If you are not happy with our provision for SEND, can make a complaint as per out Complaints procedure. Your first port of call for concerns or complaints is the Form Tutor or SEND team. Please see our Complaints Policy.
We value and celebrate each student being able to express their views on all aspects of school life: students who have Pupil Passports and or Pupil Profiles discuss and set targets with the appropriate staff; this too is an opportunity to hear their views, as are Academic Review Days and Parents’ Evenings. The views of students with a statement of SEND or an EHC Plan will be sought before any review meetings and they will be invited to attend if this does not distress them.
The School Council is not an exclusive body. Every Form has a captain and vice-captain and all take part in the democratic process to appoint them. Following School Council and House Meetings, ideas are reported back and debated in Form time. This is an open process in which students with SEND are as included as everyone else.
All of the 6th Form site on Blandford Street is accessible by way of a lift. Some of the buildings at the main site at the top of Marylebone High Street are accessible to students with physical disabilities. Students need to travel by foot between both sites for specific lessons. Please see our Accessibility Policy.
We ensure that teaching resources and equipment used are accessible to all students regardless of their needs. Any specialist equipment, hearing aids, visual aids or adapted furniture will usually be made available through the various Local Authority agencies as far as possible. We aim to have all after-school and extra-curricular provision accessible to all students, as appropriate.
- All staff at St. Marylebone value the happiness and well-being of young people and understand the impact this has on progress, attainment and personal development. We have an experienced pastoral team, who offer a range of personalised interventions for students.
- The Head of Year is responsible for the overall progress and well-being of students in his / her year group. Each is supported by an Assistant Head of Year. Each Form group has two Form Tutors who see their Form group twice a day, at morning and afternoon registrations. The Form Tutors monitor their students’ progress and well-being through daily interactions and observation, data-monitoring, Academic Review Days and in Key Stage meetings.
- The school also employs three Learning Mentors, a Counsellor, a Family Therapist and a School Nurse. This team of professionals work closely together and their support is matched to the needs of individual students.
St Marylebone runs an inclusive curriculum and enrichment programme. Our aim is that no student should be excluded from extra-curricular activities or trips, unless there is a valid reason relating to the health, safety, behaviour, impact on learning or appropriateness of the activity to the student. We will provide the necessary support to ensure that this is successful.
A risk assessment is carried out prior to any off-site activity to ensure that health and safety are not compromised. In the unlikely event that it is considered unsafe or unsuitable for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
Students with SEND can become particularly anxious about transitions. At St Marylebone we seek to support successful transition in the following ways:
Year 6 to Year 7 transition:
- The SENCos will attend St Marylebone Open Evenings to discuss the specific needs of students with SEND and will help to determine if the School can meet these needs.
- Where possible, the SENCo will attend the Year 6 annual review prior to her arrival at St Marylebone. If this isn’t possible a formal meeting will be arranged with the primary school’s SENCo. ∙ Where appropriate, additional multi-agency meetings can be arranged to create a more detailed transition plan.
- Students with Statements or EHCPs are invited to 3-day transition programme ahead of the transition visits done by the rest of Year 6. In this way, these students become more familiar with the setting and more confident with the transition to secondary school.
- Tutors and teachers are trained and advised about the students with SEND arriving into Year 7 before the students arrive.
KS3 to KS4 transition:
- All students receive one-to-one advice and guidance from members of the Senior Leadership on their KS4 Options.
- For students with SEND, this is further advised by meetings with the Independent Careers Advisor and SENCo.
Year 11 to Post-16 transition:
- Our Independent Careers Advisor provides a programme of one-to-one meetings with students with SEND through KS4 to support them in their Post-16 decision-making.
- Students are given a list of appropriate sixth form schools and colleges, showing when open evenings are. Where appropriate, students are accompanied to these open days.
- Taster days are organised where appropriate, giving students an experience of study on particular post-16 courses.
- The SEND team will liaise with the relevant staff at any new school or college to ensure the student has a smooth transition.
