InclusionRemoving barriers to participation and learning
Crompton House School is fully committed to the principle of inclusion, where all pupils are fully included in all aspects of school life. It is our aim to ensure that each pupil is educated to the best of their ability, alongside their peers regardless of gender, disability, culture or economic status.
Meet the Inclusion Team
Meet the staff who will support your learning as you study at Crompton House.
Mrs M. Newell
I studied Modern History at Manchester University, followed by a PGCE in History and PE. I completed my second teaching practice at Crompton House in 1990 and have been teaching here ever since. I became interested in teaching pupils with special needs and gained a Certificate II in teaching pupils with SEN and a Diploma in teaching pupils with specific learning difficulties (dyslexia) in 2004. I became the Special Educational Needs Co-ordinator in 2004. I am an Associate Member of the British Dyslexia Association (AMBDA).
Miss J. Robinson
I have been part of the Crompton House Administration team since 2011. During this time I have supported the SEN Co-ordinator and Inclusion team by co-ordinating and facilitating review meetings and maintaining all the SEN records and files. I am based in the student Hub where I work alongside the pastoral team.
Mrs A. Taylor
I joined Crompton House in 2010 but am no newcomer to education, having previously been a primary school teacher for 25 years, primarily at KS2. During a break from teaching I worked in a family business giving me valuable experience of life outside education. I've undertaken roles supporting pupils with 1-1 tuition in preparation for SAT’s including an ‘Achievement For All’ funded role at Crompton House. I enjoyed working with older children and the staff at Crompton House which influenced my decision to become a Teaching Assistant here.
Mr I. Miah
I have always enjoyed working with young people. I have dedicated the last 8 years to ensuring that they reach their full potential both academically and socially. After completing a degree in European Business Management, I became a qualified youth worker in 2009 and find working with pupils with SEN incredibly satisfying. In my spare time I take part in a number of sports, including Football, Tennis and Squash. I'm a keen traveller, enjoy fine dining and have a love of the Arts.
Miss K. Watkin
My love is Art and I have been lucky enough to follow a career along this path. I began as a Graphic Artist in the packaging industry, moving on to become a Packaging Designer creating unique ways to package various products. After having two lovely children and wanting to spend more of my time with them I have returned to my very own secondary school, ‘Crompton House’ as a Teaching Assistant. I have gained a Level Diploma in supporting teaching and learning in secondary schools, so I am now able to pass on my skills and knowledge to the children.
Mrs K. Chadderton
I have a BA (Hons) degree in Education and Training and experience working with pupils with ADHD, Autism and Behavioural Difficulties. I enjoy the challenges my job brings and find it rewarding to help students achieve their potential and overcome the barriers they face both academically and socially. My role carrying out pupils study periods and 1-1 lessons allows me to get to know all students really well and guarantees every day is different! I am responsible for TA and pupil support timetables and ensuring access arrangements for examinations. I am a qualified dance teacher and in my spare time I enjoy competing in Latin and Ballroom and spending time with my family.
Miss K. Thomasson
I gained a first class degree from the University of Salford in Physical and Dance Theatre. I was inspired to work as a Teaching Assistant to gain experience for my PGCE Teacher training. I support students across the curriculum and specialise in Drama, Dance and Music. I find my role rewarding and enjoy seeing the progression and development of the students. I am trained in the use of emotional intelligence and its role within the classroom as well as strategies for supporting students with ASD and poor working memory. I take part in extra-curricular activities, such as school productions and trips abroad, which enhance the students socially and enables them to have an inclusive school experience.
Mrs L. Mclean
Working at Crompton House since 2003 I have gained experience of working with pupils with a wide range of SEND and behavioural difficulties. I find my job extremely rewarding and received my Teaching Assistant Award in 2008. I have specific responsibility for Intervention, overview of the Lexia Reading Programme, Reading Interventions, Social Skills Groups and Behaviour Programmes. I deliver training and advise to Teaching Assistants and Teachers. Over the years I have worked in a wide range of subject areas but enjoy Languages, Design Technology and English most of all.
Mrs M. Noden
I have been at Crompton House since 2009 and a Primary School TA prior to that. My background is from within Hospitality and Catering and I feel I bring my expertise and creativity to my role in school. I achieved a BA Hons in Teaching, Learning and Mentoring in 2014. I enjoy working with pupils throughout all year groups and organise a craft club, gardening club and food club in school. I am a campanologist and my ambition is to become a Food Teacher one day.
Mrs N. Starr
I have been a Level 2 TA at Crompton House since 2009. I completed a Level 5 Foundation Degree in Pupil Support (Special Needs) & Professional Development alongside a Level 2 Certificate in Sign Supported English in 2013. My main area of expertise lies in autism and I have thoroughly enjoyed supporting students from Year 7 through to Sixth Form. Outside school I am a Youth Worker for Oldham Council. I love the outdoors and travelling. After helping with the Duke of Edinburgh scheme over the last few years, I now also enjoy camping with my family.
