Darwen Vale High School - An Aldridge Academy

Darwen Vale High School Local Offer

Darwen Vale is a member of the Aldridge Education family of schools.

In this area, this also includes Darwen Aldridge Community Academy, Darwen Aldridge Enterprise Studio school and Sudell Primary School.

Aldridge Education is a charitable Trust of entrepreneurial community schools and colleges that help young people to reach their potential.

We support our schools’ Principals and teachers in rapidly improving the quality of education on offer at early years, primary, secondary and sixth-form levels in order to transform the life-chances of our students.

Our vision is that every student at an Aldridge school will achieve academically beyond initial personal expectations and prior attainment. Their learning and experiences in education will give them a wide perspective on the opportunities open to them and they will develop the practical skills to access every opportunity they want in life.

Aldridge Education was established as a national multi-academy trust by the Aldridge Foundation in 2016, taking over responsibility from the Foundation for its family of non-selective academy schools and colleges.

Our shared belief is that by introducing young people to, and helping develop in them, the core attributes of entrepreneurship, we can provide context and relevance to their learning, fostering creativity, passion, determination, risk taking, problem solving and teamwork. These characteristics help our students achieve in their education and acquire further vital skills for adult life.

For more information about Aldridge Education, including the Trust’s  statutory information, Annual Report and Accounts, please visit www.aldridgeeducation.org.

 

Who to contact

Contact Name
Catherine Kenyon/ Sharron Pollitt
Contact Position
Head Teacher's PA/ SENDCO
Telephone
01254 223000 01254 223000
E-mail
darwen.vale@blackburn.gov.uk
Website
www.darwenvale.com/
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Where to go

Name
Darwen Vale High School
Address
Blackburn Road
Darwen
Postcode

BB3 0AL

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Availability

Referral required
No

Local Offer

Description

AIM:

We aim to provide an Inclusive environment where all pupils feel valued and able to achieve to their full potential, meeting and exceeding their personal pathways and raising aspirations, regardless of need or disability. We aim to provide staff with the confidence, knowledge and skills to support all pupils to access a full and balanced curriculum. Pupils should feel safe, not only physically and emotionally but also safe to make mistakes and to use these mistakes to make progress.”

 

OBJECTIVES

  1. To work within the guidance provided in the SEND Code of Practice, 2014
  2. Preparation for adulthood is at the centre of the SEND provision at Darwen
  3. The leadership of the SEND Department is
  4. The SEND Department knows every pupil’s Special Education Needs in
  5. Personalised Provision Plans are co-produced by staff, pupils and parent/carers to meet these
  6. All interventions, including support by Teaching Assistants, have a direct impact on outcomes for pupils with
  7. All provision is reviewed regularly to ensure a pupil is making progress and all identified needs are being met.
  8. Reviews of statutory plans are
  9. The involvement of specialists is strategic and planned to ensure pupils’ SEN is identified across all four areas of need and staff receive support and advice from specialists which directly improves the quality of SEND provision.
  10. The SEND Team are providing good or better standards of
  11. Teaching staff are evidencing good or better quality of teaching for pupils with
  12. Pupils with SEND report they are involved in shaping their provision, perceive the benefit of the provision and feel supported as they prepare for adulthood.
  13. All staff feel they are confident in contributing to SEND provision which is good or
  14. The SEN Register is accurate and regularly updated.
  15. Transition arrangements – both KS2-3 and KS4-5- are strategically planned with a high- profile input from the SENCO and her/his team. Linking directly to robust Personalised Provision
  16. Information exchange with feeder primary schools are robust and led by Darwen Vales’ good or better SEND Provision.
  17. Information regarding exam concessions are recorded and tracked rigorously, with the audit trail beginning at the latest by Year 7 Spring term.
  18. All pupils with SEND participate in a broad and balanced curriculum. Personalised arrangements for access and engagement in enrichments days’/career forums/trips and visits are planned in advanced reflecting the needs of the pupils as recorded on their Personalised Provision Plans.
  19. All departments collaborate in a joined-up approach to ensure unmet SEN is identified, provision is well matched and linked to shared outcomes for pupils, and a wider range of indicators is used to evidence progress from a more holistic perspective, and which addresses the four areas of needs.
  20. Pupils with SEND make progress tracked by aspirational personal outcomes
  1. Parents/carers report they are very satisfied with the SEN provision at Darwen

In accordance with the Teacher Standards, quality first teaching is expected throughout the school and subject specialist teachers provide for all pupils. Pupils are only identified as SEN if they do not make adequate progress once they have had intervention/adjustments and good quality personalised teaching.

