The Michael Tippett School

The Michael
Tippett School

Unlocking Potential
Everyone’s Future Counts

Special Educational Needs and Disability (SEND) Report

Our report is set out below. Alternatively download the PDF TMTS SEND Report November 2014.

Contents

Introduction

Specialist provision on site

Specialist teaching strategies

TMTS will meet the needs of students with the following special educational needs

What are the different types of support available for all students in this school?

How will we support your child with identified special needs starting at TMTS?

How can I let the school know I am concerned about my child’s progress in school?

How will the school let me know if they have any concerns about my child’s learning in school?

Who are the other people providing services to students with SEN in this school?

How are the adults in school helped to work with students with complex needs and what training do they have?

How will the teaching be adapted for my child’s special needs?

How will we measure the progress of your child in school? And how will I know about this?

What support do we have for you as a parent or carer of a child with special educational needs?

How have we made this school physically accessible to students with SEND?

How will we support your child when they are leaving this school?

How will we support your child when they they move to another class?

Who are the best people to talk to in this school about my child’s special educational needs?

Address/telephone numbers of outside agencies and support services 

Introduction

The Michael Tippett School (TMTS) is a secondary school for students with complex learning difficulties. Students on roll are aged between 11 and 19 and have severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD) and around half have autism in addition to having SLD or PMLD. The school has key stage three, key stage four and post 16 departments. There are 65 students on roll.

TMTS has high expectations for its students. We provide a safe, positive and stimulating environment for them to learn in. We place an emphasis on communication with students, enabling their independence and building their confidence. We create learning opportunities through an adapted curriculum. A wide-range of strategies, techniques and specialist resources are used to support and personalise students’ learning. Students’ progress and achievements are measured and celebrated so that over time, parents and TMTS have a clear understanding of their learning journey. As students move into our Post 16 department, they complete a “Skills for Life” curriculum which focuses on preparing them for life beyond school.

TMTS works with multiple agencies to meet the needs of students. Several of these often work on-site to deliver support for students or training for staff. Where external interventions are required, TMTS will commission and organise them. We recognise and welcome partnership between parents, school staff and agencies as being vital to student success.

What follows is a breakdown of how students at TMTS are taught and supported.

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Specialist Provision on Site

  • Purpose-designed and newly built building designed to contemporary SEN specifications
  • Hydrotherapy pool
  • Sensory Room
  • A Performing Arts studio
  • Overhead tracking hoists
  • Lifeskills Studio
  • Combination of large and small learning spaces
  • Large Changing/Wet Rooms

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Specialist Teaching Strategies

  • Adapted national curriculum at KS3 & 4 for students achieving between P1 and NC Level 1+
  • Skills for life curriculum for students in Post 16
  • Total Communication Approach
  • Sensory Integration
  • High staff student ratio with small class sizes
  • Personalised support & high level of differentiation
  • “Ready for Learning” interventions to maximise learning opportunities
  • Partnerships with health agencies to meet student health needs

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The school will meet the needs of students with the following special educational needs (SEND):

  • Severe Learning Difficulties (SLD)
  • Profound and Multiple Learning Difficulties (PMLD)
  • One of the above categories in combination with Autistic Spectrum Disorder (ASD)
  • One of the above in combination with communication, sensory, medical or physical disabilities

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What are the different types of support available for all students in this school?

