We are a special school and all of our students have an EHCP that outlines their additional needs.

All out students are regularly assessed by their teachers to ensure that they are making progress. If classroom staff are concerned that a student is not making expected progress, they will adapt their teaching an consult with other staff within school for advice.

The EHCP and the transition school file for each pupil is used to create a Pupil Profile - this consists of a one-page profile; behaviour plan - pupils range of non regulated and regulated behaviours - with guidance; SEND plan, do and review - EHCP long and short term outcomes with yearly goals and provision to achieve these.
These documents are produced by the form tutor/class teacher and reviewed termly. Where appropriate subject assessments will be provided.

The EHCP is reviewed in the Annual Review Meeting, chaired by either the class teacher, member of the Middle Leadership team or Senior Leadership team.

The Annual Review will consider all sections oft he EHCP, Health and Social Care provision and needs and record progress against the EHCP outcomes. Where appropriate, teacher ho teach pupils for different subjects will comment against the outcomes and goals on Pupil Profiles.

Queen's Croft High School has an Inclusion Team and Family Support team led by Rachel Bird. The Team consists of:
-Designated Safeguarding Lead
-SENCo
-Attendance HLTA
-Interventions HLTA
This team acts as the school's link with other agencies supporting students and their families. They also co-ordinate the provision of extra interventions for our students, including the delivery of support programmes from Speech and Language Therapists, Occupational Therapists and CAMHs.

If you have concerns about your child needing extra help, we encourage you to contact the school and speak to our SENCo. We can make some adjustment to support levels within the school but any formal changes to provision would need to be agreed within your child's Annual Review meeting, together with the Local Authority.

All our school policies can be found on our website.

https://www.queenscroft.staffs.sch.uk/

We are a specialist school and all our pupils have an EHCP which outlines their additional needs. All out pupils are taught in small groups (usually 10-12 students) for all their subjects. In Key Stage 3, the class teacher is supported by a Class Teaching Assistant- who stays with the class throughout the week. In Key Stage 4 and Key Stage 5, students move to different classrooms for different lessons. This means they work with different Teaching Assistants throughout the week, but they start and end their day with their form tutor and Class Teaching Assistant.

The teacher plans the learning for each of their students based on the school curriculum but individualised to accommodate each student's needs. They also work towards the SEND:Plan, do review goals in the students Pupil Profiles which are linked to the long term EHCP outcomes. Teachers use a range of teaching approaches, including opportunities for practical learning and activities to designed to consolidate learning. Regular formative and summative assessments means that staff can quickly identify if a student is failing to make the expected levels of progress and make adjustments to their teaching.

Each students EHCP is reviewed every year in the Annual Review meeting. Parents/carers also receive an end of year report that details progress across the curriculum. We hold Parents' consultation Evening for each Year group and also extra Transition Support Evenings for students and their parents as they prepare for transition at the end of Year 11 or at some point within Post 16 (Years 12-14).Each of these formal occasions allow parents/carers to contribute to the individual plans for supporting their child. In addition, we encourage parents to contact us if they have any concerns at all.

The School's Inclusion and Family Support Team co-ordinates addition support from other agencies for our students and their families. Staff from this Team liaise closely with our team of school nurses and local providers for speech and language therapy and occupational therapy. They also work closely with staff from social care and CAMHs (Child and Adolescent Mental Health services). Sometimes, staff from these agencies will come into school and work directly with students. At other times, they will give advice and guidance to school staff.

For example, some of our students have been assessed as having additional sensory needs. Our attached occupational therapist will assess pupils and suggest a range of strategies to be used in the classroom on a daily basis. Staff from the Inclusion and Family Support Team will ensure that the classroom staff understand the strategies and have the correct equipment. Also, they will check that the strategies are being used regularly and will liaise with occupational therapist to review progress and adjust the plan if needed.

All our students are educated in small class group to facilitate differentiation. Staff individualise the support that is offered to each student within our broad range of curriculum subjects.

In Key Stage 3 classes, the class teacher overseas the education of each of their students. Our Key stage 3 classes are grouped socially and by age. Core subjects are streamed by ability within that year group.

