SEND and Accessibility Information Report 2016/2017

Forest Hill School is committed to meeting the needs of every pupil at the school. We teach a broad, balanced and enriched curriculum that helps every boy reach his potential in a healthy, happy and safe environment.

Children with Special Educational Needs and Disabilities (SEND) are highly valued in our school and are supported by a team of experienced staff and a Special Educational Needs Coordinator. We work hard to make sure that a child’s individual challenges are being addressed and monitored so that every child makes progress, both academically and emotionally.

“Special educational needs provision is well led and managed.”

“There are secure procedures for identifying those pupils who need extra help with their learning.”

Ofsted Report

December 2017

Name and contact details of the SENCO
Helen Sheehan – SENCo and Head of Learning Support

Please contact us on 02086999343 if you would like to speak with the SENCO about SEND or you can email

What kinds of special educational needs that are provided for at this school?
Forest Hill School is a large, mainstream, multi-cultural, inner city secondary school with children who have a diverse range of needs. The school prides itself on a collaborative, inclusive approach when meeting the needs of children.

Forest Hill School has a highly skilled team of teachers, higher level teaching assistants and individual support assistants. We also have learning mentors and a school counsellor.

We work closely with the local authority and alongside a range of professional outside agencies including:
● Drumbeat Autism Outreach
● Educational Psychologists
● Children and Adult Mental Health (CAMHS)
● Kaleidoscope
● Community Paediatricians

Special Educational Needs can be considered as falling into four areas:
● Cognition and learning (moderate learning difficulties, specific learning difficulties, dyslexia, dyspraxia)
● Communication and Interaction (Autistic spectrum disorder, Asperger’s syndrome, selective mutism, speech and language difficulties)
● Social, Emotional and Mental Health
● Sensory, Medical and Physical (hearing impairment, sensory processing difficulties, epilepsy)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him. SEN provision is additional to or different from that made generally for other children of the same age (Code of Practice, 2015)

What school policies are in place for identifying children and young people with SEN and assessing their needs?
Forest Hill School identifies and assesses children with SEND in a variety of ways. Discussions are had around ways forward and extra provision is put in place.

All pupils are screened on entry via the Cognitive Abilities Tests and an age appropriate reading test. The results of these tests are considered together with information from the feeder schools and consideration given as to whether the child requires any additional support. Pupils are retested during year 9 and further consideration given to issues such as support and/or access arrangements in Key Stage 4.

Teachers that have concerns about a child will initially discuss this with the SENCO. Concerns will be raised with parents and ways forward will be discussed. The SENCO may carry out an observation of the child, look at work and talk with the child about their views of learning. Interventions and support will be discussed and put in place.

Depending on the outcomes and needs of the child, further assessments may be necessary which the SENCo will carry out or the SENCo may request outside agency support with the consent of parents. The outside agencies will then advise and support the school with interventions and strategies.

If despite this support, the child is still not making progress and the school and outside agencies feel that an Education, Health and Care plan is necessary then the school will apply for this.

If a child attends our school having previously been identified as having SEND, we will endeavour to find out as much as we can about the support required from the previous setting.

What arrangements for consulting parents of children with SEN and involving them in their child’s education do we have?
At Forest Hill School we acknowledge the importance of both parent and pupil voice. We know that parents are well placed to inform teachers about the needs of their child and we value this input. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. Parents are encouraged to share information and queries with the school. If a concern is raised by the parent or teacher, the pupil is monitored but this does not automatically place the pupil on the school’s SEND register.

At Forest Hill School we consult and involve parents in:
● Pupil progress meetings / Academic review days
● Parent evenings
● Annual review meeting for pupils with an EHCP or Statement
● Outside agency meetings
● Parent workshops and talks happen at various points across the year targeting various areas of the curriculum
● The SENCO is available to meet with parents to discuss their child – she is also available via phone and email
If you have any concerns about your child’s progress, your first point-of-contact will be with your child’s teacher.