  • The Teacher and Teaching Assistants will have the highest possible expectations for your and all students in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are used so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child. TMTS focuses on differentiating learning activities and using small group and individual work to maximise learning.
  • A blended approach of specialist strategies including TEACCH, PECS, symbols for communication, total communication, specialist curriculum programmes and adapted resources are used.
  • Specific strategies personal to your child enable them to access the learning task. This will include support from a Teaching Assistant to help with a particular difficulty or task.
  • Ongoing assessment ensures students are always focused on consolidating skills or developing new ones.
  • All students are supported by a team of Teaching Assistants who will be continuously monitoring and engaging with students. They will make judgements as to when they should support a student directly in their learning and when they should promote their independent learning by helping the student to work on their own.
  • Strategies delivered under the name of “Ready for Learning” address communication, sensory and welfare-related needs. This ensures students are well supported and are able to focus on their learning.
  • Some students are assigned a Teaching Assistant to be with them continuously through the day. This is decided through the Education Health and Care Plan. This is sometimes known as 1:1 staffing. There are lots of different reasons why a student may need to have a staff member with them continuously. Wherever possible, TMTS will reduce staff to student ratios to promote independence.
  • Support needs for individual students are detailed in Communication Passports, Behaviour Support Plans, Positive Handling Plans and their Individual Student Profiles. This enables consistency in the approach to supporting needs. All these documents will be shared and discussed with you.
  • We may, with your consent, make a referral for your child to an external health professional. They will then complete a process of assessment to design a “Healthcare Plan” which will detail the types of support that school staff will implement. Health professionals will train school staff to carry the programmes out. Health staff will monitor and review the impact of the programmes.
  • Once a year there will be an annual review to discuss your child’s needs with TMTS and other agencies. This is done in full partnership with you and your child. After TMTS sends the paperwork to the Local Authority, the LA will review the EHCP. It is called an Education Health and Care Plan because it brings together all of the educational health and social care needs that your child may have into one plan.
  • The progress your child makes will be regularly reviewed and the support they receive will change accordingly.

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How will we support your child with identified special needs starting at TMTS?

  • TMTS has a transition process which we adapt to suit the needs of your child. We will contact you to agree a timetable for the transition which will include a number of visits with or without your child.
  • Students joining TMTS at secondary transfer receive their own transition pack which includes a Social Story using photos, symbols and keywords.
  • You and your child will be able to have a look around and speak to staff and meet the key person who will work with you and your child while they are in the school.
  • We will visit your child in their current school prior to any transition and speak with staff who are already working with your child.
  • Following the settling in period, the teacher will arrange an early meeting with you to review your child’s learning and progress. Your child’s academic levels will be baselined and we will confirm all support arrangements. If your child has any support programmes such as a Personal Care Plan or a Behaviour Support Programme we will review it. This will ensure you are fully informed of its contents and can offer consent for its implementation.

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How can I let the school know I am concerned about my child’s progress in school?

  • If you have any questions or concerns we recommend you speak to your child’s teacher initially, and at the earliest opportunity.
  • If you would like to discuss the matter further, the Assistant Headteacher, Headteacher or Manager for Student Communication and Behaviour are happy to meet with you. You should also speak to individual health professionals where your concerns relate to an aspect of their Healthcare Plans.
  • If you are still not satisfied you can speak to the school SEND Governor or a Parent Governor.

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How will the school let me know if they have any concerns about my child’s learning in school?

  • We will contact you as soon as possible, initially by telephone. When a teacher, or you, has raised concerns about your child’s progress, the teacher will raise this with the Headteacher. If it is helpful, you will be invited in to discuss the concerns and plan a way forward.
  • The teacher will discuss your child’s progress with you at our termly parents’ evenings when you will be informed of their progress. If a matter needs immediate attention, the teacher will contact you directly.
  • TMTS has an internal process for monitoring student progress and designing interventions to support learning. Ongoing assessment is used weekly to track your child’s learning. A leader for assessment and progress coordinates whole-school progress tracking every term, at the half-year point, and “checks in” on a continual basis with class teachers. TMTS uses data for every student to pinpoint potential or actual progress-related issues. If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention and will keep you up to date.
  • If your child is still not making expected progress the school will discuss it with you. We will always discuss any concerns you may have, any further interventions or referrals to outside agencies that may be needed or how we could work together, to support your child at school and home.

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Who are the other people providing services to students with SEN in this school?

Directly funded by TMTS

  • Part-time Speech and Language Therapist
  • Part-time Music Therapist
  • Manager for student communication and behaviour
  • CENMAC professionals (focusing on assistive communication technology)

Paid for centrally by the Local Authority but delivered in school

  • Hearing Impairment Service professionals
  • Visual Impairment Service professionals
  • Parent Partnership Service

Provided and Paid for by the Health Service

  • School Nurse
  • Speech and Language Therapy
  • Occupational Therapy
  • Physiotherapy
  • Dentist
  • CAMHS

The Lambeth Local Offer Web site contains full information of the services available to children, young people and their families under the Lambeth Local Offer. You can go to the Lambeth Local Offer Website by clicking here. Some useful contact details for key partner agencies are also listed at the end of this section.

