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SLINDON COLLEGE

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Learning support tailored to the needs of your son

All pupils are screened on entry and, where required, enter a learning support programme. The approach to learning support is holistic.

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Lita Brittain is responsible for all learning support and has a team of learning support staff. Together, they actively tailor the learning programme of each boy to ensure that he gains maximum benefit from all that the school has to offer. We have the qualifications, skills, experience and resources to provide a very comprehensive support package.

Learning difficulties we address

We meet a wide variety of Specific Learning Difficulties (SLD) including:

  • AD(H)D

  • Literacy and numeracy difficulties such as Dyslexia and Dyscalculia

  • Mild Asperger’s syndrome

  • Problems associated with mild autistic spectrum disorder

If you seek admission for your son in these categories or similar we will require sight of any relevant professional reports prior to interview – for example, a report from your Educational Psychologist (EP).

Accreditation

We are a category DU (Dyslexia Unit) school with CReSTeD (Council for the Registration of Schools Teaching Dyslexics) accreditation. CReSTeD, supported by the British Dyslexia Association, acknowledges schools for the quality and provision of support for dyslexic pupils. Our category DU status means we are a school with a designated unit or centre providing specialist tuition on a small group or individual basis, according to need.

English as a Foreign Language (EFL)

A small percentage of our pupils are overseas students. Intensive English tuition can be provided and details are available from the Registrar. All pupils are screened on entry by a specialist EFL tutor after which individual tuition or small group tuition will be arranged.

 

There is an additional charge for intensive EFL tuition.

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) SEN INFORMATION REPORT (LOCAL OFFER)– SEPTEMBER 2014

Slindon College is a specialist independent day and boarding school for boys aged 11 to 18 including those with specific learning difficulties. We are an inclusive school and we recognise that some boys need additional support and attention in order to ensure that their learning outcomes are maximised. Our SEND strategy and provision continues to develop with a commitment to raise the achievement of all our pupils.

 

1. How does the college know if pupils need extra help and what should I do if I think my son may have special educational needs?

  • Some pupils attending the college have a Statement of Special Education Needs or an Education Health and Care Plan (EHCP), which identify the college as the most appropriate setting for the pupil. This also identifies primary and additional needs, and the annual review of the Statement / EHCP ensures that current needs are identified and provided for. Pupils attending Slindon College have a range of special educational needs, such as Speech, Language and Communication Needs, Autism, and Specific Learning Difficulties and Dyslexia

  • The progress of all pupils is monitored continuously by class and subject teachers, and by the senior leadership team, so that if a pupil is not making the expected progress in a particular area of learning, the college can identify the need for additional support. Further assessments take place, including  Dyslexia Portfolio, WRAT 4, Cognitive Ability Tests, where verbal, quantitative and non-verbal skills are tested.  Plans will be discussed with parents / carers at individual pupil progress meetings and, as appropriate, with the pupil concerned.

  • Pupils are provided with baseline assessments during taster days and the SENCo will discuss with parents and local education authorities (LEA) the best provision map for the individual pupil.

  • For pupils not already identified as having special educational needs but where the SENCo has concerns, then a referral may be made to the LEA for an assessment of SEND.

  • If you think that your son may have special educational needs not already identified, then please contact the SENCo, Mrs Lita Brittain, at the college – senco@slindoncollege.co.uk.

2. How will the college support my son? 

  • If a pupil has a Statement or EHCP, this document will outline the particular needs of your son and recommend the resources, teaching programmes and multi-agency involvement related to meeting those needs.

  • The SENCo and SEN team in college oversee the implementation of the Statement or EHCP. In addition, the implementation of resources, programmes and support for pupils who have special or additional educational needs but who do not have a Statement or EHCP.

  • The SENCo, in consultation with parents at the Annual Review meeting, will set targets for your son and these will also be outlined in their Individual Education Plan (IEP) which is shared with you as the parent / carer and with all the staff who are working with your son, as well as with you son, as appropriate.

  • IEP’s and subject targets are evaluated regularly to assess the effectiveness and impact of the planned provision.

  • Pupils are supported at Slindon College through a range of short or long term interventions depending on their type of difficulty. These may include one or a combination of a number of provisions, including:  Wave 3, 1:1 tuition, small group lessons with learning support teachers, speech therapy, behaviour support,  SEAL, social and communication groups, mentoring, outside agency support.

3. How will the curriculum be matched to my son’s needs? 

  • Your son will follow the National Curriculum which is adapted to their needs and their learning. It will be differentiated to enable your son to make progress.

  • The level of support provided will depend on your son’s needs, for example, as identified in his Statement or EHCP.

  • The college has a broad and balanced curriculum in place to ensure high levels of interest, motivation and engagement, whilst covering all important subject areas.

  • Students  have the opportunity to access a wide range of opportunities to further develop as young people. These may include independent living, life skills and community learning as well as studying ‘academic’ subjects. Accredited learning programmes used include ASDAN, BTEC, Unit Awarded IGCSE, GCSE, AS and A-level.

4. How will both you and I know how my son is doing and how will you help me support my son’s learning? 

  • Annual Review meetings provide an opportunity to review pupil progress against targets and expectations, and involve the SENCo, parents / carers, external support providers, and the LEA (as appropriate).

  • Parent consultation evenings are held termly for all year groups.

  • IEP targets and progress are reviewed and set with pupils on a termly basis, and are shared with parents / carers.

  • Pupils who access time limited interventions will generally be provided with a brief written report of the end of the programme.