Mrs O. Cocker
I have worked at Crompton House from 2005 supporting children with a variety of additional needs. I am a Level 3 Teaching Assistant with responsibility for Key Stage 3 transition for all pupils with additional needs. I gained a Level 5 Professional Development Degree in Pupil Support in 2013. As a mother I understand both parental and pupil concerns and needs. I enjoy supporting pupils in their learning and development making school a pleasurable and fun experience for them.
Mr P. Demain
I have worked as a Teaching Assistant at Crompton House since 2009. I work half of the week at Crompton House, the rest of my working week being spent as a Curate in a local Church of England parish. Educated to degree level, I have particular strengths in Modern Foreign Languages but am able to help students in all subjects and across all year groups.
Mrs S. Monaghan
I have always wanted to work with children and really enjoy my role. I have been supporting children at Crompton House who have different needs such as autism since 2009. I am qualified to Level 2 in supporting teaching and learning, which I completed in 2013. I would say I am a very understanding and patient member of the Inclusion Team who encourages children to achieve their potential, which shows in their determination to succeed. As an ex-pupil of Crompton House it is definitely an experience I will treasure all my life.
Mr T. Sellers
I gained a degree in Modern History from Manchester Metropolitan University after studying History, PE and Business at sixth form. I started work at Crompton House as a Teaching Assistant in 2011 as I wanted to pursue a career in Education. I have experience with a variety of year groups and pupils and since coming to Crompton House I have helped to run Football and Cricket teams, which I have always enjoyed. I am trained in moving and handling and first aid.
Mr A. Cadd
I obtained a degree in Sport and Recreation Development at Leeds Met University after studying PE, Business Studies and Food Technology at Crompton House. I started working at Crompton House to pursue a career in teaching. Since joining Crompton House I have been involved in running football and cricket teams for the PE department.
I have a degree in Sports Health and Exercise Science and a masters in Applied Sports Psychology from Bangor University. I have worked in disability sports such as wheelchair basketball across North Wales. My passion for working with children has grown with experience in support roles within youth centres and leisure centres. I am excited to be working at Crompton House.
Mr N. Duxbury
After studying Professional Sound and Video Technology at the University of Salford I decided to focus my efforts on teaching. I really enjoy supporting young people in an educational setting, I find the experience very rewarding. My hobbies include producing music, reading crime novels and sport.
Mr L. Haigh
It is our aim to offer all pupils with SEND, full access to a broad and balanced education throughout the school, relevant to their individual needs. The Inclusion Department employs Teaching Assistants who are trained to meet the individual needs of our pupils, under the guidance and procedures outlined in the Special Educational Needs and Disability Code of Practice: 0-25 years, 2014.
Interventions are tailored to meet the needs of pupils. We maintain regular contact with parents and carers at all stages of support and ensure that pupils, where possible, participate in all the decision-making processes. We work in partnership with inter agency professionals to support pupils with SEND towards achieving successful outcomes for all pupils.
The primary aims and objectives that will enable full inclusion to be realised are:-
- All pupils should participate in lessons with their peers
- All pupils gain access to an appropriately differentiated curriculum
- Additional support and resources are available, where appropriate to ensure that all aspects of inclusion are achieved
- Setting and class arrangements enable all pupils to be included in the school
- All pupils are included in the wider curriculum of the school.
How Crompton House School supports children with SEND
Crompton House School offers a range of support networks for pupils with SEND. Our House system through Heads of House and Assistant Heads of House responds to any pastoral issues that may arise.
- The department employs Teaching Assistants who are trained to meet the individual needs of the students, under the guidance and procedures outlined in the Special Educational Needs and Disability Code of Practice: 0-25 years, 2014.
- We employ a fully qualified nurse (Matron), to look after the health needs of pupils and staff, in additon four members of staff are fully qualified First Aiders and many others are qualified to deal with most emergencies.
- There is a Pupil Hub, where pupils with SEND are welcomed during unstructured times. They are encouraged to participate in extra curricular activities or alternatively just meet with their friends. Teaching Assistants are on hand to facilitate social support.
Matron maintains Health Care Plans for medical purposes, which are regularly up-dated. It is the responsibility of the parent/carer to ensure that inhalers and any required medication is brought in to school and is in date. We also require that the relevant information on dosage, application or administration is clearly identified. The SENCO maintains Health Care Plans for pupils with a disability when necessary.
SEND students are included in the Review of EHCs and IAPs where they present their views on their education and provision offered by the school.