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How are the adults in school helped to work with students with complex needs and what training do they have?

  • The school has a school improvement plan, which includes an ongoing review of staff training needs to ensure TMTS is meeting the needs of all students. All staff participate in training and development activity to ensure high quality teaching, learning and support.
  • Training and development activity takes place continually. Depending on the need, some staff attend external professional training run by specialist organisations. Qualified school staff  deliver training to whole-school and small groups of staff where we have the expertise. External professionals including health staff will deliver staff training on-site. External courses are accredited and often delivered by recognised national expert professionals.
  • TMTS has a “skills and knowledge” portfolio which staff are mapped against. This way we know what qualifications and skills staff have, and what training they may need to access. Over time, school staff work towards completing a full-range of professional development activity so that they have the complete “skills and knowledge” they need to meet the needs of the students.
  • Weekly sessions dedicated to training and development ensure that staff are kept up to date on any changes or professional requirements there may be. These are for all staff.
  • TMTS has in-house trainers for Makaton, Team-Teach and Yoga.
  • New staff work through accredited training materials designed by the University of Birmingham.
  • TMTS subscribes to a rang of specialist journals and regularly reviews its teaching, support and intervention strategies. Staff are introduced to new techniques and given training to facilitate their use.
  • Self-evaluation activity within school is used to identify any skill or knowledge areas that staff need to develop further.

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How will the teaching be adapted for my child’s special needs?

  • Teachers plan lessons according to the specific needs of all groups of students in their class, and will ensure that learning tasks are adapted to enable your child to access their learning as independently as possible. We call this differentiation.
  • We use a blended approach of specialist strategies including TEACCH, PECS, symbols for communication, total communication approach, specialist curriculum programmes.
  • Support staff implement the teacher’s planning to support the needs of your child.
  • Specific resources and strategies will be used to support your child individually throughout the day. This will include transition and lunchtime.
  • Planning and teaching will be adapted on a daily basis if needed, to meet your child’s learning needs and ensure their meaningful access to what is on offer.

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How will we measure the progress of your child in school? And how will I know about this?

  • Your child’s progress is continually monitored by their teacher.
  • Your child’s progress is reviewed formally every term. This is measured using ‘P levels’. At TMTS, progress is measured within P-Levels to get a very clear picture of your child’s achievements. Your child will be working towards targets set using the “National Progression Guidance”. This data will be reported to you.
  • Every student also has targets for areas not measured by P-Levels, such as communication and behaviour, social skills and independence. This is your child’s Individual Education Plan and it is formally reviewed every term. This data will be reported to you.
  • Your child’s EHC Plan is formally reviewed once a year at an Annual Review with all professionals and parent/carers. The child is also involved in this process in a way that is meaningful for them (we call this a “person centred approach”).
  • TMTS has a “Parent/Carer Communication Calendar” – dates throughout the school year when we formally keep you informed in a range of ways including; termly parent/carer evenings, termly data snapshots, healthcare and support plans sent home for review, letters, an Annual Report and an Annual Review.

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What support do we have for you as a parent or carer of a child with special educational needs?

  • We would like you to talk to your child’s teacher regularly so we can tell you how your child is doing in school. This also ensures that we understand your views and can agree common strategies to support your child. Through this ongoing conversation, you can make us aware of any support needs you and members of your family may have.
  • A range of staff including the Headteacher, your child’s Teacher and Teaching Assistants and other specialist staff are happy to discuss or meet with you to understand your needs and offer support. We are experienced in helping families access multiple agencies and can help put you in touch with the most relevant professional for any support you need. We have good contacts within local agencies and are happy to take time to work with you. We can do this over the phone or you can come in to school.
  • We have regular coffee mornings for parents and carers. Often they will include professionals from other services. These are informal occasions for parents and carers to meet each other and extend their friendship circle/network.
  • We hold workshops and training for parents and carers which focus on aspects of the curriculum and strategies for interacting with your child or extending school work.
  • We have a weekly drop-in time for parents and carers. Staff who work outside of classes keep their schedule free on Tuesday mornings. If you would like to come in and meet with one of them during this time, you can do this without an appointment (between 9.30am and 12noon). Outside of this time, appointments with staff can be organised swiftly through contacting the school office.
  • There is a Parents and Carers Newsletter which highlights activity in school and offers other information to support you.
  • A home/school contact book will be used to support communication with you.
  • We are happy to help support you in practical ways; we often help parents and carers complete forms, print symbols for home use and other types of help. Please let us know what you need support with and we will do our best to assist you.
  • External professionals involved with your child will be happy to meet with you on request.All information from outside professionals will be discussed with you by the person involved directly, or where this is not possible, in a report.
  • You will always be involved in decisions about how to support your child and what strategies will be put in place.
  • Lambeth has a Parent Partnership Service – their contact details can be found at the end of this page.

