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Great Sankey High School

School Details

The school is committed to stimulating and inspiring young minds; creating a learning environment which values learners' different skills, strengths and attributes. Great Sankey High School is a place where every child is recognised as an individual, where their voices are encouraged to be heard and their ideas developed. The school has a dynamic harmony which is contagious. Great Sankey High School is a wonderful environment in which to learn and thrive. We are a community of students, staff, parents/carers and governors with a common goal: we strive for the highest standards in everything we do.

Academic attainment and achievement is high- our personalised curriculum empowers all students to achieve their ambitions and fulfil their high aspirations. Welfare and guidance is exceptional- students are well supported thus enabling them to realise their learning goals.

Information taken from Great Sankey High School website.

Extended Services through schools

Extended services are additional services and activities offered by schools to pupils, their families and the community. These services often take place outside of normal school hours and can include access to childcare, sports activities and support for learning. Find out what might be on offer and get information about possible costs and financial help.

Childcare provision related to this school

  • Childminders provide out of school care and some may have specified they pick up/drop off from this school.
    Please contact the Families Information Service for more details.

For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer & toddler groups etc.

Other Useful contacts

WBC school admission, transport & pupil services team 01925 446226

Who to contact

Contact Name
Mrs Paula Crawley (HT) Mr Jon Wright (EH)
Contact Position
Head Teacher
Telephone
01925 724118/9
Fax: 01925 727396
E-mail
enquiries@greatsankey.org
Website
Great Sankey High School

Where to go

Address
Great Sankey Community High School
Barrow Hall Lane
Great Sankey
WARRINGTON
Cheshire
Postcode
WA5 3AA

Other details

Local Offer

Description

Great Sankey High School is situated in west Warrington. We are a larger than average, secondary school rated ‘outstanding’ by OFSTED.

Contact Name
Louise Ambler (Assistant Headteacher (Inclusion)/SENCo
Contact Telephone
01925 724118
Contact Email
enquiries@greatsankey.org

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Before students transfer to Great Sankey High School we are aware of any additional needs that they have. We visit primary schools to gather information and to meet with teachers, parents, carers and children. We use the assessment information from primary school alongside our own baseline tests to identify children who may require additional support.

Class and subject teachers, supported by the Senior Leadership Team, make regular assessments of progress for all children. These seek to identify learners making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

• is significantly slower than that of their peers starting from the same baseline

• fails to match or better the child’s previous rate of progress

• fails to close the attainment gap between the child and their peers

• widens the attainment gap

Young people with additional needs will be included on the school’s special educational needs register. A small number of students will continue to find it difficult to make expected progress at school despite our support. We will then ask other professionals from outside agencies to help. For a very small number of students an Education and Health Care Plan (EHC) will be necessary to meet their needs.

How will early years setting/school/college staff support my child/young person?

Under the guidance of the Assistant Head Teacher for Inclusion (SENCo), our experienced staff team includes Deputy SENCo and teaching assistants. Together, the team support our learners with additional needs, and support our teaching staff to meet the needs of our more vulnerable young people. The team has developed close links with many outside agencies and is supported by the Educational Psychologist, Speech and Language Therapists, Health Practitioners, Counselling Services and Outreach Teachers. 

The Learner Support team support young people in the subject classroom and in 1 to 1 and small group sessions. Support is focused upon the younger students as they establish themselves at secondary school, whilst older students are encouraged to develop independence. The team delivers a series of Year 6 transition days which are personalised for children who have experienced difficulties in the primary setting. Once at Great Sankey High School, these children are withdrawn from some lessons for specific mentoring, or for support in developing their literacy, numeracy, functional, communication and social skills.

The department runs a daily after school homework club which is open to all young people in the school. They have use of computers and able to ask questions of the support staff who are on duty and happy to help. The department is seen as a safe haven for some of our more vulnerable children.

How will the curriculum be matched to my child's/young person's needs?

The school will equip teachers with a Pupil Passport for learners with an Education and Health Care plan (EHC), which outlines the individual’s diagnosis and its implications (relative to academic progress), learning style, areas of specific need and established individual strategies for good practice. Where specified in the EHC plan, Teaching Assistants will be present in certain identified classes to facilitate learning and development.

Withdrawn interventions may be available to learners to ensure that commensurate progress is being made. Interventions offered include Literacy, Numeracy, Functional Skills, Social Skills and Toe by Toe. Withdrawn 1:1 social, emotional and curricular support may be available if felt to be appropriate by the school SenCo and Deputy SenCo. Overlays and coloured papers are available for learners with specific learning difficulties.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

A close partnership between school and home is essential if young people are to make good progress. Parents and carers will always be fully involved and informed of their child’s additional needs and of their achievements. Parents/carers are central in supporting the measures taken by school and the young people themselves have a responsibility in making the correct decisions about their education. Young people with Education and Health Care Plans (EHC) will have an annual review led by the SENCo or Deputy SENCo.

At Great Sankey High School we use a ‘House’ system. On admission to the school, each child is allocated to a tutor group in one of six Houses. This ensures daily contact with a tutor who is responsible for the child's overall personal and academic development and welfare. Each House has a Head of House and a House assistant who are also able to update parents and carers on their child’s progress. Parents/carers are invited in to school for parents evenings and will receive subject reports from teaching staff.

What support will there be for my child's/young person's overall well being?

