Care, Guidance and Support
Wilson’s is a friendly and caring school and new pupils settle in quickly. We work hard at ensuring that the transition into Year 7 is a positive experience via an extensive induction programme to help new pupils feel at home. Year 7 and 8 pupils have their own building (the Lower School), which contains its own Dining Hall (The McAlister Room) and purpose-built Music Room.
What is distinctive about pastoral care at Wilson’s?
All schools recognise the importance of pupil welfare, but at Wilson’s we dedicate significant staff development time and resources to this aspect of school life:
- Each form in Years 7-11 has two tutors to monitor the welfare and progress of the students in their care. The primary responsibility of the tutor is to promote respect, responsibility and resilience while maintaining an overview of the wellbeing and academic progress of the boys and communicating closely with the Head of Year.
- The Head of Year has overall responsibility for each year group, both pastorally and academically – he or she is the single point of contact for parents of boys in that year group, directing queries to colleagues most able to help.
- Our Pupil Support Managers work alongside the Special Educational Needs Coordinator to coordinate one-to-one mentoring for pupils when necessary.
- Our Praise Policy promotes a ‘growth mindset’ and we strive to reward hard-won achievement, resilience, reflection and independence, kindness and thoughtfulness to other students, service to the school and the community, and collective endeavour. We use praise as a strategic tool to boost the happiness and wellbeing of pupils.
- In addition to the ‘core themes’ (Health, Relationships, and Living in the Wider World) our PSHE programmes include units on happiness and wellbeing, drawing on the most recent research into these areas.
- For more specialised support, the school employs a counsellor and also a clinical psychologist. Our school nurse provides a weekly drop-in; the school makes use of further external agencies and services (e.g. educational psychologist) when necessary.
The friendly, purposeful atmosphere at Wilson's is underpinned by high expectations of personal conduct and appearance. Our aim is to encourage a self-disciplined, kind and considerate approach in every aspect of school life to enable boys to become gentlemen. We consider the personal development of our students to be a responsibility of all staff in the school, from senior managers and teachers to support and administrative staff.
SEN and DisabilitiesSutton Local Authority’s “Local Offer” is published at: http://localoffer.sutton.gov.uk/
Wilson’s School’s Special Educational Needs Policy can be downloaded here.
The SENCO at Wilson’s School is Tom Gore.
The Pupil Support Manager for Key Stage 3 is Virginie Renaut, for Key Stage 4 iSamantha Banner and for Key Stage 5 Rachel Atwell.
The SEN Governor is Lynne Smithard.
The kinds of special educational needs for which provision is made at the school
There are four broad categories of need described in the SEND Code of Practice (2015) and Wilson’s is able to make provision for each of these:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
Information and Guidance: Points of Contact
- Governing Body and SEN Governor: The Governing Body is responsible for ensuring high quality policy and provision for pupils with Special Educational Needs. The SEN Governor meets the SENCO on a termly basis to support the evaluation of SEN provision in the school.
- Head and Senior Leadership Team: Responsibility for monitoring and evaluating the progress of all pupils and for making strategic decisions which will maximise their opportunity to learn lies with the Head and the Senior Leadership Team. As the SENCO is not a member of SLT, his line manager will be a member of SLT and ensure that SEND matters are discussed regularly at SLT meetings.
- SENCO: The school’s SENCO has overall responsibility for pupils with Special Educational Needs and Disabilities (as defined in the 2015 SEN Code of Practice), including identification and coordination of provision. The SENCO will liaises with, advises and manages training for teaching staff relating to pupils with SEND and their needs, ensuring that individual plans written for pupils are put into practice. The SENCO is responsible for annual reviews and other key meetings about pupils with SEN. The SENCO manages the referral procedures to the Local Authority to request High Needs funding and/or an Education Health and Care Plan (EHC Plan) when it is suspected that a pupil may have SEND which will require significant support. The SENCO is responsible for the evaluation of the impact and effectiveness of all additional interventions for pupils with SEND. The SENCO is responsible for liaising with other agencies and professions when necessary to support a pupil with SEND.
