classroom.
    Our ARP students are likely to be working in P Levels or NC Level 1 at the end of Year 6 (KS2) for English. Levels in Mathematics or Science may be higher.
    Our ARP students will have access to a range of specialist approaches and a structured and personalised learning environment and curriculum.

  • The Role of the Teaching Assistant

    The role of a Teaching Assistant at Sydney Russell is to help meet the needs of designated students who have been identified as having learning needs, complex needs or Social, Mental and Emotional Health needs (SMEH) managed as SENs (SEN support) or EHCPs (Education, Health and Care Plans). They work with teachers as required to support all eligible students.

    Our Teaching Assistants enable all our students to make outstanding progress.

    Their Main Duties are to:

    • Work closely with colleagues across the school to promote the inclusion and acceptance of all pupils.
    • Act as a Key Worker to designated students and be responsible for their plans.
    • Set challenging and demanding expectations and promote self-esteem and the independence of designated students.
    • Implement strategies that enable students with Special Educational Needs including (Social, Mental and Emotional Needs to meet their learning objectives and progress targets. This will include providing individual support to students and groups of students both in lessons and in other contexts.)
    • Provide information for discussions and meetings with teachers.
    • Contribute to a system of recording pupil progress in conjunction with the class teacher and Inclusion Leaders.
    • Support teachers in class through developing resources and learning activities that engage learners with complex needs. This includes the use of ICT.
    • Encourage pupils to interact with others and engage in activities led by the teacher; promote good pupil behaviour and encourage pupils to take responsibility for their own behaviour.
    • Assist with the provision of Access Arrangements for External Examinations for identified students.
    • Liaise with parents/carers of identified students; ensure that there is regular communication with and reporting to parents/carers and that all paperwork is completed accurately and in a timely manner, in particular for review purposes.
    • Liaise with external agencies as required, including Educational Psychologists and specialist learning support services.
    • Work closely with teaching staff to develop strategies when working with students with special educational needs; To participate in the evaluation of the support programme.
    • Be responsible, in the school setting, for the health, safety and welfare of pupils with SEND.
    • Carry out, under guidance, auxiliary nursing activities in respect of pupils who may have limited physical independence and/or may require specific medical supervision.
    • Assist in the physical management of pupils with SEND.
    • Implement, as appropriate, paramedical programmes as determined by therapists.
    • Be conversant with and use an appropriate signing system.

    Other Specific Duties they can fulfil:

    • Assist in the supervision of students as required, for example in exams, on trips and at breaks.
    • The post holder will be required to demonstrate a continuous positive commitment to the school’s policies including those relating to safeguarding children, health & safety and equal opportunities.
    • Implement and follow all school and LA policies and procedures, including giving due regard to the schools equal opportunities policy.
    • Ensure all work is appropriately documented and kept up-to-date.
    • Keep abreast of current legislation and developments in relation to Special Educational Needs and Disability and attend training as appropriate.
    • Participate fully in the School’s Self-Review, Performance Management/Staff Review and School Improvement Plan procedures.

  • Looked After Children

    Every Looked After Child (LAC) has a Personal Education Plan (PEP) followed by a Review Meeting.
    Reviews take place twice per year unless an emergency meeting has to be called due to an issue within the care home.

    Additional funding for Looked After Children is spent on text books, home tuition, laptops and educational visits to other countries, the Theatre or, perhaps, the School Prom.
    Our Child Protection Coordinator, Anne Marie McNamee, and our Child Protection Support Officer, Karen Meggs, meet with our LAC students regularly to discuss their progress and any issues arising. All active agencies are kept up to date with developments.

  • Local Borough Offer

    We are determined to offer the best possible education opportunities for all children, no matter what special educational needs they may have. Whenever possible, the learning needs of all children are met in mainstream schools.

    read more here Local Offer