The Radcliffe School Special Educational Needs (SEN) Information Report

The Radcliffe School Mission Statement

At The Radcliffe School we are at the centre of a vibrant and diverse community. Our vision and ethos reflect our drive, commitment, and ambition for now and the future -

Building Bright Futures Together to Inspire and Achieve…

• Academic excellence.

• Personalised growth and development.

• A supportive ethos.

• Successful community partnerships.

• Personal ambitions.

• A happy, confident, learning community.

At The Radcliffe School staff we aim to:

• Create a culture of high aspirations, high motivation and high achievement for all

• Build a strong community based on fairness and personal responsibility

• Welcome, value and respect all who come into the school

• Be reflective and committed to our ongoing development as teachers and leaders, in our continuous strive for excellence

• Promote positive dialogue and partnership with our community

Our five core values are:

Conduct - making positive choices
Learning - know more and remember more
Environment - respectful of our surroundings
Awareness - valuing differences
Relationships – supporting each other

Scope

The Equality Act 2010 defines disability as ‘A physical or mental impairment which has substantial and long-term adverse impact on a person’s ability to carry out normal everyday activities.’ This has some overlap with the definition of ‘special educational needs’ in the Education Act 1996 (which includes pupils with significantly greater difficulty in learning than the majority of children of his/her age, or a disability which means that a pupil cannot make full use of the general educational facilities provided for pupils of their age) but not all pupils are disabled by their SEN and vice versa.

It is the duty of our school to make ‘reasonable adjustments’ and to provide auxiliary aids and services: where a disabled person would, but for the provision of the auxiliary aid, be put at a disadvantage.

The Radcliffe School Disability Equality Statement

At The Radcliffe School, we are committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit our school.

The Radcliffe School acts to ensure that it does not treat disabled pupils less favourably and takes reasonable steps to avoid putting disabled pupils at a substantial disadvantage in matters of admission and education. The achievement of disabled pupils and students will be monitored, and we will use this data to raise standards and ensure inclusive teaching. We will make reasonable adjustments to make sure that the school environment is as accessible as possible. Staff at our schoolwork closely with external agencies in order to provide the best support possible.

Categories of need in line with the SEND Code of Practice, The Radcliffe School offers a range of provision to support students who have a special educational need in the following categories:

• Cognition and Learning - this includes specific learning difficulties and moderate learning difficulties

• Communication and Interaction- This includes autistic spectrum condition and speech, language and communication needs

• Social Emotional and Mental Health needs - this includes Attention Deficit Hyperactive Disorder (ADHD), as well as eating disorders

• Sensory and Physical - this includes hearing and visual impairments as well as physical needs.

The range of support deployed will be tailored to individual needs through an ‘assess, plan, do, review’ graduated approach designed to enable students working to becoming independent and resilient learners. It involves a joint working approach between all teaching staff.

Identification and assessment of students with special educational needs

We follow the statutory guidance outlined in the SEND Code of Practice (2015) to identify and assess pupils with special educational needs through:

- Ongoing Monitoring: Teachers use formative assessments, observations, and progress reviews to identify pupils who may not be meeting developmental or academic milestones.
- Parental Engagement: Schools involve parents in discussions about their child’s progress and any concerns regarding SEN.
- Screening Tools and Checklists: For example, ADHD, Boxall Profile, FACT and FACT +
- Use of External Assessments and Specialists

To provide a structured and responsive method for identifying SEN and meeting pupils’ needs. We follow the Assess, Plan, Do Review cycle.

Arrangements for Consulting and Involving Parents and Young People with SEN

We involve both parents and young people in decision-making about SEN provision, in line with the SEND Code of Practice (2015). These arrangements aim to create a collaborative approach, ensuring the needs and aspirations of children with SEN are effectively addressed. To build strong partnerships with parents, ensuring they are well-informed and actively involved in their child’s education we ensure there is regular communication through:

- parent-teacher consultations, SEN review meetings, and annual reviews (for pupils with Education, Health, and Care Plans or EHCPs). Informal updates, such as phone calls, emails and meet and greet at the school gates are also used to keep parents informed about day-to-day progress.

Parents are involved in developing and reviewing provision maps to ensure that strategies align with their child’s needs. Information is also shared through coffee mornings and regular newsletters. Parents are regularly consulted to gauge their satisfaction with the support provided.

To monitor the effectiveness of our SEN provision we regularly review our provision maps, conduct learning walks and use comparative analysis data tool to look at pupil progress compared to peers without SEN, as well as benchmarks set for similar cohorts in national and local data. Success is measured by progress in achieving short- and long-term goals outlined in the plan.

We also examine trends in attendance, exclusion rates, and attainment for pupils with SEN.

Accessibility arrangements to assist the inclusion of pupils with SEN and disabilities (See our Accessibility policy)

The following measures are in place to ensure the physical accessibility to students with SEN and Disabilities:

• one-way system in corridors

• handrails along stairs/steps

• seating plans are organised according to the needs of individual pupils

• disabled toilets with emergency alarm loop to main reception to summon assistance if required

• medical room has additional wheelchair to assist visitors

• DDA compliant wide doors

• level access to building to enable wheelchair access to main building

• timetable adaptations for access

The following measures are in place to improve curriculum access for students with SEN and Disabilities:

The Radcliffe School provides a broad, balanced, and inclusive curriculum that meets the needs of all pupils, including those with special educational needs (SEN). This involves modifying or differentiating the curriculum, adaptive teaching strategies, and use of resources to ensure accessibility for pupils with diverse learning needs. These include

• Fulltime Speech and Language therapist (SaLT)

• adapted content and range of Teaching & Learning approaches to ensure access

• special arrangements made for disabled students to participate in school trips

• facility to enlarge worksheets or change font format.

