We know when learners need help if:
• Concerns are raised by the child, parents/carers, and teachers at Blessed William Howard Catholic School or at the child’s primary school.
• Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
• The results from Standardized testing for reading and spelling – WIAT2, LUCID EXACT, LUCID LASS, CTOPP, DASH and Group Reading Test indicate the child is working below the expected level.
• The child receives a diagnosis from an outside agency.
• Observations of the child indicate that they have an additional need in one of the four areas:
o Communication and interaction
o Cognition and learning
o Social, mental and emotional health
o Sensory/physical.

All students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

Students may be placed on the SEND register under code M and progress monitored. If it is necessary to provide support which is additional to and different from the core curriculum, the student will be placed on the SEND register under SEND support code K. Those students who have an Educational Health and Care Plan are automatically placed on the SEND register as code E.

The school SEND register is shared with all staff at the start of each academic school year and is updated throughout the year and at each census point. Students ‘Support’ and all those with an EHC Plan will have a Pupil Passport. These are shared documents and are drawn up in consultation with the pupil and their parent/carer. Pupil Passports have clear information, strategies and targets for the student. Staff use the information in the Pupil Passport to inform their lesson planning, teaching and student learning activities. Progress is monitored and reviewed termly at a meeting with parents, the pupil and the Pastoral lead. The document is held centrally on the school shared area and updated regularly.

When action is required to support increased rates of progress, this will follow a graduated response model: Assess, Plan, Do, Review

Assess: The college will assess the pupil’s needs using teacher assessment, experience, previous attainment and data tracking against peer and national data.
Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a pupil passport/profile and all teachers who work with the student will be made aware of the child’s needs and support required.
Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject teacher will revise support in line with the outcome of the meeting.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.

Such agencies may include:
Autism Inclusion Team
Hearing Inclusion Team
Visual Inclusion Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
SEN Hub

For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the school or parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.

If you wish to raise a concern with regards to your child please consider the guidance below:

• If the concern is subject-related, contact the subject teacher
• If the concern is related to social aspects of school, contact the form tutor or Pastoral Lead.
• If the concern is regarding SEND or Examination Access Arrangements, contact Mr L Trout (SENCo) whose contact details are: Email: lt@bwh.staffs.sch.uk

All email addresses can be found on the school website under the ‘Contact Us’ tab.

Should a meeting be arranged with the SENCo, please consider the following prior to the meeting:

• Bring any medical paperwork which may be appropriate.
• Points which you may want to consider before meeting with the SENCo:
• Why you think your child has SEN/disability
• Whether your child learns at the same rate as other children their age
• What the school can do to help
• What you can do to help

The link to all of the Blessed William Howard’s Policies that can be found on our website is:

Blessed William Howard is an inclusive academy where every child is valued and respected as a child of God. We work to support all our students to make progress in their learning, their emotional and social development, and their independence including those with SEND. High-quality teaching is monitored and ensured through classroom observations; termly work sampling; moderation of assessments; teacher meetings with SENCo; school data and progress tracking.

Students with SEND will be placed on the SEND register, which is accessible to all staff in the School. Students on the register will either be coded ‘E’ (Educational Health Care Plan); M (monitored) or ‘K’ (other students who receive SEND support).

All teachers are teachers of special educational needs. The SEND Code of Practice is followed and all teachers receive training in the SEND Code of Practice. Blessed William Howard Catholic High School recognizes that it is the teachers’ responsibility to meet the needs of all children in their class through high-quality teaching, classroom organization, seating arrangements, carefully planned lessons, a range of teaching styles, teaching materials, and differentiation.

Blessed William Howard Catholic School has a dedicated team of qualified teaching assistants including higher-level teaching assistants, two assistant SENCo's, and SENCo. The team provides support in the classroom, out of class in 1:1, and in small groups. They have received a range of training, have the excellent subject knowledge, and provide outstanding levels of support for academic learning and emotional support.

Some pupils require targeted intervention. These are planned onto a provision map and interventions are delivered by Teaching Assistants. Interventions may include small group or individual work.