  • The college offers an open door policy, and if at any point you wish to discuss your son’s progress, an appointment can be made with the class teacher, tutor, SENCo or other member of the senior leadership team. Parents and carers are always welcome at our end of school day Friday tea, which gives an opportunity to meet teaching staff and discuss your son’s progress in a more informal environment.

5. What support will there be for my son’s overall well-being? 

  • Slindon College is committed to multi-agency working to ensure that that all pupil needs are catered for.

  • Where appropriate pupils have a care plan which identifies their care needs including personal care needs and the administration of medication when required.

  • Professionals from various agencies and specialisms visit the college, or are employed by the college. These include Speech and Language Therapy, Occupational Therapy, Sensory Support. As well as supporting individual pupils, these professionals advise staff regarding strategies and provide training.

  • The college’s pastoral Deputy Head, in liaison with the whole school staff, ensures that the pastoral needs of pupils are met.

  • Every pupil is supported by a form tutor.

6. What specialist services and expertise are available at or accessed by the college? 

  • Specialist services may be specified in your son’s Statement or EHCP, but also form part of the core offering of the college. Speech and Language Therapy and Occupational Therapy, provided by the SEN department, are part of the college’s core provision, and many pupils benefit from this support.

  • The college works collaboratively with outside agencies in meeting the wider range of pupil needs, including: social workers, CAMHS, Primary Mental Health Worker and Social Care. Pro-active and supportive relationships have been built up with a range of outside agencies.

7. What training have the staff supporting boys with SEND had or are having? 

  • All staff receive regular training in Safeguarding.

  • All staff receive training, support and guidance to meet your son’s education, health and social needs.

  • Specialist training is provided for key staff, including those working within SEN, in areas such as Speech and Language Therapy, Dyslexia, ASD, SEAL and TEACCH.

  • Whole school staff inset on Autism and Dyslexia

  • Specific staff receive training and the sharing of best practice in order to develop positive behaviour management skills.

8. How will my son be included in activities outside the classroom including school trips? 

  • Out of school visits and trips are designed to enhance curricular and recreational opportunities for all pupils. They provide a range of experiences and promote independent learning. Residential trips and activities are also provided.  Risk assessments are carried out, including an assessment of individual SEN requirements, as appropriate..

  • Daily after school activities are provided, except on Fridays. These can include: sporting activities including swimming, arts and crafts, cookery, ICT, drama, Lego, Green Power, study.

  • Parents and carers are encouraged to be involved in activities outside of the classroom, including trips.

9. How accessible is the college environment? 

  • The college uses a range of buildings, some of which do not provide wheelchair access. There is a range of toilet and changing facilities, which are wheelchair accessible.

  • There are a wide range of specialist practical rooms for ICT, music, art, science, food technology, sporting activities, as well as for specialist SEN interventions, such as Occupational Therapy, Speech and Language Therapy and sensory support. 

10. How will the college prepare and support my son to join the school, transfer to a new school or to the next stage of education and life? 

  • Your son will be invited to access transition opportunities, such as taster days or a phased introduction to the college. The college provides for day pupils, weekly boarders or full boarders.

  • A prospectus is provided to all new pupils and parents or carers. Liaison with and transition arrangements from existing schools, including LEA schools,  are co-ordinated by the SENCo.

  • Transition planning is part of the Annual Review process from Year 9 onwards. The college provides an increasingly range of educational opportunities at Years 12 and 13.

11. How are the college’s resources allocated and matched to pupils’ special education needs? 

  • Slindon College provides for small class sizes and levels of staffing to meet the needs of groups of pupils and / or individual pupils.

  • Additional intervention and support arrangements for pupils will generally require specific funding, which is directed to ensure that resources are allocated to meet specific special educational needs.

  • The college has acquired and developed a range of classroom-based resources to support pupils with special educational needs, and has also benefitted from a pro-active Parents and Teachers Association who raise money to support the college.

12. How is extra support allocated? 

  • After consultation with parents and carers and with the LEA (as appropriate) and with specialist support teachers, the SENCo charts a provision map for your son, which identifies the additional support and provision to be made.

  • The college has a team of dedicated and qualified learning support staff and specialist staff who are directed by the SENCo to work with individual pupils and groups of pupils, according to their needs.

13. How are parents involved in the college?  How can I be involved? 

  • We believe that a pupil’s education is a partnership between parents and the college, and therefore we are committed to developing effective communication with parents and carers and to communicate regularly. Communication may be through face to face discussions, telephone, e-mail, or Friday afternoon parents’ tea.

  • Through our active Parents and Teachers Association.

  • Family and friends are invited to join in special college days, attend musical and other performances, and a range of social functions.

14. Who can I contact for further information?

  • If you wish to speak to someone about your son’s well-being, learning, behaviour or medical issues, the first point of contact should be your son’s form tutor, who can then refer your concerns to the relevant member of staff, as necessary.

  • If you have specific concerns about your son’s special educational needs and provision, please contact the SENCo, Mrs Lita Brittain.

  • If you are considering your son joining Slindon College, please contact our Registrar, Mrs Jenny Davies, who will arrange a meeting with the Headmaster, Mr David Quick.

GCSE EXAM RESULTS 2014

PUPIL CATEGORY

 

ALL

 

With Statements of Special Educational Needs

% 5A* - C

 

38.9%

 

62.5%

% 5A* - G

 

94.4

 

100

For parent centred information, news, resources and informed opinion about SEN, Children’s Health and SEN policies, you may find the following website interesting and helpful: www.specialneedsjungle.com