- Directors of Key Stage and Heads of Year: At Wilson’s the relevant Head of Year is normally the first point of contact for a parent wishing to discuss any concerns relating to their son. They have overall responsibility for monitoring the academic progress and wellbeing of pupils. They also liaise with teachers and other staff (including the SENCO) about any interventions that may be required. Occasionally, the Head of Year may recommend direct contact with the form tutor, who has day-to-day contact with your son.
- Class teachers: the role of the class teacher is to monitor the progress of each pupil and liaise proactively with the Head of Year and/or SENCO about the additional needs of particular pupils. Lesson planning by classroom teachers must take account of the individual needs of pupils with SEND and to demonstrate high expectations and sensitivity towards these pupils; ensuring there is adequate opportunity for SEND pupils to working on agreed targets which are genuinely additional to or different from those normally provided as part of the differentiated curriculum offer and strategies”. (SEN Code of Practice 2015)
- Designated Safeguarding Lead: The DSL is a vital point of contact whenever there is any concern about the welfare of a child.
Assessment, Planning and Review
- The school has very rigorous tracking procedures to monitor the progress of pupils. Where there is a concern that a pupil may not be making good or exceptional progress as a result of previously unidentified Special Educational Needs, London Borough of Sutton’s Graduated Support for Special Educational Needs is consulted to determine the type and severity of need. Data suggesting that a pupil is not making above expected progress may trigger an application for Education Health and Care Plan assessment.
- Assessment and progress data about pupils with Special Educational Needs is subject to extra scrutiny on a termly basis by classroom teachers, Heads of Department, Heads of Year and the SENCO. Any concerns about progress are recorded and collated and may lead to additional review meetings.
- Parents receive a termly report on their son’s progress, with full written comments provided for each subject on an annual basis. There is also an annual Parents’ Evening, when parents can talk to their son’s teachers about his progress. Where a pupil is not making above expected progress in one or more subject areas, there may be additional contact between the school and home.
- Parents of pupils with Special Educational Needs are likely to be updated on their son’s progress more regularly than this – particularly if their son is not meeting expectations in one or more subject areas. This may involve formal meetings in school with the Head of Year or SENCO. Pupils with a Statement / Education Health and Care Plan have a full, formal annual review of their progress.
- Any additional support that is made available to pupils with SEN is documented in their IEP and evaluated regularly in conjunction with classroom teachers, the Head of Year and pupil support mentor (if appropriate).
- It may be appropriate to involve external agencies in providing additional guidance and support, for example the Educational Psychology Service or CAMHS and the school does this when necessary.
- We believe that listening to the voices of our pupils at Wilson’s is crucial if we are to provide the best possible school experience for them. As well as the school’s many structured opportunities for Pupil Voice, pupils with SEND are given opportunities to share their views during review meetings. One of the main purposes of the Pupil Support meetings is to listen to pupils and pass on a record of their views to other colleagues.
Curriculum and Teaching Methods (including groupings / interventions)
- Teaching at Wilson’s secures outstanding outcomes for pupils, including those with Special Educational Needs. The school’s Teaching and Learning Excellence Criteria give full details of the expectations for classroom teaching at Wilson’s.
- At Wilson’s, teachers’ planning for lessons is based around the prior attainment of individuals and groups within the class – this includes individual pupils with SEN. The link to the list of pupils with SEN is sent at least termly to every member of teaching staff. The list can be amended by the SENCO at any time, but review of the list is a standing item at meetings of the Directors of Key Stage. We also place on the same list students who do not meet the threshold for Special Educational Needs, but who we feel may require monitoring and additional guidance within their lessons.
- Information about each student with Special Educational Needs is contained within an electronic folder accessible to all staff. This contains details of their condition or needs as well as records of meetings (where appropriate) and an IEP. Our approach to the IEPs is very simple: we list the potential barriers to progress and then how these are to be overcome in the classroom environment and around school.
