The Blue Coat School is a family that supports and encourages each other and the pastoral care of our students is very important to us. This has been one of the main reasons our students excel within school, whatever their ability.
The pastoral care of our students at Blue Coat is immensely important. The provision that we provide in this area ensures that they are able to get the most out of their learning and personal development.
At the off-set we want our students to feel part of the Blue Coat Family and we hope to promote this ethos at the very start of a student’s journey here at Blue Coat through the induction process.
Students are placed in one of five Form Houses and each has a Form Tutor who is responsible for the day to day well-being of 30 pupils.
In the Sixth Form, students are placed in appropriate tutor groups headed by Sixth Form Tutors who are similarly responsible for the overall well-being of their students.
Another layer of care is provided by the Key Stage Leaders. There are two leaders for each of the three Key Stages. These members of staff are responsible for monitoring the general welfare and progress of the students and implementing any appropriate intervention as well as being the liaison between the student, parents/carers and staff.
Personal Development, Behaviour and Welfare
Our Key Stage Leader Team
Mr N Barends ( Assistant Headteacher) Achievement and Progress
Ms C Mackenzie (Assistant Headteacher) Behaviour and Welfare
|Key Stage||Achievement and Progress||Behaviour and Welfare
|Key Stage 3||Mrs K Bennett||Mr S Fee
|Key Stage 4 ||Mr M Cain ||Miss L Hodson
|Key Stage 5 ||Mr D Mercer||Mrs S O'Rourke
This Key Stage Leader role takes responsibility for monitoring and evaluating the academic progress of students in Years 7 and 8. Along with monitoring, students are offered support and guidance to help ensure that they reach their target grades across the Key Stage 3 curriculum.
In addition, the Key Stage Leader will seek to reward and celebrate the academic and extra-curricular achievements of our talented Key Stage 3 students.
If you would like to get in contact with me please do use the email address below.
As Key Stage Leader for Behaviour and Welfare in Key Stage 3 my role requires me to work closely with the Form Tutor team to ensure that our students make a smooth transition from Primary to Secondary School in Year 7. The health and well-being of all of our students is paramount and Form Tutors regularly monitor the well-being of our Year 7 students during morning registration and intervene where required. Serious concerns are brought to my attention and, if necessary, I will contact parents to discuss.
In Year 8 we focus on reaffirming the expectations and good student habits that have been established. We also prepare our students to make well informed decisions on their GCSE options and ensure that they have the study skills required to make the best possible start to life in Key Stage 4. The process of monitoring well-being continues in exactly the same way as in Year 7.
If you have any queries or concerns please do not hesitate to contact me by email
Mr S Fee
Support for students can take many forms from formal mentoring and monitoring of performance within specific subjects to more general help with organisation and effective study habits.
Students have fortnightly Year briefings where issues relevant to them are raised and student achievement is celebrated. My role is also to act as the point of contact between home and school once a student has developed needs that the Form Tutor can no longer meet.
Students are kept well informed as to their progress and they should always be aware of where they are progressing well and where perhaps they can improve. Parents with specific queries can contact me directly at:
Mr M Cain
Support for students’ behaviour and welfare comes from a variety of sources. Each student has a form tutor who is responsible for the various day-to-day activities that ensure students feel safe, happy, and comfortable in school. In addition, they are the first point of contact between home and school.
Form Tutors work closely with the Key Stage Leader for Behaviour and Welfare who has overall responsibility for the punctuality, attendance, behaviour, and well-being of the students in Key Stage 4. Students can also be referred to our learning support team who provide students who need it with additional support.
Should you wish to get in touch with me to discuss a behaviour or welfare issue, please email me on the address below.
Blue Coat Sixth Form provides students with the opportunity to develop their skills and understanding in three or four A Level subjects. Alongside subject tutors, students are supported in their academic studies through the school’s pastoral system.
Form tutors monitor student progress and offer guidance which is overseen by myself, Mr Mercer. Student progress is regularly monitored and individualised intervention strategies are implemented to support students to achieve their potential.
Mr D Mercer
A key element of the Sixth Form at The Blue Coat School is the preparation of students for their future plans, whether that be at university or in the world of employment. In order to ensure that students are equipped to become successful adults, Blue Coat maintains a high standard of behaviour and welfare.
Daily form periods allow Form tutors to develop a clear understanding of the students in their care and they frequently engage in conversations to ensure that students are happy and motivated. An exemplary standard of behaviour and conduct is expected of students, and any concerns regarding this or their welfare are referred to Mrs O’Rourke, Key Stage Leader responsible for behaviour and welfare on the email address below.
Students in school receive regular safeguarding messages via the School computers, some examples of which can be found by clicking here.
If you as a parent/carer have concerns about a safeguarding matter in the School, please contact a member of the Safeguarding Team.
|Mrs Yates, Designated Safeguarding Leadfirstname.lastname@example.org
|Mrs MacKenzie, Designated Deputy Safeguarding Leademail@example.com
|Mr Shipgood, Designated Deputy Safeguarding Leadfirstname.lastname@example.org
|In addition, you can also contact Mr Boden, e-Safety Officer about e-Safety email@example.com
|You can also contact the Schoolu2019s Safeguarding Governor, Mr Jim Williamsfirstname.lastname@example.org
Whole School Approach:
High quality first teaching and additional interventions are defined through our child-centred planning approach across the school contributing to our provision arrangements. These processes help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. This also serves to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning for SEN students. We make it a point to discuss aspirations with ALL our learners.
