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About Consilium

Consilium Academies is a multi-academy Trust working across the North of England. It has nine academy schools located in Yorkshire, the North West, and the North East. Consilium is dedicated to enriching lives and inspiring ambitions for both students and colleagues.

Special Educational Needs

Assistant Head Teacher/ SENDCO & Head of the Enhanced Resource: Mr Ian Singleton
Tel No: 0161 021 1045
Email: ian.singleton@consilium-at.com

The Learning Support Team

Will endeavour to:-

  • Identify barriers to learning, be it social, emotional, educational, or cultural.
  • Develop students’ confidence and independence.
  • Motivate students to produce their best work and aspire to achieve.
  • Ensure a happy, caring environment, essential for effective learning.
  • Enable students to leave school with qualifications, life skills, and social development that reflect the progress they have made during their time at Moorside High School.
  • Work together in partnership with parents and external agencies

Accommodation & Resources

  • Good quality teaching accommodation for students with Special Educational Needs. The accommodation is available during lesson time and during unstructured times such as lunch and break time to offer students additional academic, social, and emotional development support.
  • A separate enhanced resource — The Link for students with an Education Health Care Plan(EHCP) who present with a primary need of Social, Emotional, and Mental Health (SEMH)
  • Learning Support Staff who support individual students, groups of students in lessons and in out of lessons to enhance learning.
  • Learning Support Staff who specialise in implementing strategies for Specific Learning Difficulties such as Dyslexia, Dyscalculia, Dyspraxia, and Dysgraphia.
  • Learning Support Staff who have expertise supporting students with a primary need of Social, Emotional and Mental Health including the Autistic Spectrum and Attention Deficit Hyperactivity Disorder.
  • Learning Support Staff who specialise in working with students with English as an Additional Language (EAL)
  • A wide range of assessment materials both online and traditional testing methods.
  • A varied selection of literacy and numeracy resources.
  • Learning Support Staff who support the Accelerated Reader programme across year groups to provide individual students with the strategies they need to achieve higher results and maximise potential. The Accelerated Reader software helps teachers manage and monitor children’s independent reading practice while making reading a much more enjoyable experience as students can choose books that are interesting to them.
  • A wide variety f teaching equipment e.g. computers, laptops, Interactive whiteboard, spelling aids, language programmes.
  • A god selection of reading books written for secondary age students, with appropriate reading ages.

Organisation

  • SENDCO visits primary schools with Transition Lead to aid the transition process and to ensure all information is shared to ensure a successful transition.
  • Literacy skills of all Year 7 students are assessed at the start of the year. Assessment takes place via Reading and Spelling tests and the Accelerated Reader scheme.
  • Years 8-10 are re-tested for reading and spelling at the start of each academic year.
  • Students with Special Educational Needs (SEN) have individual one-page profiles and are set targets by subject teachers.
  • All Year 7 students are assessed using national standardised tests. ( Cognitive Ability Tests-CATs).
  • Students with learning difficulties are assessed by an external Level 7 assessor for access arrangements in external examinations. This follows guidance made by the Joint Council for Qualifications (JCQ).
  • Subject teachers differentiate work according to the specific needs of each student.
  • SEND liaison with subject staff ensures teaching materials suit students’ needs.
  • Students follow the full range of the academic curriculum and a variety of GCSE subjects as well as alternative provision.
  • Students with Education Health Care Plans or have SEND support provision are integrated into main stream classes for most subjects, with a high level of in-class support from experienced Learning Support Assistants
  • Students with Education Health Care Plans will have an annual review to assess their progress. More frequent reviews also take place when required.
  • The SEND faculty has a ‘pen door’ policy and staff meet with parents regularly to update them on students progress and successes.
  • Students with Special Educational Needs have identified Keyworkers, have weekly 1-1s and participate in small academic and nurture groups.
  • Referrals to specialist providers such as Educational Psychologists, Child and Adolescent Mental Health Service (CAMHs), Speech and Language Therapy (SaLT) and the Integrated Youth Service (IYSS) are made when required to support student needs.
  • Links with outside agencies ensure specialist advice is available when necessary.

SEND documents

EAL

The term EAL (English as an Additional Language) is used when referring to students whose main language at home is a language other than English. At Moorside High School, we aim to work together to meet the full range of needs of students and their families, ensuring they all feel valued in the school community. At Moorside High School, we recognise the importance of children achieving their potential no matter where their starting point is.

To this end, we assess the skills and needs of students with EAL on admission and provide appropriate provision according to their needs. We use a range of different strategies to support children as they develop fluency for the English language, thus enhancing both their social and academic experiences within the school environment.

Specialist help is available from our EAL team; EAL Coordinator Mrs A. Adshead and SENDCo Mrs S. Rowland, both of whom can support students and their families.

At Moorside High School, we welcome and value the cultural, linguistic, and educational experiences that students with EAL bring to our school. We aim to give status to EAL student’s skills in their own language(s) and acknowledge the time it takes to become fluent in an additional language. We encourage students to use their first language to explore concepts supported through a home-school vocabulary book and implement a range of strategies to ensure that EAL students are supported when accessing the curriculum.