In Key Stage 4 and 5 academic learning is monitored by the specialist teachers (e.g. English, Maths, Science) and overseen by Middle Leaders and members of the Senior Leadership Team.

In Key Stage 4, students take accreditation in the core subjects of English, Maths, Science and IT. They also have core PE and PSHE/career lesson too, Students have choice of option subjects, for example Art, Food Technology. As we are a small Special School. we have much smaller choice of options than a large mainstream school. For all of these subjects students can achieve accreditation at different levels. These include: GCSE, BTecs, Functional Skills, Entry Levels and Unit Awards.

Staff ensure that parents/carers understand which level of accreditation has been allocated to each student and kept under close review. Sometimes, a students achieves better than expected an their accreditation level is adjusted.

All students will have support from two adults in class - Teacher and Teaching Assistant; Word processing devices can be used in class if this is the pupils normal way of working and is a part of their provision (EHCP document). In terms of reasonable adjustments in exams pupils can have a range of adaptations if required such as: extra time, a reader, scribe and can use a word processing device (normal way of working).

Our Post 16 provision is for students ho would benefit from additional preparation for the move to learning in local colleges. We provide core subjects - Maths, English, Careers, PSHE and IT alongside Vocational Courses such as: Hospitality and Catering, Landbased Studies, Sports and Leisure, Retail and Administration and Health & Social Care.

Our students' pastoral needs are the responsibility of their class teacher (or form tutor in Key Stage 4 and 5 classes). We have a Pastoral Key Stage Lead for each group of students and they carefully monitor progress in this area. They are also responsible for organising the spiritual, moral, social and cultural (SMSC) learning experiences. They are line managed by members of Senior Leadership Team.

As a special school, all our funding is focused on meeting the needs/provision of our students. We are a part of Primitas Learning Partnership Multi- Academy Trust and our finances are monitored by their Chief Finance Officer.


If a student is not making expected levels of progress we will review our in-school options for providing additional support. These are deigned to be short - term interventions and may include a move to a different class group (within Keys Stage 3), additional support from the school's Inclusion and Family Support Team or extra support from class teaching assistant. The impact of these extra interventions are carefully monitored and if the student is still falling to make progress then this would be discussed with Local Authority at the students' Annual Review of their EHCP.

These discussions may result in the Local Authority allocating a different level of support for the student or a move to a more appropriate placement. As a part of the decision-making process, we would work closely with specialist support services such as the Educational Psychologist or Speech and Language Therapists. They may be asked to complete additional assessments to inform our decision.
Parents/carers are kept informed of these developments.

Our students' EHCPs are an important document as we decide the appropriate level of support for them.
We regularly review the progress of our students and if anyone is failing to meet expected progress, then we will make adjustments to or teaching first.
Parent/carers are involved in these processes and are encouraged to contact us if they have any concerns.

As a special school, all out resources and facilities are designed to support our students' SEND.
If additional resources were required to meet a student's specific needs, this would be discussed with the Local Authority within the Annual Review.

All our students have an Annual Review meeting once a year to review their EHCP.
Parents/ Carers receive an End of Year report that provides an update on their learning and progress.
We up-date our website regularly and have a School newsletter once a half term.
Class teachers will contact parents if there are any concerns about their child.
Parents/ Carers are encouraged to contact school if they have any concerns. They can email the class teacher or Key Stage Pastoral Leads. Alternatively they can phone/email the school office.
We individualise our support for our students and for their families.
We can provide daily updates via email if parents find that useful.

Teachers may give out homework and are always happy to discuss this with parents.
Student updates at Parents Evening and End-Of-Year sport include details of the next steps in learning.
We do have parent workshops for different areas of the curriculum for example: 'Phonic workshops'.

Wherever possible, our students contribute to the Annual Review of their EHCPs. They complete the Pupil Views before the meeting and where appropriate are invited to join in the last part of Annual Review. At phase transfers Year 9 and 11 and Post 16 preparing for adulthood forms are completed by the pupils.