- Pupils with SEN may have objectives set for them within lessons that are ‘additional to’ or ‘different from’ those normally provided as part of the differentiated curriculum offer and strategies (SEN Code of Practice, 2015). In practice, this may mean that teachers may anticipate and encourage different outcomes from pupils who are working with the same lesson content. Some pupils may also have access to different resources (e.g. extension or support).
- We use setting extensively at Wilson’s to ensure that lessons are tailored to the abilities of students. Furthermore, within many lessons seating plans are used and groups carefully selected to enhance the progress of individual students. This may, for example, allow a pupil to play a specific role within group work.
- In some circumstances it may be appropriate to provide additional adult support within individual lessons or across the curriculum. We are able to make this provision at Wilson’s. Where we do so, it is with the intention in bringing about improved independence on the part of the pupil.
- Some pupils meet regularly with a member of teaching staff to review academic progress. We call these ‘pupil support meetings’ and they may be used to provide additional guidance to teaching staff on the curriculum and teaching methods.
Tests and Examinations: Access Arrangements
- The SENCO and Exams Officer are responsible for the administration of Access Arrangements for examinations.
- Where there is a concern that a student may not be able to gain equal access to an examination, the SENCO makes arrangements for screening or a diagnostic/specialist assessment as appropriate. This may involve a specialist professional (e.g. educational psychologist). If parents have secured such an assessment themselves, the SENCO will meet them to discuss its recommendations.
- The JCQ criteria are always used in decision-making about Access Arrangements. Parents are kept informed about the procedures and progress of an application for Access Arrangements when necessary. Access Arrangements are also made available to pupils with medical needs when necessary.
- When a decision about Access Arrangements is made, these details are added to the SEN/Monitoring list and distributed to all staff so that they can become part of a child’s normal way of working in the classroom and internal examination environment.
Social and Emotional Support
- Pastoral care is of fundamental importance at Wilson’s, which is a friendly and caring school. Class teachers, form tutors and Heads of Year are especially vigilant about the social integration of pupils with SEN. The Planner used by students is an essential part of the home-school communication. On occasion, additional visual prompts are made available for students who require them (e.g. a ‘What do I have? What do I need?’ card) to reduce the risk of damaged relationships with peers or teaching staff.
- The school is a safe place at break and lunch times. Members of staff are on duty in all parts of the school and the Senior Leadership Team routinely walk through the whole school site during these times. Senior Staff are also highly visible before and after school (including at the bus stops). There is an extensive extra-curricular programme (including lunchtime and after school), which strongly enhances the school experience for many students (including those with SEN) and boosts opportunities for structured social interaction. The Library is open after school for pupils who wish to work in a quiet, safe environment.
- The school nurse operates a drop-in which is available to all students in the school. Appointments can also be made. The school also employs a counsellor who is available to any pupil who wishes to express and clarify any distress that may be affecting his life and then support him in making changes
- When appropriate, we may request that our school-attached educational psychologist works with a pupil to improve their social skills and/or enhance their self-esteem within and beyond the educational context.
- Specialist support (e.g. CAMHS or Speech, Language and Communication support) is engaged when necessary.
Accessibility to Premises and Facilities
- No student is ever prevented from physically accessing the location of any lesson at Wilson’s. The school fulfils all duties under the Equality Act 2010. We are always happy to discuss the individual accessibility requirements of pupils, parents or any visitor to the school.
- Due to the age and composition of the main school building (constructed in 1975), there is no wheelchair access to the first and second floor.
- The Foundation Building (constructed in 2005) has a lift, which gives access to all rooms.
- Wheelchair access is available to all rooms on the ground floor throughout the school. When necessary, a timetable will be rewritten to ensure that all classes for a student who is unable to use the stairs are on the ground floor.