We aim to provide coherent provision for pupils identified with SEN. These learners fall into the following categories:

  • Speech, language and communication needs;
  • Cognition and learning difficulties;
  • Social, emotional and mental health needs
  • Sensory and/or physical need

These four broad areas give an overview of the range of needs that are planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At Darwen Vale we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person.

Contact Name
Sharron Pollitt SENDCO
Contact Telephone
01254 223 000
Contact Email
SPollitt@darwenvale.com
Links
Darwen Vale high School Website
Local Offer Age Bands
11-16 years
Needs Level
Low
Medium
SEN Provision Type
Universal
Targeted

Schools Extended Local Offer Response

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?

Faculty Team

SENDCO: Sharron Pollitt

Asssitant SENDCO: Steve Broderick

HLTA Reading Recovery and SLCN: Rose Addicott

Level 3 TAs

Level 3 (PD, VI, HI): Helen Holmes

Level 3 (School guidance counsellor and SpLD support): Tracy Warder

Level 3 (Emotionally Based School Avoidance Program): Zoe Godby

Level 2 TAs

Sophia Sidat (EAL and Maths specialist)

Nicola Morini (ASD/Sensory needs specialist)

Donna Gray (Mentor)

 

The HUB

The Hub is based on the ground floor of the school. This provides a comfortable space with specialists in Specific Learning Difficulties and Speech, Language and Communication Needs, to work on bridging gaps in learning, allowing pupils to fully access their broad curriculum. Our school guidance counsellor is also based here and we are frequently visited by specialists from SEND Support Service, Health and the Mental Health Support Team to support pupils. 

Classroom support

Whilst we value in-class support, we also take our duty to develop pupils into independent young adults very seriously. We look to ICT to support where possible; this could include the use of a reading pen, laptop or voice recognition technology. Where 1:1 support is absolutely necessary, pupils are supported in a non-invasive way, guiding learning so that the full curriculum can be accessed by all pupils. All of our classrooms are dyslexia-friendly.

Reflect

Pupils needing a safe space, time out or support with social skills can access our school mentor in Reflect. This is a nurturing space to work and learn together. It’s also a place to discuss aspirations, hopes and dreams.  Some pupils find a full curriculum too much at times. When this is the case, we are able to offer bespoke timetables and alternative learning environments while pupils access the support they need to enable them to return to mainstream learning.

Nurture

The Hub and Breakfast club can be accessed from 8:15am in the morning for breakfast and Nurture. Some pupils need to access us throughout the day, others just need a safe space with friends at break time and lunch time. We offer this space to pupils on a personalised basis.

 

As well as a wide range of internal provision, the Academy has links with a number of outside agencies including:

  • Advisory Teachers for Hearing Impairment, Visual Impairment, Behavioural, Social and Emotional Needs, Autistic Spectrum Disorder and Speech and Language.
  • Educational Psychology Service
  • Specialist Providers such as: St Thomas’ Centre PRU, Crosshill and Newfield Specialist Schools and The Heights
  • Engage
  • Youth Offending Team
  • Lifeline
  • Brook
  • The Wish Centre
  • Family Wise
  • East Lancashire Child and Adolescent Services (ELCAS)
  • Health Care Professionals
  • Social Care Professionals

This is not an exhaustive list as students will be referred as a need arises.

 

How will early years setting/school/college staff support my child/young person?

Sharron Pollitt, the school's SENDCO, has worked at Darwen Vale for over 13 years. She is a strong English teacher who has specialised in SEND since beginning her career.  She is a NASEN member and has completed the National SENCO Award  Sharron believes in life-long learning and reads constantly so that she is always up-to-date with the most effective methods to support the children in her care. She is currently training on the CCET course and will soon be a qualified Access Arrangements assessor.

Alongside our SENDCO is a team of dedicated and highly trained professionals, all accomplished in their areas.

Our Teaching Assistants have chosen to specialise in specific areas of the four main categories of need set out in the SEND Code of Practice. This ensures that their training is targeted and that pupils receive the best possible support.

We have either a level 3 Teaching Assistant or HLTA who leads in each of the main areas of SEND.

