What this means
Those pupils who chose to stay on in school to complete either A-levels and/or BTECs in Year 12 and 13 attend are attending 6th form.
Access Arrangements are put in place for pupils with adequate subject knowledge, but who have learning needs which the exams might discriminate against. The access arrangements do not give an unfair advantage to those using it, but are instead intended to remove the disadvantages a pupil might encounter while writing exams. A pupil may qualify for access to a reader, a writer, a laptop (or ICT support), a practical assistant, rest breaks, additional time or a combination of the above. Please see below for specific definitions for each of the arrangements.
The SEN and Disability Act (2001) requires schools to produce an Accessibility Plan, published and evaluated annually, which identifies the action the schools intends to take over a three year period to increase access for those with a disability in three key areas.
The three areas are: • Increasing the extent to which disabled pupils are able to participate in the school curriculum.
• Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services.
• Improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled. Please see xxx link to view Haverstock’s current Accessibility Plan.
The GCE Advanced Level —generally termed A Level—is an academic qualification offered by educational bodies in the United Kingdom to students completing secondary or pre-university education. The qualification is generally studied for over two years and split into two parts, with one part studied in each year. The first part is known as the Advanced Subsidiary Level, or AS (advanced subsidiary level). The second part is known as the A2 Level. The AS Level is a qualification in its own right, and the AS Level combined with the A2 Level forms the complete A Level qualification.
An Alpha Smart is a technology tool commonly used by students who have difficulties with written language or fine motor skills to assist them in written assignments at school.
Annual Review Meetings
The Local Authority must review your child’s Educational Healthcare Plan (EHC Plan) every 12 months. The purpose of the review is: · to bring together the views of everyone who helps your child · to review how well the aims set in the EHCP are being achieved · to set new targets for the next year. The annual review is in four parts:
Your child’s EHC Plan keyworker will arrange the meeting. Before the meeting they will ask for written reports from you, your child’s teacher and any other professionals who know and work with your child. You will be sent a copy of all the views that have been received before the meeting. The annual review meeting will be held at the school. The school will invite parents/carers, teachers, a representative from the Local Authority and other specialists such as health services, Connexions or anyone else they think will be able to provide helpful information and advice. You may also bring along a friend, adviser, relative or an independent parental supporter if you wish. After listening to everyone’s views at the review meeting, the school will set new targets and will send a report to the Local Authority recommending any changes that the people at the meeting (including you and your child) felt should be made to the EHCP. The school will send you a copy of the report (within 10 working days of the meeting).
An apprenticeship is a real job with training so you can earn money while you learn and pick up some nationally recognised qualifications as you go. Apprenticeships take between one and four years to complete.
A form of psychotherapy that uses art media as its primary mode of communication.
Asperger Syndrome is a form of autism, which is a lifelong disability that affects how a person makes sense of the world, processes information and relates to other people. People with Asperger Syndrome have difficulties in three main areas. They are:
Once a week, each individual year group meet together for morning registration and the assembly is usually led by the year group’s Pastoral Team Leader (PTL).
Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support. People with autism may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours.
Baseline assessments establish the "starting point" of a student's level of competence in a specific skill or topic.
Behaviour Support Assistant (BSA)
The BSAs run both the Probation and School-Based Exclusion rooms where, if a pupil requires to be excluded from lessons, they are given a structured programme of work at the same time as being given the opportunity to work through their behaviour and actions towards a positive resolution.
BehaviourWatch is a system which allows Haverstock to centralise our recording systems and log incidents, attendance to extra-curricular activities and positive contributions.
BTECs (Business and Technology Education Council)
BTECs are vocational qualifications that teach the skills that are needed for working life.
Child and Adolescent Mental Health Services is a name for NHS-provided services for children in the mental health arena in the UK.
Career Academy Programme
Haverstock Career Academy Programme takes a school-to-work approach to education by combining academic and occupational courses to prepare high school students for both college and careers. Please see http://www.haverstock.camden.sch.uk/page_viewer.asp?page=Career+Academies&pid=135 for further details.
A service that offers young people advice on possible progression routes from secondary school into colleges, other sixth form providers, apprenticeships, universities and careers.
