Transition Process 2017

What is happening now?

Key workers and the SENDCo are working with middle school SENCOs to clarify the names and specific needs of students transferring to us with SEND.

This includes conversations about existing support and recommendations for support that may be needed at DCHS.

What will happen next?

1. Key workers will spend time at the middle school meeting the students identified to us as requiring additional support. They will discuss any concerns pupils have and work with them on a pupil passport document as well as potentially some in lesson support and observation to help them build as comprehensive a picture as possible of each student before transition.
2. We will host each middle school for a SEND transition morning here at DCHS, in advance of the whole year group transition days later in term. These days are selected by the middle school but will hopefully all take place during the week beginning 12th June.

Who are the Keyworkers? (Includes email links)

Lindisfarne: Susan Joyce, Martin Hush and Katie Stokoe

Dukes: Sophie Towers, Anne Iredale and Ruth Darby

St Paul’s: Sue Doyle and Sally Dropchinski

Seahouses: Louise Davison and Elaine Belk

Belford: Naomi Hutchinson

Glendale: Kim Deathe

Anything else?

If you think the middle school may not have full details to share with us about your child’s needs or you have specific concerns you would like to discuss with us that you haven’t had a chance to so far please just send me an email and a best time to contact you and we can arrange a phone call or meeting to discuss any issues.

SEND provision at DCHS

Key worker system

We run a system within school of allocating an SEND key worker to each student we have identified as having additional needs.

The Key worker is an additional point of contact to their form tutor and will aim to meet with each student for a general review at least twice each half term. This is focused on discussing progress but also any concerns and issues students may have with the aim of them trying to solve them as quickly as possible. Students can seek out their key worker at any time if they would like additional support.

Within the classroom

Much of the support we offer students takes place within the main classroom lesson.

The first level of support, and arguably the most important, is the subject specific teacher input. They are the real expert and through a high quality teaching experience, with appropriate differentiation, most students are able to make good progress in lessons with teacher support.

Where additional help is needed, beyond that a classroom teacher can realistically offer, LSA support may be used in lessons to help a student access the learning. This is planned with the class teacher and reviewed each half term for impact and consideration of future need.

Intervention classes

For some students, specific intervention outside the classroom is the most effective way to support their learning in a particular area. We currently run planned programmes of intervention in literacy, numeracy and general support for years 9, 10 and 11.

We are reviewing the programmes and systems used by our feeder middle schools for years 7 and 8 currently in order to then develop a programme to offer numeracy and literacy support for those year groups from September onwards.

Other support options

We try, as much as possible within our capacity, to create bespoke support as needed for individual students. What works for some will not work for all and therefore we aim to run a varied and adaptable support programme. If your child needs support which is different from the main systems outlined above then, wherever possible, we will look to deliver that.

External agencies

We work with Northumberland SEND service and the NHS to access additional, specialised support for pupils where needed.