All teachers are responsible for every child in their care, including those with special educational needs. The Blue Coat School adopt the following approach: ‘All teachers are teachers of pupils with special educational needs. Teaching such pupils is therefore a whole school responsibility, requiring a whole school response’
[SEND Code of Practice 2014]
Children and young people’s SEN are generally thought of in the following four broad areas of need and support:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
- Sensory and/or physical needs
As of January 2015 the School has 36 young people receiving some sort of SEN support. Support can include IEP [Individual Educational Plan], Health Care Plans, CAF [Common Assessment Framework]/EHAT [Education and Health Assessment Tool], input from Outside Agencies as well as support in School. See below for a comprehensive view of support for all students [including SEN].
To view our Provision and Access Map please click here.
Drawing on teacher assessments, the experiences of students, previous progress and levels of attainment, the individual’s progress is compared to that of peers and national data is also used to highlight issues. The School’s Learning Support Department carry out initial assessments, student and parental views are sought, as well as those of outside agencies if it is required for further assessment and/or support. The School actively encourages parental/guardian involvement in planning and supporting the young person.
The School notifies and involves parents if their child is being provided with SEN support. This includes consultations regarding adjustments, intervention, and support to be put in place for the young person as well as the expected impact on progress. Parents are then invited to an annual review of any formal support plan. This plan is reviewed with students 3 times a year following academic progress report.
The School’s Learning Support Department, work with the subject teacher in problem solving and advising on the effective implementation of support. The teacher remains responsible for working with the young person in the classroom situation and is expected to differentiate as appropriate. The Learning Support Department offers holistic support to those students who are experiencing difficulties relating to their SEN.
For more information about our Learning Support Department please click here.
At the review stage, the Learning Support Department evaluates the impact and quality of support and takes into account the views of parents, the student concerned and teaching staff. As a result of this, revisions are made to any formal support plans so that student progress can continue. If needed this support can include input from outside agencies or other specialist services.
In transition to another setting, information to be passed on will be shared with parents and students and this may involve others being present at review meetings with Learning Support attending meetings off site to support the transition process.
Having consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach. Decisions will be discussed with professionals who offer the support and the school and external providers are therefore accountable.
As a school we are committed to the on-going training and support of our staff to meet the current needs of our students. Staff working within the Learning Support Department hold degree level or above qualifications and have relevant training in the support of the School’s SEN students. INSET training and regular information sessions are planned and delivered both in house and by external agencies to ensure all staff who teach SEN students are aware of the relevant difficulties experienced, best practice and recent changes to policies directly associated with SEN and vulnerable learners.
The Blue Coat School takes a holistic approach when supporting SEN and vulnerable students. There is a designated department, in which both members of staff have a non-teaching timetable and support learners with a variety of difficulties through one to one and small group intervention, specifically tailored to the individual’s needs. Staff in the Learning Support Department oversee and implement support strategies, offer advice and guidance as well as maintain a good level of communication with parents, students and other staff to ensure the best possible outcome for all learners.
A full list of external partners who the School works with can be found in the School’s contribution to the Local Offer. The School commissions support using an outcomes-based approach. Young people and their families benefit through the provision of specialist, independent advice and support for all concerned, with the aim of complimenting and cementing the strategies already employed by the School to enable the young person to succeed and thrive.
The School’s academic assessment for children and young people with special educational needs is moderated through a cluster of schools and neighbouring partners. This year, the School worked with our feeder partners to welcome 5 children and young people with special educational needs or disabilities and supported 7 children and young people transition to the next phase in education or employment.
The Learning Support Department are keen to develop relationships with parents of SEN students who will be attending the School in September. We invite all parents of SEN students into school to discuss support within the first few weeks of term and ensure all staff who teach students are aware of their individual needs before school commences.
The Learning Support Department actively encourage the sharing of data for a young person’s transition to the next phase of education or employment and see it as a key part in securing a positive new beginning.
Children and young people’s destination data is monitored.
Our Complaints procedure is available via the School’s website. This year the School has 0 number of SEN complaints.
What has worked well this year
- Introducing further provision to monitor the progress and support of SEN students within the classroom.
- All young people identified as needing SEN Support have continued into education and employment placements after leaving their present education setting.
- The proportion of SEN students who are making positive progress/exceeding targets in line with peer group.
Strategic plans for developing and enhancing SEN provision in our school next year include:
- Evaluation of *
- Building relationships with more outside agencies offering specialist support for our students
- Student and parent feedback and collaboration and how this impacts on development
- Continuous Professional Development of relevant staff
Relevant school policies underpinning this SEN Information Report include:
Policies that reference SEN:
- Accessibility Policy
- Curriculum Policy
- Equality and Diversity Policy
- Individual Needs Policy
- Transition Policy
Legislative Acts taken into account when compiling this report include:
- Children & Families Act 2014
- Equality Act 2010
- Mental Capacity Act 2005
Date presented to/approved by Governing Body
For information on how to cope with exam stress and anxiety please click here.