Feedback is provided for students' in every lesson. We have six positive behaviours (GREAT) Goals, Readiness, Education, Attitudes, Talents and KERC (Kindness, Engagement, Resilience and Courage) where points can be gained and recorded for the students approach to their learning. For example 'engagement; in a lesson that they find challenging, staying on task etc...

As a special school, our whole school evaluation processes focus on provision for students with SEND.

Student and parent surveys inform this process.

We listen carefully to our parents/carers and welcome feedback at all times.

At the start of the school day, members of Senior Leadership and Middle Leadership Teams are out on duty. Students arrive 8.50am onwards.
Where needed a member of staff is available to speak to parents or carers at the start of the day.
At break and lunchtimes, Key Stage staff are on duty so that there is always a familiar adult available to support the students. At lunchtimes, there are additional clubs including - football and games club. There is a quiet area under the canopy where students can do colouring or other quiet activities. We also have outdoor gym equipment that is supervised by a member of staff for all pupils to use.
In all lessons pupils have an two adults - Teacher and Teaching Assistant- pupils are always fully supervised.
In addition, there is a designated first aider available. Across the school, there are staff trained in first aid with qualifications- School First Aiders and First Aiders at Work.
The school uses the Staffordshire system EVOLVE to plan trips off site and this is a key part of our curriculum to offer access to local community.
We have trained staff who can complete risk assessments for pupils/classes both in school and out in the community.

Queen's Croft High School believes that all children and young people should learn and develop in a supportive, caring and safe environment without fear of being bullied. All adults and students should recognise that bullying is an antisocial behaviour which affects everyone, and will not be tolerated. We role model positive relationships in our school.
Our Positive Behaviour Policy sets out our school approach, roles and responsibilities with regards to all student-bullying matter.
We provide support for pupils to improve their emotional and social development in the following ways:
-The school day includes two tutor times where pupils spend time with their form tutor and support staff. This is an opportunity to reflect together and for small issues to be resolved, so that they do not disrupt the rest of the school day.
-Parents are encouraged to contact form tutors and form support staff in the first case if they have any concerns.
-Pupils are encouraged to be part of the school council.
-We have a listening service at lunchtimes so pupils can talk to a member of staff.
-Small pupil:staff ratios ensure that staff know our pupils well and are able to support their emotional and social development.
-The curriculum is adapted to include Forest School and Enrichment & Talent Fridays.
-We have a zero tolerance approach to bullying.
Students are supported in making good choices through support from their class teams and through all aspects of the curriculum including PSHE. AT break and lunchtimes duty staff are there to support with communication and support friendships.
Development of good self-esteem and confidence is key for our students as they prepare for adulthood. This runs throughout the curriculum including our PSHE and SMSC opportunities.
We can signpost parents/carers to relevant services to support with a range of circumstances.

Queen’s Croft High School is committed to supporting children with medical conditions and follows guidance in this regard set out in the Equality Act 2010 and Supporting Children at School with Medical Conditions 2014. The school’s policy on supporting children at school with medical conditions is published on the school website. Members of the Senior Leadership Team have overall responsibility for managing the needs of children with medical conditions. They liaise closely with the School Nurse service and the community paediatric team and they lead a group of staff with personal care responsibilities in school. All staff are trained in the administration of medication and where a class team is supporting a student with a particular medical need, specific training will be given through the School Nursing Team.
Where there is a medical emergency in school, staff will follow the school protocols and support the student.
Attendance at medical appointments is authorised with proof of appointment (e.g. letter or screenshot of text appointment). The Inclusion and Family Support team work closely with the school and where appropriate a member of the team will attend appointments or provide information on behalf of the school.
Our school nurses work directly with the family of a student who needs a care plan. Once the plan is agreed, the school nurses share it with school and the staff team supporting the pupil will be made aware. Care plans are stored on the school’s information system.