How we identify those with Special Educational Need or a Disability (SEND)
The Inclusion team works closely with:
• Pupils and their parents/carers
• Feeder schools
• Staff who are in regular contact with the pupil
• Specialist professionals to identify specific need
• Assessment data
In line with the Code of Practice 0 – 25 (2014) a person centred approach is adopted.
If you think your child may have Special Educational Needs Contact Mrs Newell, the Special Needs Co-ordinator for advice.
How we prepare and support children during transition to and from school
We have close liaison with the primary schools where relevant information is shared about each child’s individual needs. There are 2 official transition days when all pupils visit the school and a transition evening when pupils and their parents visit the school and the pupils meet their form tutors. Pupils with SEND are encouraged to visit the school as often as necessary prior to transition.
We actively encourage visits from prospective parents and their children. If your child has a special educational need you should contact the SENCO, Mrs M Newell and make an appointment to visit our school.
For pupils moving on to Key Stage 4 & 5, preparation is embedded into the process of the EHC and IAP Reviews. For pupils moving on to college or another training provider, a Career Guidance Interview (CGI) takes place with the Careers Advisor and all relevant information contained within the EHC Plan and CGI is forwarded to the next training provider.
We actively encourage visits from prospective parents and their children to speak to relevant staff. This can be as early as Year 5. If your child has a special educational need and you are considering Crompton House School for his/her education, you should contact the SENCO and make an appointment to visit the school. If you are unsure of your child’s need please make contact with the school’s General Office and they will help you contact the relevant person to help you.
You can contact the SENCO by calling the school on 01706 847451 ext 236 or alternatively you can email her directly at firstname.lastname@example.org
How the curriculum is matched to the child’s needs
All pupils are provided with individualised programmes where it is seen to be necessary. By adapting timetables and providing targeted interventions, we aim to enable all our pupils to access a broad and balanced curriculum so that they can achieve their full potential academically and socially.
Learning is planned by individual teachers with support from the Inclusion Department where necessary. Homework is provided regularly for all our pupils and advice on how parents can assist is readily available from the school. Where specific learning difficulties occur, parents will be consulted individually.
We regularly review the needs of, and the provision for, individual pupils. This will involve gathering information from the professionals involved with the child; teachers, support staff and outside agencies. Parents/carers are kept informed of developments and consulted about their views of our provision. Our first response to parental/carer concern will be high quality teaching targeted at areas of weakness. Also it is critical that the pupils and their parents/carers are actively involved, so when the school has concerns about a child the parents are always informed in the first instance. We value the knowledge, parents/carers have about their children and their perception of their needs.
At Key Stage 4, there are three different pathways, which are linked to a pupil’s individual ability. Option guidance interviews are offered to all pupils and their parents to ensure that option choices are matched to the child’s needs.
How we know if a child is progressing and developing
We regularly assess all our pupils to ensure that they make expected progress throughout the year. This is in the form of regular teacher assessment, which is collated and analysed by the SENCO and other relevant key staff. We also hold regular Special Needs Link meetings with a designated member of staff from each department, in order to discuss the progress of individual pupil’s well-being and progress.
We hold regular Parents’ Evenings where you can discuss your child with individual teachers. In addition, the Inclusion Department hold individual reviews for certain pupils where the need is deemed to be greater. We also hold reviews of our pupils who have a statement of SEND/EHC Plan. At Crompton House School we actively encourage parental involvement. Please do not hesitate to contact us if you would like to visit the school and speak to a member of staff. Please contact your child’s Head of House or the SENCO in the first instance.
The regular collection of data is analysed in line with National Standards. Should a learning need be identified, parents/carers will be informed and strategies to support the student will be introduced. In the first instance, this may involve supporting through high quality teaching within individual lessons, ensuring that the learning style of the child is recognised. Further strategies employed can be:
- Small group support
- In class support
- Involvement of outside agencies
Specialist services and expertise available at or accessed by the school
The SENCO is an associated member of the British Dyslexia Association (AMBDA) and has a Diploma in teaching Pupils with Specific Learning Difficulties (DipSpLD). All members of the SEN team take part in regular training and development activities to ensure that their knowledge is current and that good practice is shared. We also have staff who are trained in the primary phase and work with students who have SEND.
We access a range of support services dependent on the needs of our students. These include:
• The Educational Psychology Service
• Speech & Language Service
• Quality and Effectiveness Support Team (QEST)
• Physical Impairment Team
• Visual Impairment Team
• Hearing Impairment Team
• Physiotherapy Services
• Occupational Health Services
Contact details of Specialist Support Services, including arrangements made in accordance with Clause 32 are available on the Oldham Local Authority website.