A system for offering 1 to 1 mentoring to address social and emotional barriers to learning is in place in the school and can be implemented following consultation between staff and SENCo/ Deputy SENCo. House Officers are trained to deal with most pastoral eventualities and can and do effectively address issues that arise during the day. House officers are also trained to deal with most minor medical eventualities and can and do effectively address issues that arise during the day.

Appropriately trained teaching assistants (personal care, manual handling, etc.) can be assigned to learners with individualised personal care requirements. The inclusion department works closely with local agencies to minimise impact upon making progress for those learners with attendance issues and/or behavioural issues. Assistant Head Teachers’ are tasked with overseeing, monitoring and developing strategies for different areas of the school (e.g pastoral, attendance, SEND).

What specialist services and expertise are available at or accessed by the setting/school/college?

As with other schools, Great Sankey High School accesses support from a number of outside professionals and other agencies. If deemed necessary, referrals can be made to the Educational Psychologist, Paediatrician and Speech and Language Therapists. The school is also supported by specialist teachers, such as teachers for the visually impaired or the hearing impaired.

The school employs a part time Counsellor, who supports the work delivered by school staff, in particular the work of the teaching assistants and Inclusion Mentors. Staff attend relevant training which supports their work with our learners with additional needs.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The Learner Support team are encouraged to access any SEND specific training which enhances the way in which they work with learners with additional support needs. This may be offered by the local authority, visiting trainers or arranged in-house, utilising the existing knowledge and experience of the SEND leadership team (EG in the field of ASD). The staff team is also regularly encouraged to attend SEND specific training events. These are run in-house by the school, as it allows us to refer specifically to the learning needs of individual students, meaning that the training becomes more focused and efficacious.

How will my child/young person be included in activities outside this classroom including school trips?

All learners, regardless of their special educational need or disability are encouraged to fully participate in school activities. The school has a busy schedule of daily extra-curricular activities, and organises many educational trips both in this country and abroad. The school involves parents and carers, and other professionals if necessary, in the planning of trip arrangements for some young people. If needed, teaching assistants are available to attend trips to support learners with additional needs.

How accessible is the setting/school/college environment?

Being on one level throughout, Great Sankey High School is fully accessible to wheelchair users. Accessible toilets and personal care facilities, with full winch apparatus are available.

Where need for specialist equipment is clearly stated on Education and Health Care Plan (EHC) school will liaise with feeder school/local authority/funding bodies to ensure that it is provided at point of entry. The sixth form building is on three levels, but is equipped with lifts and Evac-chairs

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

In addition to the two main ‘Year 6 into Year 7’ transition days, the Learner Support team deliver extra sessions. Transition for learners with additional needs is personalised as some children may require several additional visits. The Learner Support department also delivers two specific transition days for children with Education and Health Care Plans (EHC) or assessed additional needs. The SENCo and Deputy SENCo visit all primary school SENCo’s to gather information about our more vulnerable young people. This work also includes attending Year 6 reviews and observing young people with special educational needs and disabilities within the primary setting. 

Support is also offered to young people with additional needs in Year 9 when choices are being made with regards to option subjects. During Year 10 and Year 11, the school employs a careers advisor who offers support to learners with additional needs. Young people have the opportunity to explore post 16 options and gain advice about any areas of interest.

Staff in the sixth form college provide advice and support for young people considering higher education.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Education and Health Care Plan (EHC) funding will be used to provide in-class and withdrawn support from teaching assistants for the child to whom the funding has been allocated. The nature of the support package will differ depending on the individual needs of the learner in question. It may be that, if deemed appropriate, the funding will be used to offer a bespoke package combining both in-class teaching assistant support and withdrawn 1 to 1 differentiated support to address literacy, numeracy, or social and emotional needs.

Consumables for SpLD, such as overlays or coloured paper, will be made available for learners who require them.

How is the decision made about what type and how much support my child/young person will receive?

The school will ensure that all learners with Education and Health Care Plans (EHC) receive the necessary requirements as set out in the Plan. The SENCo and Deputy SENCo will place learners in to intervention groups, offer teaching assistant support or make referrals to other professionals as they deem appropriate. Recommendations by the Educational Psychologist, Paediatrician, or other professional are always taken in to consideration. Parents and carers will be involved by being invited into school to attend a meeting. Updates can also be via letter, telephone or email communication.

How are parents involved in the setting/school/college? How can I be involved?

At Great Sankey High School parents/carers are involved in the decsion about what type and how much support their young person will receive.

Parents/carers have opportunities to become involved in decision-making processes via the ASR process.

The school runs regular parent focus group sessions which are open to any parents/carers of young people who attend Great Sankey High School.

The school has a strong Parent-Teacher Association (PTA) group.

An elected parent-governor sits on the school’s Governing body and attends all meetings and functions organised by the school and Governors.

Our parent-school partnerships are based around the following objectives:

  • Being a welcoming and friendly place for parents/carers
  • Promoting an awareness of and participation in lifelong learning opportunities available in school and in the community to all groups of parents/carers
  • Holding and actively promoting enrichment opportunities or events for joint parent/carer and young person participation
  • Providing good induction for all new parents/carers
  • Providing parents/carers with relevant and user friendly guidance and information to help them support their child’s learning
  • Producing and implementing parent/carer friendly policies to establish effective home-school links and improve pupil attendance, punctuality, behaviour and progress and positive participation from school
  • Providing good support for transition for parents when their children leave the school
  • Constantly evaluating our own performance against the Leading Parent Partnership Award criteria.
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