• Inclusion and curriculum teaching assistants who run homework clubs before school, break, lunch-time and after school

• therapy programmes are provided for some pupils who are suffering from emotional and behavioural difficulties (These are provided by an external team of therapists, who work on site)

• TAs are assigned to particular groups and individuals to support their learning

• co-teachers are assigned to a number of classes to facilitate learning and increase progress

• consideration of students’ specific needs during placement in teaching groups

• Adjusting the level of challenge in tasks to align with pupils' abilities.

• Providing additional scaffolding, such as sentence starters or visual aids.

• Breaking tasks into smaller, manageable steps to reduce cognitive load.

• Use of repetition through retrieval tasks to help consolidate knowledge and skills. Part of our ‘strong start’ non-negotiables policy

• Flexible grouping or grouping pupils strategically to promote peer learning and support. For example, phonics and numeracy support

• Assistive technology, such as text-to-speech software or communication devices.

• Manipulatives for mathematics or other hands-on tools to aid understanding.

• Providing quiet spaces for pupils who need breaks to regulate their emotions.

• Adaptive seating arrangements or specialized furniture for pupils with physical disabilities.

• Simplifying language in instructions or resources while maintaining the core concepts.

• Providing alternative formats for assessments, such as oral presentations instead of written exams.

• Offering alternative pathways within the curriculum to align with a pupil's strengths and interests.

The following equipment has been purchased to assist students to access the curriculum:

• iPads through our digital strategy

• iPad accessibility features

• Colour photocopier to photocopy resources for partially sighted students

• Mobile height adjustable desks

• Literacy software for pupils with a low reading age upon entry

• Dictation software if required

Staff and training arrangements to aid inclusion of students with SEN and Disabilities:

• Specific SEN induction for all Learning Support staff. Introduction to SEN policies, procedures, and individual pupil needs upon joining the school

• Schools deliver regular sessions focusing on inclusive practices, the use of assistive technologies, or new evidence-based strategies.

• Specialists often deliver in-house training sessions or coaching to upskill staff

• Comprehensive TA training schedule throughout the year

• Whole school, tailored SEN staff training

• Special arrangements/adjustments made to enable disabled/ SEN students to be included in school trips. E.g. additional staff.

• Liaison with outside agencies including: Teacher of the Deaf, Early Help, Specialist Teacher Service, Autism Outreach Service , Educational Psychologist, School Nurse and CAMHS

The Additionally Resourced Provision (The Base):

This opened in September 2010 and is a mainstream department specialising in supporting students with Social Communication Difficulties in particular students with Autistic Spectrum Disorders. This provision can support up to 15 students. Places are allocated through the Education, Health and Care Plan (EHCP) process where it has been deemed appropriate for a student to be placed in a specific department by the Local Authority. Students are well supported by the specialist Base Team comprising of Teaching Assistants, a Higher Level Teaching Assistant and the school’s Speech and Language therapist to fully engage and integrate in the Mainstream Curriculum whilst providing a nurturing environment when students need it.

If you need more information, please contact Milton Keynes SEND IAS

Additional support:

• small group work outside of normal lessons and after school.

• all provision is recorded and communicated to staff and parents through a Provision Map which is reviewed termly.

• curriculum TAs work in each curriculum area to support student progress by assisting planning and producing resources and in-class support.

• staff are involved in delivering Phonics and Social Communication small group sessions outside of their normal curriculum area.

• curriculum TAs also support Homework Club after school Monday-Thursday 3pm-4pm

Transition between phases

We provide enhanced and supported transition through the phases of education

KS2 – KS3

These may include additional visits, buddy systems, or meetings between parents, the pupil, and the receiving school’s SENCO.

Detailed handover of SEN records, including EHCPs or IEPs, to the secondary school.

Secondary to Post-16 Education or Training

We provide the following:

- Careers advice and guidance tailored to the pupil’s strengths, needs, and ambitions.
- Meetings with the receiving college or training provider to discuss support requirements.
- Focus on developing independence, such as time management, travel training, and decision-making skills through our life skills intervention.
- EHCP outcomes reflect the young person’s aspirations, whether pursuing higher education or vocational training.
- Schools arrange supported work placements to help students develop job-related skills.
- Schools work with careers advisors, Jobcentre Plus, or supported employment services to facilitate pathways into employment.
- Schools provide lessons or programs focusing on budgeting, cooking, and managing personal care.
- Support for using public transport or independent travel to prepare for post-16 education or work.
- Schools help students develop communication and social interaction skills for community engagement.
- Encouraging involvement in clubs, volunteer opportunities, and community groups.
- For pupils with an EHCP, Year 9 reviews focus on long-term outcomes and preparing for adulthood.
- Outcomes in EHCPs are tailored to reflect the pupil’s ambitions, such as accessing further education, independent living, or work.
- Schools work with social services, health professionals, and local authority transition teams to provide holistic support.

For EHCP students, please see EHCP provision and risk assessment document explanation and request link added to the MK Local Offer.

Complaints

Having a clear, accessible, and fair complaints procedure ensures that parents of pupils with SEN feel supported and heard. It fosters trust, accountability, and continuous improvement in a school’s SEN provision.

Please see our complaints policy here

Our Inclusion Team

Our core team includes:

Vinette Hoffman-Gibbs – Assistant Headteacher: Inclusion and Interventions

Four SENCos

- Miss Jacky Isitt – Lee House
- Miss Racheal Kynaston – McConnell House
- Mrs Omotola Alebiosu – Hayes House
- Ms Katy Black – Cowper House

Head of ARP Base: Mrs Glenda Mistry
SEND Administrator: Mrs Sandra Blackshire

Contact details can be found in our Contact Us page