How children will be included in activities outside the classroom including school trips
Parents/carers often want to know if their child will be able to access all of the activities at school. This will depend on the nature of the disability. Every effort is made to include all pupils but, where there may be health and safety concerns, alternative arrangements are made. A range of strategies will be employed to help children be included, these may include:
• 1:1 adult support
• Alternative transport arrangements
• Use of specialist equipment e.g. wheelchairs
Parents/carers are always kept fully informed of school trips. Specific areas of risk are always brought to the attention of parents/carers in letters home with accompanying consent forms for signature. Medical and emergency contact details are always requested. In cases of severe need, parents/carers will always be consulted in person.
How decisions are made about what type and how much support a child will receive
Decisions are reached in consultation with a range of people and services, which include the parents/carers. The decision is a consensus of all interested parties and is made with the best interests of the pupil who is at the centre of the process. Parents/carers are asked to provide their views throughout the process. A rigorous assessment process and analysis of data as well as the views of the young person involved will be used to judge whether the support has had an impact.
How we involve parents/carers
We actively encourage and welcome parents to be a part of their child’s education. The parent’s/carer’s voice can be heard through the Review process, both for pupils with Education, Health and Care Plans (EHCP) and students who have Individual Action Plans (IAPs).
At Crompton House School we encourage parents/carers to become involved by attending Parents’ Evenings and events, which celebrate the success of your child and to support us in every aspect of your child’s education. Parents are invited to attend review meetings to discuss their child’s progress on a regular basis.
We hold regular Parents’ Evenings where you can discuss your child with individual teachers. Parents/carers are given information about options, revision techniques and how to support their child with their learning at home.
In addition, the Inclusion Department holds individual reviews for certain pupils where the need is deemed to be greater. We also hold reviews of our pupils who have a statement of SEND/EHC Plan. At Crompton House school we actively encourage parental involvement. Please do not hesitate to contact us if you would like to visit the school and speak to a member of staff. Please contact your child’s Head of House or the SENCO in the first instance.
How accessible is our environment?
Wheelchair Access is available to the ground floor and where possible we make reasonable adjustments, such as changes to teaching rooms for students who are unable to access the upper floors. The school has a toilet for the disabled in each building and has 2 designated disabled parking spaces.
Provision is made for pupils with visual impairment in the form of iPads, relevant applications, enlarged text and changes to font and background to enable access to learning. For pupils who have hearing impairments, we employ an Educational Communicator (signer). Pupils whose first language is not English have access to a bilingual dictionary and relevant applications on the computer.
How resources are allocated and matched to children with SEND
Crompton House School allocates funding, in line with Government guidelines, to individual SEND students to provide for their individual needs, liaising with staff, pupils, and parents/carers to make sure that our resources are matched to each individual child. At Crompton House School there is careful identification of need and all levels of provision are carefully monitored. High quality teaching is a priority in our school and is available to all pupils, whilst others may be supported in smaller groups or individually.
How we train staff to support pupils with SEND
Training for SEND at Crompton House School is on-going to ensure that all staff are proficient and fully up to date with recent legislative practices. Training is undertaken in accordance with need within the school setting. All teachers have recently undertaken the Outstanding Teacher Programme and all Teaching Assistants are currently undertaking the Outstanding Teaching Assistant Programme.
Who to contact for advice
We encourage parents/carers to make contact with the school should they have any concerns about their child’s progress or learning in school. Who to contact will depend entirely on the nature of your concern. Our staff will listen to your concerns and take appropriate action. You may consider contacting the following staff:
- If it is a learning need, you may wish to contact the SENCO
- If the concern is more of a pastoral matter
– Form Tutor
⁃ Head of House
⁃ Assistant head of House
- If it is a medical concern you would contact Matron.
There are opportunities to contact us about things that have happened both at home and at school. All our pupils carry with them Student Planners. Parents/carers are encouraged to use these as a means of communicating information both to and from school. Should parents/carers wish to contact school by telephone, then the child’s Head of House or the SENCO should be the initial contact.
The Local Offer
What is the Oldham Local Offer?
The Local Offer has been developed as part of the new Children and Families Act. It aims to provide information on education, health and social care provision available for disabled children and young people and those with special educational needs, in a way that can be accessed quickly and easily.
Who is producing the Local Offer?
Oldham Council is working with parents, carers, young people, schools, colleges, early years providers and health services to produce the Local Offer.
What information do schools provide?
Schools have a duty to provide information about special educational needs that is accessible to pupils, parents and carers. We need to make sure this information is kept up to date.
Where can I find the Local Offer?
The Oldham Local Offer can be found at www.oldham.gov.uk
This is a work in progress. Oldham Council and partners are working hard to create a Local Offer that includes links to all relevant information that Oldham residents would find useful.
Special Educational Needs and Disability
Crompton House School is fully committed to the principle of inclusion and provides an annual report for parents detailing how funding is used to enhance the learning and achievement of pupils with Special Educational Needs and Disabilities.