The process by which curriculum objectives, teaching methods, assessment methods, resources and learning activities are planned to cater for the needs of individual pupils.
Learning facilitated by technology that gives students some element of control over time, place, path and/or pace.
Dyslexia is a learning difference, a combination of strengths and weaknesses which affects the learning process in reading, spelling, writing and sometimes numeracy. Dyslexic learners may also have accompanying weaknesses in short term memory, sequencing and the speed at which they process information.
A condition that affects the ability to acquire basic Maths skills. People who are identified with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures.
Early Intervention Meeting (EIM)
A monthly meeting where representatives from all Inclusion teams are present to discuss the new referrals and agree outcomes for those pupils. These referrals can be written by any concerned party and are filtered through the relevant Pastoral Team leader. Please see the SEN policy for more detailed information on this process.
Early Intervention Referral Form (EIR form)
The form that is completed by staff to request for additional support for a young person. This form is the sent to the pupil’s Pastoral Team Leader and discussed in the monthly Early Intervention Meetings.
Educational Healthcare Plan (EHC Plan)
The local authority determines special educational provision, which the child's learning difficulty calls for and produces and maintains a document which declares this and which is legally binding. EHC Plans are when a pupil progresses through different assessment phases and intervention offers, and still their progress is limited. Application is then made to the borough for extra support to support the pupil to progress. After assessment, the borough decides whether needs are significant to receive extra funding. Those that are agreed will get an Educational Healthcare Plan.
Helps children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. Challenges may include social or emotional problems or learning difficulties. Work is with individual clients or groups, advising teachers, parents, social workers and other professionals.
Extended School Curriculum
Provides a range of activities and services beyond the school day. Haverstock offers activities for pupils before school, during break and lunchtimes and after-school. Please click on this link to see a copy of our Extended School Timetable http://www.haverstock.camden.sch.uk/page_viewer.asp?page=Extended+Schools&pid=133
A Form Tutor’s role is central in both caring for students and, crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, and high standards of work and behaviour.
Further Education (FE)
A term used to refer to post-compulsory education (in addition to that received at secondary school), that is distinct from the higher education offered in universities. It is usually a means to attain an intermediate or follow up qualification necessary to attend university, or begin a specific career path.
Go 4 Schools
Go 4 Schools is the web-based programme the school uses to track progress, homework and attendance of all pupils.
School governors are members of a school's Governing Body and they have responsibility for raising school standards through their three key roles of setting strategic direction, ensuring accountability and acting as a critical friend.
Year 6 into Year 7 transition support for pupils who need more specific intervention and attention into settling into secondary school.
Behaviour Support Early Intervention for pupils. This support can take place in-class, in small groups or as one to one mentoring, depending on the pupil’s individual needs. If you would like more information regarding Headway, or behaviour support generally, please contact Mike Johnson: firstname.lastname@example.org
Hearing Impaired Service
This is the support given that assists hearing impaired students to access not only the school environment but also the curriculum.
A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear.
Higher Education (HE)
Higher education primarily describes post-18 learning that takes place at universities, as well as other colleges and institutions that award academic degrees and/or professional qualifications.
In-class partnership protocol
A contract between a subject teacher and support teacher/ assistants which defines the way they work together to support the needs and progressions of the pupils they teach.
There are many different inclusion departments at Haverstock including Art Therapy, Attendance, Behaviour Support, Counselling, EMAS, Headway, Learning Support and Family Support Workers. An Inclusion Manager is the member of staff with responsibility to coordinate their area of Inclusion.
A member of staff that works in one of the Inclusion departments.
A member of the Inclusion Team who works with pupils who come on roll during the year. Burbuqe Bakalli will ensure that they settle well, have access to appropriate support and that their parents have a point of contact. She will work with all new pupils for minimally one term.
If a pupil is not making anticipated progress in lessons, or is having social, behavioural or emotional difficulties, the school will offer an additional programme/ time to that pupil to try to support them through their difficulties.
When the intervention finish, all pupils will have a full evaluation report which assesses their progress, summarises their engagement and offers possible next steps. These reports will be sent home to parents/carers and sent to all relevant members of staff.
Something that prevents you from processing and retaining information at a similar rate to your peers regardless of the teaching input.
