SEND Local Offer / SEN

What is the St Thomas More LC SEND Local Offer?

Our SEND Local Offer describes the range of provision and support available to support identified pupils as and when appropriate.  From time to time some pupils require additional support for a set period of time to help meet their needs or improve their learning. The decision to do is based on a variety of factors including academic progress, and/or assessments carried out by teaching staff or other professionals.  It may also be based on ensuring pupils have a smooth transition into school or require support when going through significant change either at home or school. Some pupils will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. This Offer is subject to change depending on budgetary constraints and policy review.

Click to download St Thomas More SEND Local Offer

SEN Information Report

We consider placements for children with a variety of SEND needs including ASD, Sensory Needs and Learning difficulties and are happy to offer a place on condition that we can meet the needs so that we enable every child to progress and reach their full potential.

We pride ourselves on knowing our pupils well as individuals. We identify a child who may be struggling by:

  • Information from their previous school,  including KS 2 information
  • Concern raised by the pupil, parents, teachers or other agencies
  • Results of standardised tests, including the CATS entry tests and others, done early in Year 7
  • Significant changes in their progress or behaviour.

Any child who has been identified as having an Additional Need may receive extra support from pastoral staff and/or members of the Learning Support Department. Most of this will occur within the classroom. Occasionally a child may be taught outside the main class for 1:1 or small group intervention. The kind of support given will depend on the type and extent of the child’s need. Pupils are assessed regularly, through in-class work and also some specialist testing if appropriate. This includes monitoring trends which may be occurring in different groups of pupils.

Many resources can be made available to support children, depending on the need identified and the extent to which it is affecting their progress:

  • Breakfast club
  • Lunch-time club
  • Social skills groups
  • Self-esteem groups
  • Anger management groups
  • Screening for dyslexia type difficulties
  • Reading recovery sessions
  • Support staff trained in modelling social skills/ developing appropriate strategies
  • Homework club
  • Personalised curriculum if appropriate – through reduced timetabling or by the offer of alternative courses.
  • Withdrawal groups/1:1 (if appropriate) for pre-teaching or over learning
  • Note-book word-processors are available for use when required.

The effectiveness of any support is assessed and reviewed termly. After consultation with the pupil and parents, different or additional measures are put into place as required.

The Learning Support department staff are all trained and experienced. Their skills are regularly up-dated through training by attending courses or working with specialist professionals.

There is an extensive network of professionals within school who can contribute towards interventions to addresses pupils’ needs. In addition, there are outreach agencies who can be called on if required, including:

  • Educational Psychologist,
  • Speech and Language Therapist,
  • Medical advice from Hospitals involved.
  • Assistive technology can be used if this is appropriate.

Parents are encouraged to be involved in all decision-making regarding their child and are invited to attend meetings and reviews where progress will be discussed. Their contribution to these occasions is greatly valued and their concerns are noted and acted upon.The views of the child are of great importance so that s/he takes ownership of the goals set.

The success of the intervention is assessed after an agreed period of time and further work continued or a different strategy suggested. At each stage, parents are expected to work in partnership with the school staff.

We are very aware of the anxiety that can be caused at transition between phases of education. Much work is done with SEN pupils and their parents to support them at this time. This can include additional visits to the school in the summer term of Year 6, and SENCo attending the primary school so that the pupils are familiar with some staff. In Year 11, we play an important part in advising pupils and parents of suitable placement for consideration and offer additional support with the completion of application forms and references.

If there are any concerns about a child’s progress and how s/he can access the Special Needs provision, contact should be made with Ms J Athaide (SENCo) through the usual school communication channels.

If the issues remain unresolved, then the Head-teacher is available to discuss concerns.

If the matter requires further action, then contact should be made to the school Governors via the School Office.

Information about other local services can be found on the Royal Borough of Kensington and Chelsea web page:  www. services

St Thomas More Language College,
Cadogan Street, Chelsea,
London, SW3 2QS