Year 13 to Post-18 transition
- Students with SEND are supported in their applications to further education, training, employment, or independent living.
- This support is personalised and provided by our SEND Team and Independent Careers Advisors.
Moving to another school:
- If a student is moving to another school, we will liaise with the new school’s SEND Department and ensure he/she knows about any special arrangements or support that needs to be made for the student.
- We liaise closely with staff when receiving students from elsewhere and when transferring students to different schools, ensuring all relevant paperwork is passed on and all needs are understood.
- St Marylebone receives funding from the Education Funding Agency (EFA) and the local authority. This includes money to support the learning of students with SEND.
- The Head teacher, in consultation with the School’s Governors, decides how this funding for SEND should be spent, based on the needs of the students in the school.
- The Head teacher, Deputy Headteacher (Pastoral and Safeguarding) and the SEND team formally evaluate the effectiveness of the School’s current intervention and provision yearly. This evaluation informs their development plan, objectives and actions for the year, which may include additional or alternative interventions, staff training and equipment needs.
- This process is reviewed regularly to ensure the best possible intervention is provided to those students who require additional support to learn.
- Teachers and Heads of Department are available to discuss progress or any concerns you may have about a specific subject.
- Learning Support Assistants, Learning Support Teachers, Form Tutors and the SEND team are available to discuss wider concerns, progress overall and personal development.
- Other Specialists (including external Specialists) such as Speech and Language Therapists and Dyslexia Specialists may also give feedback.
- The pastoral team (Heads of Year, Mentors) are also available to discuss concerns regarding a student’s emotional well being.
- The SEND team also offer guidance as appropriate to parents about strategies or activities which can be done at home to support students’ learning.
- The SEND team may also support parents with strategies, resources and ideas for supporting students’ learning at home.
- Parents may also have an opportunity to meet with other professionals involved in supporting their child.
- All information from external professionals will be discussed with parents as appropriate, either in person or in a written report, according to the nature of the feedback.
- Pupil Profiles will be reviewed with parents three times a year.
- Statements of SEND and EHCPs will be reviewed annually with parents / carers and all other appropriate professionals involved in the student’s education, health and care.
- The student’s school diary can also be used by parents to communicate with the School, if it has been agreed as a useful way to support the student and parent.
- Parent workshops on supporting students’ e-safety, emotional well-being and stress management are also offered by the School.
- Students’ progress is frequently monitored by subject teachers, in both formative and summative assessment. Those on SEN Support and EHC Plans are also tracked and monitored by the SEN team.
- Progress is reviewed formally every term and a teacher-assessed level given for that subject.
- Two Academic Review Days and one Parents’ Evening for each student are held every year.
- Pupils on SEN Support, including those with a statement for SEND or an EHCP, also have a Pupil Profile which is reviewed three times yearly, with parental involvement. This could be with the SEN team or the Tutor, depending on the individual student’s needs and intervention requirements.
- The progress of students with a statement or EHCP for SEND is formally reviewed at an annual review. All adults and professionals involved with the child’s education are invited to this meeting as appropriate.
Marylebone teachers are trained to support students with SEND through the following, according to staff and student needs:
- Advice and support from the SEND team regarding individual students.
- Collaboration in designing personalised intervention plans which explain the student’s needs, recommend strategies and identify targets.
- INSET for all staff regarding students with EHCPs or Statements, run by the SEND team.
- INSET for all staff on skilled differentiation, run by the SEND and Teaching & Learning teams.
- INSET for all new and trainee staff on SEND, run by the SEND team.
- Specialist INSET sessions by relevant professionals or agencies working with students on our roll with SEND.
All teachers are expected to account for their interventions to support students with SEND in their lesson planning. Provision for SEND is reviewed in Learning Walks and lesson observations.
In addition to the SEND team (see Question 1 and the “Roles and Responsibilities” section below), we also work with a range of other professionals and external agencies including:
- Educational Psychology Service
- Speech and Language Therapy Service
- Hearing Impairment Specialist Service
- Visual Impairment Specialist Service
- Specialist Advisory Service for ASD