Staff are highly trained and accomplished in ASD and sensory needs strategies, Speech, Language and Communication Needs, Specific Learning difficulties.

Classroom teachers receive regular professional development training so that they are fully skilled to work with the needs of the pupils in our school. Teaching Assistants attend the same training as our teaching staff to ensure that we work as a team around your child.

 

How will the curriculum be matched to my child's/young person's needs?

When pupils transition in year 7, we test using CATS (Cognitive Ability Tests), Reading and Spelling Assessments. These are analysed and personalised and appropriate interventions are initiated where required.

Pre-tests are carried out to identify pupils for specific interventions. These could include screeners, 1:1 or group tests. Specific needs and gaps in learning are identified and discussed with teachers and parents before a personalised 6-week program is built and delivered. These are usually in 20 – 45 minute slots so that pupils do not spend too much time out of the classroom.

Post-tests are carried out to check progress and next steps are planned for.

If it is felt that a pupil would benefit from additional support, this is discussed with pupils, parents and teachers.

We may decide to refer to an external professional for additional support and advice.

 

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

As parents, your input is incredibly valuable for the effective support of your child.

If you have concerns, you should contact the school SENDCO, Sharron Pollitt. She will listen to your concerns and advise you of the next steps. This may include some testing in school or a referral to an appropriate professional. Either way, you will be fully involved at all stages of the process.

If you require further advice or support, you can contact SENDIASS and speak to Jane Partington. She has close links to Darwen Vale and can attend any meetings with you for support.

 

What support will there be for my child's/young person's overall well being?

What Provision can we offer?

  • Break/Lunchtime nurture groups
  • In-class support where required
  • Breakfast or homework clubs
  • 1:1 or Group withdrawal for intervention
  • An Alternative Curriculum Pathway or Personalised timetable
  • Recovery Time card to access the POD or the DEN sensory room
  • Toilet or Medical Pass
  • Access to counselling or a designated Mentor
  • Access to outside agency support such as an Educational Psychologist, East Lancashire Child and Adolescent Services or the SEND Support Service

The National Curriculum sets out three key principles for inclusion, to be considered at all levels of curriculum planning:

  • setting suitable learning challenges
  • responding to students’ diverse learning needs
  • overcoming potential barriers to learning and assessment for individuals and groups of students

At the Academy we aim to provide a graduated response that includes a range of strategies along the continuum of SEND.

In the classroom teachers provide programmes of work that are matched to each student’s ability.  If, despite these inclusive strategies, the student is experiencing significantly greater difficulty in accessing the National Curriculum than their peers, increased levels of support will be provided.

Students with IPRAs (until they are phased out)

The Academy receives funding from the LEA for students with IPRAs.  This funding has traditionally been used to provide in-class support from a Support Assistant for the student; however, changes to the funding arrangements mean that this can be more flexible e.g. buying specialist equipment or offering a personalised curriculum.

Students who have an IPRA will have an Individual Learning Plan which outlines key information and the intervention that is in place.  This is a planning document, highlighting the students’ learning and/or behavioural needs and suggesting the possible provision to overcome these needs. 

Copies of the ILP are sent to all of the child's teachers via Bromcom and parents/carers and pupils are asked to comment on these. The ILP is reviewed termly.  All ILPS are written and updated by the SENDCO and her specialist team.

Education, Health and Care Plans (EHCPs)

An EHCP outlines a student’s needs in terms of Education, Health and Social Care.

How will the curriculum be matched to my child's/young person's needs?

Students in the Academy follow the National Curriculum. Our ‘core business’ is teaching and learning and we ensure that this is of the highest standard. Some of the main differences noticed by the students are in how the curriculum is structured, the regular assessment and emphasis on themes of entrepreneurship. The Academy curriculum provides entrepreneurship both as a discrete subject and as a theme underpinning every area of the curriculum.

Students who struggle to access mainstream curriculum pathways are supported in a number of different ways.

  1. Wave 1 of differentiation is quality first teaching. All staff are provided with information and guidance on teaching and supporting each individual child and their differing needs via Bromcom. If a child is still struggling to make progress, the SEND department will provide training or additional resources for members of staff.
  2. Wave 2 involves specific targeted intervention and support for individual students and/or groups of students. This may involve the use of specialist equipment, in class support or withdrawal intervention.
  3. Wave 3 may involve an intervention such as ELSA or by other Pop-up interventions. Any changes to a student’s curriculum will be discussed in full with the students and their parents/carers.