All pupils have access to a supervised homework club which runs Monday – Thursday until 4.00 pm, during this time support is offered via Student Support Staff.

All students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

All students are set individual curriculum targets based on national criteria and data from Key Stage 2 tests. Targets are revisited termly and discussed with students and parents at parent consultation evenings.

Where a student is failing to meet expected levels of progress, interventions will be put into place and the outcomes of these monitored at data points, in meetings with the Pastoral lead, and with the SENCo.

When action is required to support increased rates of progress, this will follow a graduated response model: Assess, Plan, Do, Review.
o Assess: The School will assess the pupil’s needs using teacher assessment, experience, previous attainment, and data tracking against peer and national data.
o Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a pupil passport/profile and all teachers who work with the student will be made aware of the child’s needs and support required.
o Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is needed outside the subject.
o Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject teacher will revise support in line with the outcome of the meeting.

SEN support will be recorded on a ‘pupil passport’ which will have clear expectations and targets for the student. Progress will be monitored and reviewed termly at a meeting with parents, the pupil, the Pastoral lead, and where necessary, the SENCo.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.

Such agencies may include:
o Autism Inclusion Team
o Hearing Inclusion Team
o Visual Inclusion Team
o Educational Psychologist Service
o CAMHS
o Occupational Therapy
o School Nurse

For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the School or parents may consider requesting an Educational Health Care Plan (EHCP) that will be undertaken by the Local Authority.

All students are provided with a broad, balanced curriculum with Quality First Teaching that is differentiated to the learning needs of the students. However, a small number of learners have a more personalized curriculum to match their individual needs, interests, and abilities. This may include additional literacy/numeracy; intervention groups; pastoral mentoring programs, etc.

Teaching staff and teaching assistants use a range of methods to support the learning needs of all students including: modelling; scaffolding; questioning; sentence starters; storyboarding; chunking information; use of writing frames; cloze procedures; guided reading; mind mapping; use of ICT eg. laptops and reader pens.

Regular SEND Multi-Academy meetings, consultations with feeder schools and the results from the end of Key Stage 2 tests may inform which students would benefit from small group support work.

When a student has been identified as having a special educational need, work may be further differentiated to suit their needs more closely, remove barriers to learning, and facilitate access to the curriculum. Such pupils may need further out-of-class support on either a one-to-one basis or small group targeted intervention sessions.

Interventions may involve bespoke packages or a programme developed specifically for that student or group of students. Current interventions include specialist Dyslexia intervention, Touch-typing, Codebreakers, Paired reading, Talkabout for Teenagers, The Zones of Regulation, and Social stories.

Students may be provided with additional technical support such as specialized equipment or resources, mainly accessed through external agents such as the Visual and Hearing Impairment Teams.

Students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum. The school may provide specialised equipment to support pupils in the classroom, for example: coloured overlays, larger font size, laptops, reading rulers, pen grips, and exercise books with coloured paper.

Students may be assessed for Examination Access Arrangements in school and this information is shared with staff at each assessment point. Access arrangements include but are not limited to; additional time, a reader, a prompt, a scribe, access to a separate room or a coloured overlay.

Some students who are currently unable to manage the school environment due to medical or mental health reasons may have access to alternative provision through online live lessons in the home, in A12, or in the Sienna room in the school. Medical evidence is required to access this provision.

Outside agencies are invited to work closely with our students with additional needs. We work with a range of agencies including for example: the Educational Psychology Service; Autism Inclusion; the Hearing impairment team and communications support workers; the Visually impairment team; Occupation Therapy and Physiotherapy services.

The Accessibility Plan, Examination Access Arrangement Policy, and Equality policy are all available on the school website:
Blessed William Howard Catholic School_Policies

As part of the School’s financial formula, the SEND department is allocated a budget. The budget is used to fund the cost of Teaching Assistants, interventions, and the purchase of resources.

Students with an ECHP receive support as specified in their individual plans.