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How have we made this school physically accessible to students with SEND?

  • We have a modern building designed to contemporary standards and requirements. TMTS is fully accessible to all students with physical disabilities. We have two lifts for access to the first floor. We have wide corridors, large classrooms and wide doors. All doors are wide enough for wheelchairs and all ground floor doors are level.
  • The school environment has specialist acoustic panelling to aid auditory needs.
  • The school has a sensory room and hydrotherapy pool.
  • Many students have resources allocated to them as individuals to ensure they access the curriculum and learn to the best of their ability.
  • Students with mobility equipment have it stored and checked regularly. Staff are trained to work with mobility needs.
  • There are multiple strategies for aiding learning such as the use of workstations, small group space and height adjustable furniture.

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How will we support your child when they are leaving this school?

  • Students leave in year 14 after completing a three-year skills for life curriculum. Parents and carers are consulted throughout their child’s time at TMTS, particularly when they are moving between key stages. After leaving TMTS, the majority of students continue their education locally.
  • TMTS publicises information about local post-school provision and works with families to identify the most appropriate options. This is done in partnership with the Local Authority and Social Services. We hold sessions for parents where they can meet with staff from prospective colleges.
  • TMTS supports parents and carers during the application process and once a placement is agreed, we work closely with the destination-college. This includes the exchange of information so the college understands the abilities of your child, how best to support their special needs and their achievements to date.
  • In the months leading up to graduation, staff from the destination college come to TMTS to observe and participate in lessons to help ensure effective practice is transferred to the destination-college.
  • In the months preceding your child turning 18, TMTS contacts the Adults with Learning Disabilities Social Care Team, to ensure your child and your family’s needs are known and understood. From this point forward, they will be involved with you to support your child’s transition when they leave TMTS.

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How will we support your child when they move to another class?

  • All students at TMTS change classes at the start of every school year. We have processes in place that ensure the staff in the new class access all the necessary information, and have dedicated time to read it.
  • Students are supported in their transition between classes through personalised strategies including social stories and differentiated communication.
  • Staff closely monitor all students and will identify any issues arising from moving classes.

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Who are the best people to talk to in this school about my child’s special educational needs?

Your child’s Class Teacher is responsible for:

  • Making sure all students have access to good or outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as personalisation or differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help they may need (this could be things like targeted work, additional support, adapting resources etc) and discussing their analysis with the Assistant Headteacher and Headteacher as necessary.
  • Managing a team of Teaching Assistants (responsibilities detailed below).
  • Developing Individual Education Plans (IEP) in line with the school policy, and sharing and reviewing these with parents/carers at least once a term.
  • Carrying out ongoing assessment so that everyone knows how best to help a student’s learning and confirming what a student knows.
  • Drafting behaviour support plans and communication passports for your child.
  • Writing a range of reports and attending meetings focusing on your child’s development.
  • Communicating with you regularly about all aspects of your child’s development.
  • Ensuring that Healthcare Plans (where they are the responsibility of the school) are implemented by the team of Teaching Assistants.
  • Liaising with external professionals involved in meeting your child’s needs

The Teaching Assistants in the class team are responsible for:

  • Working as part of a team to support students to learn.
  • Supporting individual student needs relating to learning difficulties, communication support, medical needs, behaviour support.
  • Implementing Healthcare Plans designed by health professionals.
  • Participating in communication between school and home.
  • Ensuring that daily routine needs are met relating to areas such as personal care, changes of clothing and transitions.
  • Leading small group learning.
  • Understanding attainment levels for students in their class and contributing to ongoing assessment.
  • Supporting the achievement of Individual Education Plans.
  • Liaising with external professionals involved in meeting your child’s needs.
  • Being a keyworker to one or more students.