Working with others
- The school works with all of the following services on a regular basis:
- Educational Psychology Service (Sutton: 020 8770 6780)
- School Nurse (Jean Crate, contact the school on 020 8773 2931)
- Child and Adolescent Mental Health Service (Sutton: 020 3513 3800)
- Children’s Social Care in a range of local authorities (Sutton MASH: 020 8649 0418)
- When necessary, the school may also consult or refer to a range of other local services (e.g. the Autism Spectrum Disorder Service or the SEN team). Contact details are available from the school.
- When a referral is made to any of these services, parents will usually be informed. Please see the school website.
- We work hard at ensuring that the transition into Year 7 is a positive experience via an extensive induction programme to help new pupils feel at home. For pupils who are already considered by their school to have SEN, meetings or visits by the SENCO or Head of Year take place.
- Where students with SEND move on to other schools, the liaison with the school will be thorough and the sending on of documentation will be prompt.
- The vast majority of pupils at Wilson’s stay at the school until the age of 18 and so our main consideration will be ensuring effective transition to universities; this may involve additional support and guidance for pupils with SEN from our Higher Education Coordinator and liaison with university admissions departments where appropriate.
- Where appropriate, careers advice and guidance is specially tailored towards pupils with SEND; transitional plans across Key Stages will be written and put in place as required.
Pupil Premium StrategyThe school receives funds to support the education of financially disadvantaged pupils through the Pupil Premium. The school tracks and monitors the progress and attainment of these pupils particularly carefully and is committed to doing all that it can to ensure that outcomes for financially disadvantaged pupils are as strong as for other groups of children in the school.
It is a requirement that all schools publish a strategy for their use of the pupil premium. This must include a summary of the main barriers to educational achievement faced by eligible pupils at the school, how pupil premium funding will be spent to address those barriers, the reasons for that approach and methods of evaluation. It must also include, for the previous academic year, details of how the pupil premium allocation was spent and an evaluation of the impact of the expenditure.
Our Pupil Premium Strategy for 2016-17 can be downloaded here.Financially disadvantaged students in the Sixth Form can access the 16-19 Bursary Fund to support aspects of their programme, e.g. money towards the purchase of a suit and other items required for the school dress code in the Sixth Form, travel to open days and Biology and Geography Field Trips.
Spiritual, Moral, Social & Cultural Development
AT WILSON’S, we take a very proactive approach to supporting the spiritual, moral, social and cultural development of students. Through many aspects of school life we take the opportunity to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. This is evident in the rich PSHE programmes at all Key Stages as well as in the teaching of other subjects in the curriculum.
- We promote teaching styles which value pupils’ questions and give them time to think for themselves. Teamwork and collaboration is a feature of the vast majority of lessons.
- The Code of Conduct makes very explicit what is expected of students at the school; teachers are role models of the values desired in pupils.
- Thoughtfulness, honesty, kindness and respect for difference are strong features of the school’s ethos. The school strongly tackles racism, homophobia and other forms of bullying. Students with SEN and disabilities thrive at the school and achieve very well. Discrimination is addressed head-on in assemblies.
- There are rich opportunities for spiritual development through the activities that take place beyond the classroom; students are given many opportunities to develop leadership skills and self-reliance.
- The qualities of service, effort and creative risk-taking are enthusiastically celebrated in a range of ways.
- Individual endeavour and achievement is very visibly celebrated.
- The PSHE curriculum at each key stage explores moral concepts and values (justice, personal rights and responsibilities).
- Pupils at the school are listened to. They are encouraged to bring concerns to their tutors or other staff, to raise issues via their representative at Student Board. All senior staff are involved with small groups interviews with Year 8 and Year 11 students.
- There is an effective WRL programme and strong links with the world of work (including interview practice).
Assemblies delivered to year groups and to the whole school:
- Enable students to develop their self-knowledge, self-esteem and self-confidence;
- Enable students to distinguish right from wrong and to respect the civil and criminal law of England;
- Encourage students to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
- Enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
- Bring about further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures
- Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010; and
- Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
The promotion of partisan political views is precluded; where political issues are raised, students are offered a balanced presentation of opposing views.