Our Inclusion and Family Support Team liaises closely with outside agencies and work with the following agencies to provide support for students with SEN:
Child and Adolescence Mental Health Service (CAMHS)
Children and Young Persons Autism Service (CYPAS)
Children’s Learning Disability Team
Adult Learning Disability Team
Speech and Language Team
Teacher of the Hearing Impaired
Occupational Therapy Physiotherapy
Educational Psychology Service
Clinical Psychologists
Social Services
School Nurse

Our staff are trained in PROACT-SCIP-r de-escalation and positive handling techniques. Positive Behaviour Plans, enable staff across the school to support a pupil with their individual behavioural needs. The school focuses on using proactive strategies to support pupils. These proactive strategies that will address the pupils needs and promote progress whilst avoiding challenging behaviour.

The designated teacher supports teachers, pupils, and parents in identifying strengths and areas for development. This is closely monitored through assessment and PEP meetings. Pupils have individual targets to support any issues they may have relating to their access to education.
The Designated Teacher also attends LAC reviews where possible to be able to understand the wider issues that can impact on attendance and progress and maintains regular contact with carers.
A number of support strategies have been identified to bridge the gap for LAC and Post LAC pupils. Pupils are accessing external 1:1 tutoring for core curriculum subjects, additional IT resources have been provided, access to online learning platforms, different types of therapies have been used to support wellbeing and resources to access activities to benefit physical health in turn also supporting mental health and wellbeing.

All of our students have a class teacher in Key Stage 3 (or form tutor in Key Stage 4 and 5). They are the first point of contact for parents.

Each group of classes has a Pastoral Key Stage Lead who can also be contacted if parents have any concerns.

Our office staff team are always happy to answer queries and to identify the best person to contact.

When pupils are admitted to the school, their EHCP and their transition school file is used to create the following in-house documents;

-Pupil profile
-SEND do, plan and review – short term goals and identified strategies linked to the EHCP outcomes.
-Positive Behaviour Support Plan – triggers, preventative strategies, responsive strategies.

These documents will be produced by the form tutor/class teacher supported by the Key Stage Pastoral Lead and reviewed termly. They are shared with all staff and regularly discussed in staff meetings.

Our staff team have expertise in the following areas of SEND:

-Cognition and learning difficulties (moderate, severe and complex)
-Communication difficulties, including speech and language.
-Supporting students with medical difficulties.
-Supporting students with Autism.

Our staff access a wide range of professional development opportunities.

Our school’s Inclusion and Family Support Team liaises with other agencies including social care, CAMHs, Educational Psychology, speech and language therapy, occupational therapy and the school nurses team.

All of our students have a class teacher Key Stage 3 (or form tutor in Key Stage 4 and 5). They are the first point of contact for parents.

Each group of classes has a Pastoral Key Stage Lead who can also be contacted if parents have any concerns.

Our office staff team are always happy to answer queries and to identify the best person to contact.

Our SENCo is Emma Staples. You can contact the SENDCo through this email sendco@queenscroft.staffs.sch.uk

Also through the school office 01543 227245.

Queen’s Croft High School is an Academy and is part of Primitas Learning Partnership.
Primitas has a board of Trustees who oversee all the schools in the Trust.
Queen’s Croft has a local governing body with responsibility for monitoring the details of our school improvement and finances.

Our Chair of Governors is Katy Hope who has responsibility for SEND and Safeguarding.
Edda Harrison is our Governor with responsibility for LAC and post LAC children.

The focus of our curriculum is on developing independence for all our students. This means that we encourage them to contribute to the learning process in every lesson.
Queen's Croft has a School Council where pupils discuss and vote on school issues.
We have regular Pupil Voice Surveys.
There are also regular opportunities for students to contribute to planning events within school.

We have a Friends of Queen’s Croft group who are always looking for new volunteers.
We have Parent Governors.

Our Inclusion and Family Support Team can provide additional support for parents.
Parents can contact the School Office who will direct to the above team.

All of our school activities are open to all our students. We make sure that we plan differentiated activities and where necessary, we provide additional support for students to access them.
We offer a breakfast club and an after school club with Liberty on a Friday afternoon.
We offer lunchtime clubs to all students - such as football and games club.
Parents / carers are included in the planning for residential trips.

