Lytchett Minster School is a comprehensive school with an inclusive ethos. We have a dedicated team of staff providing support for our SEND students (those with special educational and disability needs). Housed in our state of the art student support centre (SSC), the SEND team is led by our dedicated SENDCO, and ably supported by an ELSA-trained teaching assistant, literacy support leader, literacy and numeracy intervention teachers, and a team of teaching assistants who provide in-class support.
Policy information is available via the links on the right.
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Local Offer Questions
How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
The SEND department at Lytchett Minster School welcomes approaches from parents concerned about their children’s needs. Aside from parental information, we gather information from a variety of sources (below) before and after your child joins the school to ensure the curriculum offer they have is most appropriately suited to their needs:
- Liaison with feeder school
- Transition information
- Previous specialist reports
- Enhanced transition visits
- Triangulation of entry data (SATs, CATs, Lucid)
How will early years' setting/school/college staff support my child/young person?
The support offered to individual students is dependent on student need – the following interventions are available:
- Key-worker for daily meet and greet and home/school liaison
- Morning intervention sessions
- Tutor time literacy support
- Literacy and numeracy support programme across Years 7-11
- One-to-one specialist teaching in literacy and numeracy
- Small group sessions around behaviour
- Talkabout social skills programme
- Homework Hub – lunchtime support
- TA support in the classroom
- ELSA support for emotional needs
- Speech and language therapy support
- School counsellor
- Reading Plus online
- Partnership working with local special schools
- Small group support for EAL students
- Enhanced transition programme
- Reduced timetables and supervised/supported study sessions
- Support for internal and external exams
- Visual stress assessments and provision of coloured overlays
- Lunch club
How will the curriculum be matched to my child/young person’s needs?
Following assessment/identification of need and liaison with parents, students will be given the package of support best suited to their learning needs. This may include disapplication from some subjects or short term interventions. Some interventions may require withdrawal from lessons.
How will both you and I know how my child/young person is doing and how will you support my child’s/young person’s learning?
Student progress is monitored across the school at every assessment point with all interventions having their own measures of progress. Should a child be making sustained good to excellent progress, they may cease their intervention programme. Should progress not yet meet the required level, additional support can be put in place or additional assessment completed.
What support will there be for my child’s/young person’s overall well-being?
All students are supported by our highly-regarded house system. Students will have two guidance interviews each year with their head or deputy head of house. Additional support may be available through our ELSA, Mindfulness sessions or through meeting with our counsellor.
What specialist services and expertise are available or accessed by the setting/school/college?
We are able to access support for our students from the Educational Psychology Service, SENSS and BSS. We also access outreach support from some of our local special schools. Many students are assessed by our qualified educational assessor within school with further support being accessed from outside agencies and charities (such as Mosaic) as appropriate.
What training are the staff supporting children and young people with SEND have, had or having?
The SENDCO holds the National Award for Special Needs Co-ordination through Oxford Brookes University and is currently completing Certificate of Competence in Educational Testing (CCET). The lead literacy specialist holds an NVQ Level 5 Diploma in teaching pupils with dyslexia and specific learning difficulties. A further specialist teacher holds a postgraduate Diploma in Literacy and Dyslexia alongside a Certificate of Competence in Educational Testing (CCET). Lytchett Minster School's teaching assistants have a wide range of experience and qualifications and frequently take part in school- and community-based training, most recently in hearing and visual impairment and the support of students with cystic fibrosis. Additional training is planned for supporting students on the autistic spectrum.
How will my child/young person be included on activities and trips outside the classroom including school trips?
Students with SEND have an equal right and accessibility to all aspects of the school's extracurricular activity programme. Wherever possible, TA support will be provided for school trips and clubs.
How accessible is the setting/school/college environment?
Lytchett Minster is a fully accessible site with ramped entrances, toileting facilities appropriate for wheelchair users and lifts across the school. Our accessibility plan provides more information.
How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
We run an enhanced transition programme for SEND students joining Lytchett Minster School, with liaison for families of a student with an EHCP starting as early as Year 5. We run additional transition days in school, where students have the opportunity to meet their house teams, and a new parents' evening, where there is an opportunity to meet with the SENDCO. Careers advice is delivered by Ansbury, whose representative visits the school two to three times a week. Students are welcome to make appointments for careers guidance and joint interviews with parents are also possible. The school has a history of supporting students in transitioning to Bournemouth and Poole College and Kingston Maurward College and these relationships continue to grow under the new code of practice.
How are the setting’s/school’s/college’s resources allocated and matched to children’s/young person’s special educational needs?
Students can be allocated to a number of different intervention programmes. The decision about which programme to allocate is dependent on the results of transition data (SATs, CATs and Lucid) or through school-based specialist assessment following teacher/parent referral. Parents are consulted at this stage about which programmes they would like their child to follow.
How is the decision made about what type and how much support my child/young person will receive?
Following an initial placement on the SEND register and into appropriate interventions, student progress is monitored across all assessment periods using a process of Assess, Plan, Do, Review. Should an intervention prove not to allow the student to make progress an alternative programme will be sought.
How are parents involved in the setting/school/college? How can I be involved?
Parents are fully involved in the decisions regarding the appropriate intervention programmes for their children and have access to meetings and reports from the SEND team throughout the year. There is a thriving Parent Teacher Association which supports the school through their fund-raising events and a second-hand uniform shop. They welcome volunteers.