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Curriculum Support

At Cannock Chase High School we believe that pupils with special educational needs are able to achieve in all areas of the curriculum, given appropriate resources, materials, encouragement, praise and teacher attention.

The Curriculum Support Department

The Curriculum Support Department consists of the SENCO, Assistant SENCO, two teacher tutors, eight teaching assistants and a learning mentor for each of the Key Stages. The Curriculum Support department is situated in F Block and G19

Access Plans & Individual Education Plans.

Pupils with particular difficulties have their own individual Access Plan. The Access Plan is distributed to all staff teaching the pupil. It has on the plan the pupil's NFER Reading, Comprehension and Spelling Age together with their SAT results. The plan lists the pupil's difficulties together with strategies for staff to enable the pupil to access the curriculum successfully. There are also cross curricular targets for staff to concentrate on if appropriate for the pupil. The Access Plan is in place for the academic year and is updated as and when necessary.

Individual Education Plans are written for any pupil that is withdrawn from lessons for individual or small group support. These are reviewed termly. Any concerns about pupils are passed on to the SENCO via the Head of Department or Head of Year.

Staff are kept informed and up to date on pupils needs via notice boards in each staffroom and the daily staff bulletin. Each department has a Curriculum Support file which includes pupils Access Plans and information on pupils who are dyslexic, have physical, visual or hearing difficulties, those that are diagnosed with autism spectrum disorders or emotional, social and behavioural difficulties.

The department also makes the necessary access arrangements for pupils who require them for school assessments, SATs and GCSE examinations.

Teaching Assistant Support

Teaching assistant support is directed primarily at the Core Subjects and assistants support the lower ability groups in English, maths and science. Support in other areas of the curriculum is dependent on individual needs and time allocation.

Teaching assistants support all pupils within the group (but are aware of the SEN pupils that need their attention first) and are seen as an integral part of the school community providing additional benefits for both teachers and pupils. Their commitment, input into lessons and knowledge of the pupils is invaluable and all of the TAs have undertaken In-service training to gain a recognised qualification in supporting pupils with special educational needs. Professional development is important and the TAs go on courses as and when they become available.

Teaching assistants also act as Key Workers for a number of pupils who need additional support. They help in transition by visiting primary feeder schools and making contact with pupils and extra visits to Cannock Chase High are often arranged to help pupils settle more quickly and feel at ease.

Small group withdrawal work is also undertaken by teaching assistants.. Pupils with difficulties can be withdrawn for up to four times a week for thirty minutes concentrating on improving reading, phonic skills, spelling, writing, numeracy skills or another particular difficulty that requires some additional support. The department also organises 'paired reading' in registration for any Year 7s who have a reading age of below 9 years.

Teacher Tutors

Teacher tutors provide additional support for pupil's who have a statement of need with tuition written into the statement. They also support dyslexic students and those who need the greatest amount of support. They provide one to one and small group withdrawal support. Teacher tutors are able to assess pupils' needs and implement programmes to support pupils difficulties.

Learning Mentors

The Learning Mentors work to promote the effective transition and inclusion at both Key Stages for pupils who are vulnerable, disaffected or at risk of exclusion. Within school they provide 1.1 and group mentoring to raise achievement and aspirations for identified pupils. They plan and manage group activities such as Anger and Behaviour Management, Social Skills and Enhancing Motivation sessions. The Key Stage 3 Learning Mentor works alongside the Teaching Assistants to also offer 'nurture' and 'self-esteem' groups to those pupils who are vulnerable and need additional confidence boosting to help them settle into the school. The Key Stage 4 Learning Mentor supports pupils in need of an alternative curriculum or college placement and works with the Connexions Service to ensure ease of transition into college, work or work related learning. Learning Mentors work with parents, teaching staff, schools and outside agencies to ensure the most effective package of support is in place for this small but vulnerable group of pupils.

Social Inclusion & Outside Agencies

The school has a Social Inclusion Panel that is chaired by the Curriculum Support Department. Meetings are held on a monthly basis and include the EWO, Educational Psychology, Connexions and CAMHS Services. The priority for the panel is to access appropriate internal and external support agencies to raise the attainment of those pupils who are demonstrating disaffection or failing to participate fully in the school through challenging behaviour or poor attendance. Pupils who may be experiencing other particular difficulties through changing life circumstances are also referred so that they may also gain access to the most appropriate support that can enable them to cope within the school environment.

The school has access to a whole range of external agencies including all the Staffordshire County Council school support services. Weekly counselling sessions from RELATE and other qualified professionals are well established in the school together with support from CAMHS (Child and Mental Health Services), Womens' Aid (domestic violence), Cruse (bereavement counselling) and YISP (Youth Inclusion and Support Project). The school has a very close relationship with CAMHS and all staff have received Solution Focussed training.