Learning mentors provide a service to pupils who require assistance in overcoming barriers to learning in order to achieve their full potential. They work on a one to one basis, in small groups or facilitates other provision with external providers such as NHS, Brandon Centre, Families in Focus, etc.
Learning Support Department
The Learning Support department aims to identify those children with special educational needs and to implement procedures which will enhance their skills within the context of the school curriculum.
Learning Support Teacher (LST)
Fully qualified teachers who chose to specialise in teaching pupils who have special educational needs.
Administrative body in local government.
Looked-after children (LAC)
The term 'looked after children and young people' is generally used to mean those looked after by the local authority (parental responsibility is held by the local authority).
Medical Information Plan form
A plan written in collaboration between home and school, that details a pupil’s medical needs and how the school is meant to support them.
MOSAIC is a Camden service that supports children and young people with severe disabilities and/or complex needs. Please follow the link below for further information. http://www.camden.gov.uk/ccm/content/social-care-and-health/services-for-children-and-families/mosaic-disabled-childrens-services.en;jsessionid=9BDEAD27B80E89CBC422C64860C417FA
New Group Reading Test (NGRT)
An assessment of reading and comprehension in a single test, helping to identify, for instance, competent readers with weak comprehension skills who would benefit from a follow-up individual assessment and learning support. The assessment also measures how a pupil is performing compared to their peers at a national level.
NFER Cognitive Ability Test (CATs)
CATs provide an indicator of student ability and potential. This is used to see how a student is progressing and if he/she is achieving as much as possible. The results are given to staff so they are aware of the strengths, weaknesses, and learning needs of each student they teach. The information helps teachers to set appropriate and challenging work for students using appropriate teaching and learning styles. They also help show where additional help and support for students would be useful.
Occupational therapy is the assessment and treatment of physical and psychiatric conditions using specific activity to prevent disability and promote independent function in all aspects of daily life.
The Parent Partnership Service is a statutory service which provides impartial information, advice and support to parents and carers of children with special educational needs and disabilities. Please contact Victor Baldock at Victor.Baldock@camden.gov.uk if you feel you need this support.
Parents’ Consultation Evenings
An opportunity for parents to meet with all of the subject teachers of their child to discuss their work and progress.
Pastoral Team Leader (PTLs)
A teacher is responsible for the progress and pastoral well-being of a year group.
PHSEE (Personal, Health, Social and Emotional Education)
PHSEE can be defined as a planned programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives, now and in the future. As part of a whole school approach, PSHEE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
A physical impairment is when a person has a disability which has a substantial and long term effect on their ability to carry our day-to-day activities.
For pupils who have been involved in a serious incident, the school may place that child in our Probation Room. It is a short-term placement, usually one or two days, which allows the pupil time for reflection and conflict resolution in a supportive environment.
A progress plan is something that the Learning Support Department writes for all students with Statements or Educational Health Care Plans twice a year. The idea is to inform the parent about the provision that has been set for their child as well as to break down the targets set at the Annual Review into more short term and achievable goals. These targets are then monitored through Learning Support staff in their Feedback Sheets during in-class support.
This is a summary of the additional support that is in place for a child and will include a summary of how much this support costs.
The Reasonable Adjustment Duty requires that schools anticipate the changes necessary to accommodate the needs of disabled pupils both in practice and in policies. At Haverstock, this means that we have:
The steps a school must legally take if we have a concern about a child’s health or safety.
If your child has difficulties with communication, imagination, relationships and flexibility, he or she may be seen by MOSIAC for a SCAS (social communication assessment service) assessment. One outcome of this assessment may be that your child is found to have an autism spectrum disorder. If so we will give you and your child information and support and liaise with other professionals who know your child.
School Community Police Officer
Our School Community Police Officer is based a Haverstock School on a full-time basis during term time. He works in collaboration with the school to ensure the safety of our pupils, their families and our staff.
A group of students elected by their fellow students to represent them in our school government, making positive decisions that have a wider impact on the entire school body.
School nursing is a specialised practice that advances the well-being, academic success and life-long achievement and health of students. To that end, school nurses facilitate positive student responses to normal development; promote health and safety including a healthy environment; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy and learning.