In addition, the School may be allocated Additional Educational Needs funding. This funding may be used to employ Student Support assistants, to purchase SEND resources, to buy in support from external agents e.g. Educational Psychology Service or access arrangement assessment.

Student Support assistants are deployed in a variety of ways:
o In-class support
o Small group provision in specific curriculum areas
o Break time support in a designated room
o Lunchtime support, both socially and for homework provision
o Homework club both at lunch and after school
o Before and after school interventions
o Monitoring of targets
o Specific Literacy and Numeracy support using a range of tailored programmes
o 1:1 support/tuition
o Reading/Scribing for students during assessments

At Blessed William Howard Catholic School, we aim to support the needs of all students in our care. Students do not require a specific diagnosis or label to receive support in the form of reasonable adjustments. The SENCo and Assistant SENCo's work with the students, their parents/guardians, teaching staff, support staff, caseworkers, pastoral team, and external agents to develop support packages for individual students. Assessments, observations, book scrutiny, classwork, and homework as well as more formal standardized assessments support this process. Regular reviews, discussions, and meetings take place to keep parents informed of progress.

The national SEND budget is used as well as additional top-up funding allocated to students with EHCPs to purchase equipment and facilities such as reader pens, coloured reading rulers/overlays, mini whiteboards, laptops, software, etc.

The subject teacher works alongside the SENCo/Assistant SENCo's and the SEND department to carry out assessments of need.

The following information may be used:
assessments, observations, book scrutiny, classwork and homework, standardized tests, comparative school data, advice/reports from external agencies, the views of the student, the views of parents.

We will follow the graduated approach and the four-part cycle of review: assess, plan, do, review.

Learning Passports are reviewed termly, amended, and signed by parents.

Regular meetings and discussions are held with parents. Information is shared in phone calls, virtual meetings, face-to-face meetings, and emails as required.

The School website at https://www.bwh.staffs.sch.uk/ includes links to websites and resources that help to guide parents with their child’s learning.

The School holds parents’ awareness evenings and careers evenings and these are advertised in the parent newsletter, through text messages home, and on the school calendar.

Subject teachers, Pastoral Leads, or the SENCo may also suggest ways that parents can support their child’s learning.

The School organizes a number of parent workshops during the year which are advertised in the newsletter, on the calendar, or by personal invitation.

At Blessed William Howard Catholic School, we encourage our parents to be involved in the education of their children. We have a virtual learning platform, Show My Homework app, and a Values and Expectations system which provides rewards to recognize achievements with certificates to acknowledge high levels of achievement as well as sanctions to support inappropriate behaviours. Parents receive notification of the rewards and sanctions via text messages. We encourage parents to support our homework policy and to support organization of books and equipment to help their child become an independent young person.

We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by: helping your child to be organized for their day (including wearing the right uniform, bringing required equipment and books;) ensuring full attendance and excellent punctuality; checking that they have completed their home learning using Show My Homework; attending parents’ evenings and review meetings. We will make our best endeavours to take your views, and those of your child, into account.

Each child’s Pupil Passport is co-produced with the parent and child and is reviewed termly at three coffee mornings/afternoons with the pupil and parent, Pastoral Lead, and/or member of the SEND team. Parents’ and student views may be sought at these meetings and recorded on written forms.

All students with a Statement of Educational Need or Education Health Care plan will meet more formally at least once a year with the SENCo/Assistant SENCo's to review progress and provision

Students with ECHPs meet regularly with their Teaching Assistant. All students are encouraged to attend parent evenings, passport review meetings, and EHCP annual review meetings.

All students, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment Policy and assessments take place every half term for all students. Teachers monitor progress throughout the year. Pupil progress is shared each half term with parents through reports on attainment and effort. Each student’s progress is monitored in comparison to their peers and against national data.

On receipt of a report, parents may wish to discuss their child’s report further with their Pastoral Lead. There is one parent consultation evening held each academic year. Other meetings can be arranged on an individual basis with the SENCo/ Assistant SENCo's and/or Pastoral Lead.

Pupil and parent voice are captured at regular intervals.