Further advice is sought where appropriate from outside agencies to ensure that the curriculum is appropriately adapted to meet the students’ needs. 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Pupils are placed in groups which reflect their ability, confidence and nurture requirements.

Each pupil is an individual and wherever possible, we will personalise timetables accordingly.

Staff will differentiate and, importantly, extend learning as appropriate.

Homework will further extend learning.

We value reading highly at Darwen Vale and work hard to ensure that any texts used are accessible to all pupils. Alongside this, we monitor reading development closely and encourage children to develop a love of reading and learning.

At the end of Year 9, pupils will be able to choose from a variety of option subjects to study for their GCSEs.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All teaching staff receive advice and guidance both on general strategies to support a child’s learning (e.g. dyslexia friendly classroom) and specific strategies for individual students.

Quality first teaching ensures that classroom practice reflects the needs of the children.

This is monitored regularly via observation, work scrutiny, learning walks and pupil tracking.

Teaching Assistants work closely with teaching staff to plan and adapt learning activities for the needs of the different students.

How will my child/young person be included in activities outside this classroom including school trips?

The Academy’s whole school approach involves termly progress updates and an annual written report.

Parents are also invited in for formal parent’s evenings and informal discussions throughout the Academy year.

Additionally, the SEND faculty reviews progress termly through the use of observations, provision mapping and ILPS.

Parents are invited in as part of the review process to discuss progress and set future targets.

For some students, more regular, informal updates have been the key to successful communication. This can be done by telephone or email.

Students with IPRAs or Education, Health and Care Plans will have a statutory annual review led by the school where all stakeholders

 

 

How accessible is the setting/school/college enviroment?

We are here for you as well as your child.

We can signpost you to a number of professionals who can help you in supporting your child's learning and well being.

We are always just a phone call away. 

 

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 offer a whole school nurturing approach to learning. If you feel that your child is struggling in any way, please speak to their form teacher in the first instance. We have links to a long list of professionals who will work with us in school to ensure that the environment is comfortable for them. Examples of the agencies we can refer to are:

  • Our School Counsellors
  • MHST
  • Youth Zone
  • ASU
  • ELCAS
  • school nurses
  • social care teams
  • and many other support agencies

 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

A full list of extra-curricular activities will be sent to you and your child. We pride ourselves on our sports and arts departments but aim to have something for everyone. Your child should be able to access all of the activities regardless of need. If you have any questions or queries, please do not hesitate to contact our SENDCO who will assist you. 

How is the decision made about what type and how much support my child/young person will receive?

The SENDCO will attend Year 6 Reviews at primary schools for pupils who are highlighted as needing additional support. This is an opportunity for pupils and parents to meet with her to discuss what support may be required.

Liaison with feeder Primary schools will enable the identification of pupils with SEN who are transferring at Year 7. Similar identification procedures are in place for pupils transferring from other secondary schools. Transition Plans will be written for these pupils with the help of outside agencies where appropriate.

Contact will be made with the pupil’s previous school to gather information and to arrange for the transfer of SEN information.

Pupils who transfer within the school year will be invited to an Induction meeting. We will then invite the pupil for baseline testing within our SEND unit to allow us to identify any unmet needs and to allow us to place the pupil in the correct classes with the correct support. We will ask the feeder school to provide details of all previous attainment and support given.

We will counsel pupils through each stage of their transitions through interviews and nurture. We work hard to support options and career choices. 

 

 

How are parents involved in the setting/school/college? How can I be involved?

At the Academy we adopt a graduated response to students’ needs. Any additional resources (including support staff) are allocated on a needs basis with full discussion with parents/carers and the student. The Academy receives funding from the Department of Education to provide support for students with additional needs.

For high needs students, individual top-up funding is provided from the Local Authority. This is to ensure that their specific needs are met. Annual reviews give opportunities for parents/carers and students to discuss how resources are utilised and identify any further funding needs.

The Academy accesses global services from a number of providers including education, health and social care. The referral to these services are discussed with parents/carers and students. In addition, the Academy buys in services from a number of providers linked to the needs of the students.

Depending on need, we may allocate resources such as laptops and software, hearing equipment or access to disabled toilets etc. 

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