What arrangements are there for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review?
Teachers continually assess the progress children have made in their class. This includes questioning, observing and marking. This assessment informs future planning and ensures children are reaching their full potential.

● Baseline assessments take place in lessons at the start of Year 7
● Teachers update our in-house tracker assessment tool every term
● Progress is also reviewed through annual Acadamic Review days, target setting and end of year reports
● Progress is reviewed through regular meetings and reviews with outside agencies, the parent and the child
● Annual review meeting for pupils with an EHCP or Statement
● Where necessary we may use a range of further assessments to assess reading/spelling age, dyslexia, speech and language, social and emotional difficulties and mathematical difficulties

What arrangements for supporting children and young people in moving between phases of education do we have?
In secondary this includes transition from year 6 into year 7 and year 11 into sixth form/F.E/apprenticeships.

Year 6 – Secondary School Transfer
● Meetings with the SENCO, primary school SENCO, parents and outside agencies takes place to receive transition information.
● Visits are arranged for the child to visit with their TA or LSA to familiarise themselves with the school.
● The SENCo attends the Lewisham information sharing day which all the SENCos from the primary schools attend and information is shared about the children with SEND.
● Files are received from Primary schools over the summer break

Year 11 – Sixth form/F.E/Apprenticeships Transfer
● Transition Plans are drawn up in accordance to parental, pupil and staff views follow the actions of a Review Meeting.

How do we help our children and young people prepare for adulthood?
All annual reviews from Year 9 will focus on preparing for adulthood.
As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society.
What is our approach to teaching children and young people with SEN?
Forest Hill School is an inclusive school. Every teacher at Forest Hill School is committed to providing a creative, differentiated and interesting curriculum contributing to a philosophy of accomplishment and achievement.

All pupils receive ‘quality first teaching’ and a differentiated curriculum to meet the variety of needs within the classroom. Pupils with an EHCP or statement may receive additional in-class support,

Teachers at Forest Hill School:

● Adapt and vary their teaching to meet the different learning styles and needs in the classroom.
● Have high expectations of all the children in their class
● Will teach based on your child’s prior knowledge and what they can do and understand
● Apply different approaches to teaching and learning so that your child is fully engaged in all of their lessons – this may include a more practical approach to teaching and learning where your child will use concrete materials and resources to support them
● Put in place specific strategies (usually suggested by the SENCO or external agencies) to enable your child to access the learning task

In addition to this, small-group interventions provide extra support to those children who may need a more specific and targeted approach. Current intervention groups are personalised and include:

● Handwriting and touch-typing
● Reading and spelling
● Lego therapy
● Cooking (social skills)
● Drama (social skills)

A provision map is used to record these interventions ensuring that progress is monitored and evaluated. This year we have introduced the use of Leuven Scales for measuring progress in emotional well-being and involvement. Provision maps enable the class teacher and SENCo to monitor the effectiveness of these interventions making sure that they have the maximum impact on the child’s learning and progress.

In years 7-9, pupils may be placed in Accelerated, Core or Explorer groupings based on data available at the start of their schooling. This is reviewed at the end of each term and movement is possible depending on progress.

Specialist Groups – SEN Code of Practice 2014 School Support (SS):
These will be run by outside agencies. This means a pupil has been identified by the SENCO or class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
● Debbie Symonds from the ASD outreach team, Mrs Pat McCarthy from the New Woodlands outreach team, Sensory Support, Occupational Health, etc.
● Outside agencies such as Speech & Language Therapy and Educational Psychology Service (EPS)

Document Detail

Category: SEND

Authorised By: Full Governing Body

Author: SENCo

Version: 1

Approval date: February 2017

Next Review Date: February 2018

To be read in conjunction with:

SEN Policy
Safeguarding Policy
Child Protection Policy
Anti-Bullying Policy
Teaching and Learning Policy
Equality Policy

Lewisham Local Authority has published its own Local Offer, which can be accessed via the link:

PDF of this document is available here