External agents involved with the young person may provide regular progress reports which are sent out to parents.

The school follows the graduated approach and the four-part cycle: assess, plan, do, review.

Termly meetings are arranged to discuss progress and amend targets on the Pupil Learning Passports.

Termly tea and coffee sessions are arranged to offer an opportunity for parents to speak to members of the SEN department.

Termly meetings are arranged to discuss progress and amend provisions against the outcomes for those students with an Educational Health Care Plan.

The SEND department offers break and lunchtime support in A12. Here, students can socialize and eat with their peers in a calm environment. They can receive support from teaching assistants who will listen to their concerns/worries or help them with any work they may be struggling with.

Some students may require a link teaching assistant or Pastoral Lead to meet and greet them each morning.

A range of rooms are available for students to use in school to access different clubs eg Languages club during unstructured times of the day.

Some students require early movement between lessons to avoid crowded corridors and staff will be aware of these students. Similarly, some students with additional needs may require teaching assistant support to access the different buildings across the school site and to be accompanied in the school lift.

Where appropriate, risk assessments are carried out to ensure the safety of the students in our care.

SCHOOL TRIPS
Blessed William Howard Catholic School actively includes all students in all educational activities. Student support is put in place if required. Student Support has supported many school trips including fields trips to Cannock Chase, Houses of Parliament, residential retreats, and rewards trips to theme parks. Parental advice is sought to ensure young people benefit from the activities being offered.

All students are placed in a tutor group with a Form tutor throughout their school life.

The SLT link for each year group and Pastoral Leads oversee the pastoral support of students in their care. This is the structure that the School uses to provide pastoral support and academic monitoring for students. This structure facilitates extra-curricular visits, fund-raising events, and citizenship events to support social inclusion and well-being.

The pastoral team meets formally each week to discuss curriculum and student wellbeing.

Pastoral Leads visit their forms each day to discuss issues that arise each morning.

All students in Years 7-11 follow a daily structured pastoral programme. Tutor time is used to help enhance the thinking skills, study skills, and social, emotional, and mental wellbeing of students.

The lay chaplain, Mr Hulme, works with students and works full time at the school.

The School has continued to raise the profile of emotional and mental health. Mrs. Wardrop and Miss Shapiro are our Pastoral Student Support leaders and they provide support and advice for pupils who are referred to them.

A12 is available for vulnerable students at break and lunchtimes which is supported by teaching assistants.

A Mindfulness group is available for vulnerable students twice a week at lunchtimes ran by Miss Shapiro.

A clear rewards and sanctions system is in place and parents receive regular text messages informing them when their child has received achievement or behaviour points. The School uses positive behaviour and effort report cards, detentions, time out cards and Student Support Staff are at hand to monitor and mentor students.

Student views are valued and collected through student voice, target setting and review meetings.

Parent views are equally valued and collected through parent voice and other events.

The link to the anti-bullying policy can be found here: Blessed William Howard Catholic School_Policies

Medicine, with appropriate authorization, is administered through the Student Support Services.

Medical Health Care plans are recorded for students with medical conditions. These are made in conjunction with parents. Care Plans are attached on SIMs so that all relevant staff can have access to them.

The Medical policy and Medical Room policy are shared on the school website:
Blessed William Howard Catholic School_Policies

The Blessed William Howard Catholic School Behaviour and Attendance Policy and the Values and Expectations policy can be found on the school website. www.bwh.staffs.sch.uk

Attendance across the Academy is monitored by Vice Principal, Mrs. Duffield, and the Education Welfare Officer, Mrs. Andrews.

Students who are looked after are supported by the designated Teacher for LAC, Mrs. Walker. Those students who are looked after and who have SEND are also supported by the SENCo, Mr Trout. Both staff work closely with students, their carers, and the virtual school/relevant local authorities.

All students have a form tutor, who registers their attendance each morning and who is responsible for the pastoral welfare of the students in their class. Class teachers and Subject Leads can be contacted for specific subject support. Pastoral leads have an overview and may provide additional support for students in their care.
All students with an EHCP will have a Teaching Assistant who will meet with them regularly to check on wellbeing and progress and who may contact parents if required. The SENCo and Assistant SENCo's can be contacted for specific queries related to SEND.

