Culcheth High School
Culcheth High School is a highly successful and over-subscribed community school in the heart of semi-rural Warrington. We are recognised as “a good school” by OFSTED with many outstanding features. As a high performing school over a number of years, we genuinely strive to become the ‘best that we can be’ in all aspects of our work for young people and the community.
Our school’s purpose is to inspire students to achieve and guide them to be confident, articulate and skilled citizens to enable them to thrive in a diverse British and global community. The school is committed to exacting high standards, to expecting excellence from all and to developing outstanding learning with staff and students. We are an ambitious and forward thinking institution where students’ success lies at the heart of everything we do.
We relish the opportunity and responsibility for driving student success forwards and we are very proud of all our young people’s achievements – attainment and progress at Culcheth are consistently much higher than that found in most schools nationally.
Culcheth High School enjoys an enviable reputation for being a warm and welcoming school where genuinely every person matters. We want everyone to be part of a caring school community where everyone is valued and everyone values relationships. We expect all members of our school community to be the best they can be and help others to be the best that they can be by valuing: Respect, Honesty and Excellence.
We seek to be ambitious and to be bold for students’ futures. Seeing the rich potential in every young person and encouraging exceptional progress is at the centre of our approach. Recognising and developing students’ personal strengths and skills is very important to us – the quality of our pastoral care is extremely high. As a strongly inclusive school, it is our belief that aspiration is for all.
Culcheth High School
SEND Local Offer description
Culcheth High School is committed to Inclusion – we regard all teachers as teachers of special educational needs. Teachers are supported by a large, strong team of support staff.
SEND Local Offer contact name
Ms C McGenity
Which categories describe the service offered?
Facilities for children / young people with SEND
Wheelchair Access, Accessible Toilets, Secure Environment, Accessible Parking, Accessible Changing Area.
Describe your education setting
Staff know if a child / young person needs support
Culcheth High is committed to early identification of special educational needs. A range of evidence is collected through liaison with primary schools, assessment and monitoring arrangements. If this suggests that your child is not making the expected progress, we will decide whether additional and/or different provision is necessary.
What to do if you think your child needs support
If you are concerned about your child’s progress you can speak to your child’s tutor or subject teacher. You may also contact the Inclusion Manager.
How will staff support a child with SEND?
Your child’s class teachers, with support from Teaching Assistants if relevant, will oversee the day to day progress of students. Formal assessment takes place once a term and this will be available to you through the website. Depending on the intervention required, your child may be working at times in a small group aimed at supporting literacy and/or mathematics. Sometimes a student requires support to access the curriculum, to manage his or her behaviour, emotions, organization or to work on social skills. In this case a mentor or Teaching Assistant may support your child through 1:1 or group work or support in the classroom. We run a daily luch club in our Inclusion area and offer Homework support, 4 afterschool sessions per week. Support for your child is co-ordinated by the Inclusion Manager who is also the SENCo.
How is the curriculum matched to a child's needs?
All our teachers are teachers of children with SEN. All teachers plan to include everyone in their lessons and work is provided at the appropriate levels for children to access their learning and make good progress. Planning is monitored rigorously by Heads of Faculty and the Senior Leadership Team. All relevant staff have access to information about your child, their needs and how best to support them. If necessary, your child may have an Individual Education Plan which is written and monitored by the Literacy Co-ordinator or Inclusion Manager.
How do parents learn about their child's progress?
All students have a planner which you will be able to check daily for homework and information. We would encourage you to communicate with teachers through it. You are abe to make direct contact with class teachers and form tutors by email and arrange a meeting if necessary. We hold an annual parents' evening (2 in year 7). If we or you have concerns about your child's progress, we will arrange to meet and discuss a way forward. If your child has an EHC plan (formerly a statement of SEN), an annual review is held according to the guidance inthe Code of Practice.
How is children's well-being supported?
We try to avoid exclusion of any young person. If your child requires help with emotional, social or behavioural issues, as well as having access to their tutor and other staff, we have a dedicated team of support staff who offer 1:1 support or goup work. We use the Family Support Model when necessary (you may know this as CAF). We have close links with partners in health and other support agencies.
What specialist services can the setting access?
Our staff are highly experienced and professional. If necessary we liaise with other professionals such as Child and Adolescent Mental Health, Social Care, Educational Psychology, Occupational Therapy, Speech & Language, ASD specialist nurse, Sensory Support Service and may others.
What SEND training do staff receive?
Our Incusion Manager/SENCo is a qualified teacher who is also a trained counsellor (diploma level 3) and NPSLBA (National Specialist Leader of Behaviour and Attendance). 3 members of staff are CAF/FSM trained and are lead professionals. one of our TAs is a specialist in specific learning difficulties. All staff receive regular training and updates for the main categories of special educational needs. During the academic year of 2015/2016 all staff have received training on ASD, Mental Health and Literacy. This year we hope to further improve our knowledge in mental health and ADHH.
How are all children included in all activities?
We make every effort to include all pupils in school activities. If an individual risk assessment is required we will write this in order to ensure that everyone is fully included. If necessary we will also help prepare your child for any changes in their school day, such as school trips, awards ceremonies, activities week and sports day.
How accessible is the environment?
We have a state of the art building which is fully accessible to wheelchair users. We make every reasonable adjustment possible to support our students and their parents/carers.
How are resources matched to children's needs?
The local authority provides funding for schools to meet the needs of all children with SEND. This is worked out using the information about the children’s prior attainment and the socio-economic make up of our school cohort. We allocate support according to need. Additional interventions are funded to support children’s progress. If your child has an EHC plan (or statement of SEN), we will ensure that the provision is specified.
How are children supported through transition?
The progress leader and Inclusion Manager liaise with Year 6 teaching staff, support staff and SENCos from feeder schools. Extra transition is arranged as necessary in addition to the Induction day which is held in July all new students. This can be highly personalised for individuals or small groups to familiarize children with the school site and staff. The Inclusion Manager attends your 5 and 6 annual reviews when invited. Parents/carers of prospective students are encouraged to arrange a meeting with the Inclusion Manager if they feel their child would benefit from extra input. This can be done by telephone, email or during the school's open evening in October. Transition to further education is coordinated by the Progress Leader for year 11. Taster days and activities at a number of colleges feature regularly in the school calendar and are available to all years, but most particularly for Years 10 and 11. If your child has additional needs, the Inclusion Manager will liaise closely with the Progress Leader of year 11, Local Authority, careers advisor and the SENCo and support staff of local colleges.
How is a decision made about the support needed?
Liaison between the Inclusion faculty, Senior Leadership, faculty heads and pastoral leaders is very frequent. If there is a need for some extra support for your child, this will be agreed and planned accordingly. The members of the Inclusion faculty meet frequently and there are weekly briefings for teachers led by Progress Leaders of different year groups to highlight specific needs. Discussion with parents/careers and students is encouraged to ensure a fully co-ordinated response to needs.
How can parents and carers be involved?
Discussion with parents/ carers and students is encouraged to ensure a fully co-ordinated response to needs.
Who can be contacted for further information?
Your first point of contact if you want to discuss something about your child is your child’s form tutor. If your concern is subject specific, liaise directly with the subject teacher. You can contact the Progress Leader, Inclusion Manager or members of the school leadership team, if you still have concerns. We have the Tootoot system (to report bullying anonymously) as a link through our website as well as a direct email link to school members.