The Manager for Student Communication and Behaviour is responsible for:

  • Leading on the school’s student communication and behaviour related systems and practice.
  • Ensuring every student has a communication passport and that they are used throughout the school.
  • Ensuring a Total Communication Approach is in place.
  • Liaising with external professionals and agencies for individual students and at a whole-school level.
  • Managing referrals to different specialist services and following up recommendations.
  • Supporting staff through training, consultation, specialist resources and observation to help deliver the best possible approach to meeting communication and behavioural needs.
  • Developing school provision relating to communication and behaviour support. This includes training, resources and strategy development.
  • Data analysis relating to student behaviour to enable individual student progress to be made.

The Assistant Headteacher is responsible for:

  • Ensuring the quality of teaching and learning across the whole school is of the best possible standard.
  • Ensuring the curriculum meets the needs of all students.
  • Ensuring the curriculum is continually reviewed and that the best quality resources are available.
  • Designing and delivering training designed to promote the best possible teaching and learning.
  • Ensuring that assessment is of high quality, is ongoing and relevant for your child.
  • Supporting teachers to design Individual Education Plans.
  • Reviewing ongoing assessment to ensure students are “on track” and supporting the design of interventions to help students succeed.
  • Communicating with parents and carers, attend meetings about individual students and developing whole school provision aimed at meeting the needs of all students.

The Headteacher is responsible for:

  • Leading on and being responsible for the whole school.
  • Making sure that teaching and support standards are as high as possible.
  • Making sure that the school’s policies and procedures are as inclusive as possible.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all students in the school.
  • Making sure that the necessary support is available for any student who attends the school.
  • Monitoring the support given to students within the school and being part of the process to ensure your child achieves his/her potential in school.
  • Ensuring high quality and appropriate resources are in place for your child’s learning.
  • Making sure there is good communication between school and home.
  • Managing the input given by external agencies such as health.

The SEND Governor is responsible for:

  • Ensuring that the school carries out its duties relating to supporting students’ needs.
  • Ensuring that policies are in place and assessing their impact.
  • Reviewing the work of TMTS as it relates to inclusion and meeting special educational needs.
  • Keeping up to date on the duties of the school relating to special educational needs.
  • Participating in the governance of TMTS

Parent Governors are responsible for:

  • Ensuring that parents and carers are represented in the governance of TMTS.
  • Participating in all governance activity of TMTS.
  • Supporting, evaluating and ensuring TMTS is accountable

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Address/Telephone Numbers of Outside Agencies/Support Services

Speech and Language Therapy, Physiotherapy, Occupational Therapy Services, CAMHS, School Doctor

Community Health Services
Mary Sheridan Centre for Child Health Wooden Spoon House
5 Dugard Way
Kennington
London
SE11 4TH

Telephone: 020 3049 4005

The Special Educational Needs Department – Lambeth Council

Olive Morris House
18 Brixton Hill
London
SW2 1RD

Telephone: 020 7926 9450

Social Services – Children with Disabilities Team

Olive Morris House
18 Brixton Hill
London
SW2 1RD

Telephone: 020 7926 6615

Lambeth Visual Impairment Support Service

129 Park Hill
London
SW4 9PA

Telephone: 020 7819 7606

Lambeth Hearing Impairment Support Service

Jubilee Primary School
Tulse Hill
London
SW2 2JE

Telephone: 020 8678 6530

Lambeth Parent Partnership Service

Telephone: 020 7926 1831 / 020 7926 9805

Lambeth Carers 

The Accord Centre
336 Brixton Road
London
SW9 7AA

Telephone: 020 7642 0038

Charlie Chaplin Playground

Bolton Crescent
London
SE5 0SE

Telephone: 020 7735 1819

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Lambeth Local Offer Website