All new staff receive dedicated SEND training at the start of each academic year. The SENCo and Assistant SENCo's provide training and liaise with external agents to provide training on a range of needs.

Students with EHCPs and who are on the SEND register have a raised profile and additional information is provided to staff at the start of the academic year, through the staff Daily Information bulletin and in internal emails. Information is shared with staff following the annual review of a student who has an Educational Health Care Plan, and following review meetings of Learning Passports.

The SEND register is placed on the SEND area of the staff shared platform for staff access.

Student Passports and Support Plans are placed on the Whole School area of the staff shared platform for staff access.

For students with Examination Access Arrangements, this information is shared with all staff by the Examination Officer at each half-termly assessment point and documented on the staff shared platform.

All students with medical needs are listed and this information is shared with staff on the staff shared platform.

The SENCo and Assistant SENCo's lead a team of teaching assistants who share information pertaining to students with SEND with staff.

Risk assessments are shared with teaching and support staff.

Blessed William Howard Catholic School Catholic School promotes the training of all staff members so that all students receive an excellent experience of education.

The Student Support Staff are trained termly in a variety of aspects. Training has included: Dyslexia, Autism AET levels 1, Attachment Training, Dyscalculia, Dyspraxia, Safeguarding, FGM and Prevent.

Training in SEND Resources, Hearing Impairment, Social, Emotional, and Mental Health, Autism and Dyslexia updates are regularly delivered to staff in school.

There is ongoing sharing of good practice through regular departmental meetings and feedback/ advice provided by the leadership group, subject leaders, and the SENCO following lesson observations.

The SENCO attends termly SENCO updates led by Entrust and has attained the National SENCo Award.

All staff receive regular updates on Safeguarding and PREVENT training.

There is ongoing sharing of good practice through regular departmental meetings and feedback/ advice provided by the leadership group, subject leaders, and the SENCO following lesson observations.

Blessed William Howard Catholic School has access to Autism Inclusion and the school team regularly meets each half-term with those students in the school who have a full diagnosis.
We have close links with our Educational Psychologist who provides information for staff training on a range of issues.
The school nurse and medically trained professionals deliver training on issues such as asthma, epilepsy, and physiotherapy programmes.
The academy has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SEND department works with speech and language therapists, physiotherapists, and other health professionals who are involved with students attending school and a wide range of external agencies which include:

Autism Inclusion Team
Hearing Inclusion Team
Visual Inclusion Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor

Please contact your child’s form tutor if you have any general queries.
Please contact your child’s Subject teacher or Subject Lead for academic progress concerns.
Please contact your child’s Pastoral Lead for other concerns.
Please contact the SENCo or Assistant SENCo's for concerns related to SEND:
Mr L. Trout SENCo – lt@bwh.staffs.sch.uk
Mrs L Powell Assistant SENCo – lpo@bwh.staffs.sch.uk

Mr L Trout SENCo – lt@bwh.staffs.sch.uk

The SEN Governor is Mrs. Jan Gormley. The role of the governor is to:
Help raise awareness of SEND issues at LG meetings.
Monitor the quality and effectiveness of SEND provision in the academy.
Work with the SENCo to develop SEND policy and provision in the academy.

There are three MAC SEND governor meetings held each year.
Termly meetings are held between the SEN governor and the school SENCo.

We recognise that all pupils have the right to be involved in making decisions and exercising choice in their education where that is possible. Students are encouraged to take part in Pupil Voice activities in school; to regularly evaluate their work and learning in lessons; attend review meetings and contribute to setting targets. Open dialogue between pupils and key adults, such as the form tutor and Pastoral Lead is encouraged. Pupil voice can be captured during form time, Pastoral sessions, at learning passport review meetings, at extra-curricular activities, and clubs.

We welcome parents to support us and parents are frequently asked to provide their views and feedback at Passport review meetings, annual review meetings and in parental surveys.