Queen’s Croft is a single storey building with no stairs, so almost all of our learning spaces are accessible to all students. We have two outdoor learning rooms that have a more restricted access.
We have accessible toilets and changing facilities.
We have staggered start and finishing times so that parents can drop off and pick up their children safely, as a majority of a pupils are transported by Taxi.

The pupils who have sensory needs have an adapted curriculum and use additional resources to support their needs.

All our pupils have access to all equipment within our School environment.

We work closely with our families whose first language is not English to find the best way of communicating with them. This may include the use of interpreters.
We will offer face-to-face meetings with staff and support with external agencies.

Admission referrals to Queen’s Croft are made from the SEND departments of Staffordshire and other neighbouring Local Authorities. All of our students have an EHCP. If a mainstream school has a student who they believe would benefit from being educated in a special school environment, then the school should consider requesting an EHCP for that student. Queen’s Croft High School cannot consider the placement of any student without an EHCP, unless approached by the local authority to offer an assessment place. (This would be in exceptional circumstances only.)
Most of our students are admitted to Queen’s Croft High School at the start of year 7. Some students join us from other special schools and some make the move from a mainstream school. Admissions can also be considered into other year groups or the post 16 provision. All referrals are considered equally.
Our admissions policy is updated regularly and can be accessed on our school website.

We have a two week Rota where we can provide an after school visit or a visit during the school day (specified times).
We are always happy to talk to prospective parents on the phone (or via Teams.)
Please contact the school office if you have any specific queries.
Our admissions processes are led by our Co-Headteachers (Letitia Carter and Sam Wood).
We do have an open evening where prospective parents can visit us. These are advertised on the school website.

Queen's Croft High School recognises the importance of a successful transition and that every pupil is individual.

Prior to pupils transitioning into Queen's Croft High School in Year 7, staff members liaise with their previous provision to ensure a smooth transition. This is led by the Pastoral Lead for Key Stage 3. A series of transition visits are planned which are informed by both the family and the pupil’s current setting. Where possible, a member of staff from Queen's Croft High School will attend the annual review meeting.

Transition within the school is planned for each year and every pupil is supported with the changes that they may encounter. Where there is a change in teacher there are meetings planned to hand over important information. Families are invited into school at the end of the year to meet the new class teacher so that they can be confident about their child’s transition. Where appropriate the pupils will be given social stories to support them in their transition.
We have links with Local Authorities who support Travel Training and facilitate this within school. All of these are individual programmes designed to accommodate specific needs.

Our curriculum includes Careers education throughout the school. This includes opportunities for Key stage 4 and Post 16 students to complete work experience. We link closely with our local colleges to support our students who move on to them either at the end of year 11 or at some point during post 16 (years 12-14.) Wherever our students move on to, we ensure that information about their achievements are passed on, together with our knowledge of the best way of supporting them.
Our KS4 curriculum includes access to vocational qualifications and our post 16 curriculum is focused on providing tasters of a wide range of vocational learning. We provide individualised Careers support for our students to prepare them for leaving us, this may include the use of External Career advisers. We also recognise that transitions can be a difficult time for parents of students with SEND and offer support for them too.
Developing our students’ independence is a core focus of our curriculum throughout the school. We encourage our students to work independently in the classroom and our PSHE curriculum encourages them to reflect on how they can ask for help appropriately in the world outside school. Our SMSC (social, moral, spiritual and cultural) opportunities allow students to feel part of the school community, our local community of Lichfield and also a wider awareness of their place in the national community.

We offer a variation of activities on a GREAT Friday's that prepare pupils for independent living such as cooking, shopping/using money and upcycling.

Our office staff team are always happy to answer queries and to identify the best person to contact.

Last updated: Friday 8th September 2023
Reviewed: September 2024

We encourage parents to let us know if they are unhappy about something. Form tutors can be emailed (although they will not respond out of school hours) and messages left with the school office.

Our complaints policy is on our school website. We expect parents to let us know they are unhappy about something and give us a chance to resolve issues before making a formal complaint.