For pupils who have been involved in a serious incident, the school may place that child in our School-based Exclusion Room. This is a formal exclusion from school but, instead of the pupil having to stay at home to complete work set, their exclusion takes place inside our school-based exclusion room.
The SEN Policy is a statutory document that all schools must publish which describes how they meet the needs of pupils with special educational needs.
Special educational need co-ordinator. This is the person who has responsibility for making sure that the needs of all pupils are being met in the school.
A Learning Support teacher who oversees the provision, liaises with parents, other school and external providers and organises the Annual Reviews for pupils with Statements or Educational Health Care Plans.
This is the lists of names of pupils who have additional educational needs in the school.
The Special Educational Needs offer for pupils. Please see our Provision Map at the end of this document.
A teacher who promotes and champions the needs of pupils with sensory difficulties to the wider school community.
Social Services have statutory responsibilities for the safe-guarding of children and other vulnerable adults.
Special Educational Needs and Disabilities (SEN/D)
This stands for special educational needs and/or disabilities, and is used to refer to any pupil who needs additional educational support in school.
Speech, Language and Communication Needs
This is the term of need given to students who have difficulty with some aspects of communicating. It may be minor and temporary, or more complex and long term.
Speech and Language Therapist
They assess and treat speech, language and communication problems in people of all ages to help them better communicate. They'll also work with people who have eating and swallowing problems.
This is a very detailed assessment of a child’s educational needs and any special help that they require. The local authority (LA) will use the statutory assessment process to decide whether an Educational Health Care Plan (previously known as a Statement of Special Educational Needs) is necessary.
The main teacher who delivers the lesson.
A programme devised for students who are moving from primary school to secondary school to help make the transition easier and to also give teachers a sense of the new students. This is usually done in the summer holidays.
Teacher Assessment levels
National Curriculum levels given by teachers based on how students perform in the class assessments.
Teaching and Learning Assistants (TLA)
Teaching assistants work alongside school subject teachers, helping pupils to get the most out of their learning. They support individuals or groups of pupils, and they assist the teacher in the classroom.
Moving from one stage of education to another. This may be moving from primary to secondary school, or moving between key stages.
A school evening designed to allow tutors and parents a platform to communicate about academic, social and environmental issues that affect their student/child.
Visually Impaired Service
This is the support given that assists visually impaired students to access not only the school environment but also the curriculum.
Small group work (2nd Wave)
1 to 1 work (3rd Wave)
*Yr 6 Transition Morning *Yr 7 Vulnerable pupils AM reg *Yr 7 Vulnerable Transition Groups *B232 Lunchtime Club
*1:1 Mentoring *Counselling
*Yr 7 LIT programme (4hrs per week) *Yr 7 Accelerated Reading (1hr per week) *Yr 8 SEND literacy (2hrs per week) *Yr 9 SEND literacy (2hrs per week) *KS3 Cognitive Acceleration (1hr per week) *KS3 Talking Literacy (1hr per week)
*AM reg developing readers *EP consultation *Volunteers (1:1 Reading)
*KS3 Developing Mathematicians
*3rd Wave Numeracy
Speech & Language
*Active Listening *Developing Vocabulary *Memory Skills *Thinking & Organisational Skills *Theatre Sports for communication *ASD (autistic) Group
*PM reg ASD debrief *SALT consultation *ASD lunchtime support (friendships)
*Motoring Forward (motor skills) *Touch-typing
*Physiotherapy (school led) *Touch-typing
Social, Emotional and Mental Health including Behaviour Support
*KS3 Self-Esteem/Vulnerable Groups *Headway Mentoring *Headway Groups *Headway Anger Management *Headway Outreach, Community Links *Mentoring groups (1hr per week)
*1:1 Mentoring *Counselling *Headway Mentoring *EP consultation *SALT consultation
*B227 Homework Help (2hrs per week) *KS4 Study Support (2hrs per week) *KS5 Study Support (2hrs per week)
*Adhoc 1:1 support
*Art 4 Me Group Sessions (1hr per week)
*Art Therapy (1hr per week) *Counsellor (as needed) *CAHMS (as needed) *School Nurse (as needed) *Family Support Worker *Somali Family Support Worker *Bengali Family Support Worker *Congolese Family Support Worker *Kosovan Family Support Worker