Pastoral Leads meet with families to offer support and signpost services. The SENCo and Assistant SENCo's work with families of students with SEND and other families to provide support and guidance. Referrals are made to external services eg CAMHS, Early Help, SEND and Inclusion hub, Autism Inclusion when required.

All students are encouraged to take part in a wide range of extra-curricular clubs and activities and all clubs, activities, and trips are available to all students. All students are encouraged to fully immerse themselves into school life by participating in eg pastoral sessions, workshops, dropdown days, transition days, school productions, sports day, camps, residential trips, Duke of Edinburgh award scheme, work experience. Reasonable adjustments are made to facilitate any additional needs and no student is ever excluded from taking part in activities because of a special educational need or disability.

The School is accessible with yellow strips on stairs for visually impaired students, handrails and toilets for the disabled.

There is a disabled spot marked and located next to Reception.

The link to the Blessed William Howard Catholic School Disability Access Plan on our website is:
Blessed William Howard Catholic School_Policies

The link to the Blessed William Howard Catholic School Equality policy (based on the Equality Act 2010) is :
Blessed William Howard Catholic School_Policies

Sensory needs are met according to individual requirements e.g. use of ear defenders, early movement between classes, access to safe rooms, time-out cards. The SENCo or Assistant SENCo's work with students who have these requirements to ensure that reasonable adjustments were made for them.

Translators are used as required to support EAL families.

Please find the link to the Schools Admissions Policy

The school open day is held in September each year. Families have the opportunity to tour the school site, meet with the staff and with other students in school.
To arrange a visit to school, please contact office@bwh.staffs.sch.uk

The School has close links with its feeder primary schools and many primary school sporting and musical events take place at the school.
Pupils from as early as Year 3 take part in a host of events including religious retreat days, science and maths days, and MFL days.
All Year 6 come to the school for an Induction period in July prior to starting the school in September. The Pastoral Team and the SENCo visit the primary schools in the Spring and Summer terms. Early transition visits may be arranged for more vulnerable students at the request of the primary school. The SENCO is involved in Year 6 annual reviews for students with an EHCP.

Parents/carers are invited to a meeting at the School and are provided with a range of information to support the transition between key stages.

Preparing for adulthood:
Parents/carers are invited to evenings regarding post-16 choices and careers evenings from as early as Year 8. Students are invited to taster sessions and tours of the Sixth Form when they reach Year 11

For students transferring to a different choice of school/ post 16 School, the SENCOs will liaise and share information in order to ensure a smooth transition.

You may wish to contact the SENCo/Assistant SENCo's if you feel that your child needs the support of a specialist service.

Some support services available to parents include:

The SENDIASS Staffordshire Family Partnership is for parents and carers of children and young people ( aged 0-25 ), with special educational needs and disabilities, and children and young people ( up to 25 ) with SEND can be contacted on www.staffs-iass.org. They offer information, advice, and support about education, health, and social care issues to support Staffordshire’s SEND Local Offer.
The Staffordshire Local Offer can be found: https://www. staffordshire.gov.uk/Children-and-earlyyears/hildcare-providers-and-professionals/SENDD-Local-Offer.aspx

Independent Parental Special Education Advice (IPSEA) http://www.ipsea.org.uk/
British Dyslexia Association http://www.bdadyslexia.org.uk
Child and Adolescent Mental Health Service (CAMHS)
https://combined.nhs.uk/

Staffordshire Autism Inclusion Team
https://www.facebook.com/Staffordshire-Autism-Outreach-Team-112695317037942/

The Blessed William Howard SEND Information report is updated annually. The latest update was March 2023.

Dialogue between parents and the school is actively encouraged in order to resolve any problems at an early stage.

Initially, all complaints from parents or carers about their child’s provision are made to the SENCo or Assistant SENCo, who follows this up with the relevant staff. However, if a parent or carer is not satisfied with the response given, the complaints procedure outlined on the school’s website may be followed.

The School’s Complaints Procedure can be found on the website: