Framwellgate School Durham

Framwellgate School Durham is a large mixed 11-18 Comprhensive School to the north of Durham City centre.

We have a tradition of high attainment and rapid progress for our students both at GCSE and A level. We believe that this is founded on a track record of outstanding provision and high quality pastoral care. We achieve results through a balance of traditional academic rigour and pragmatic innovation and are a school that delivers more than examination results. There is an exceptional range of opportunities available for students to engage with beyond the classroom.

 

 

When is it on?

Time of day
Morning
Afternoon
Session information
Monday to Friday

Who to contact

Contact name
Kerry Lawson
Contact position
Receptionist
Telephone
0191 386 6628
E-mail
enquiries@framdurham.com
Website
Framwellgate School Durham

Where to go

Address
Newton Drive
Framwellgate Moor
Durham
County Durham
Postcode
DH1 5BQ

Other details

Related links
Ofsted reports

Local Offer

Local Offer description

Principles

Framwellgate School Durham is committed to working to provide an education that includes and stimulates all children, regardless of ability. The school has students with a wide range of abilities and different needs and endeavour to include them in all activities, providing them with the opportunity to fulfil their full potential. They recognise that some students will need extra support and adaptations to remove barriers to learning in order to access the school curriculum and to participate in school activities. The work of the Achievement Centre and its staff is central to overcoming these barriers to learning.

The Achievement Centre

The Achievement Centre has a pivotal role within the school in removing barriers to learning so that all students are able to maximise their potential and is characterised by the flexible approach to teaching and learning it offers those students struggling to fully access the school curriculum. The availability of a range of  flexible and diverse staff (including external professionals) ensures a swift response in the development of intervention strategies for students experiencing difficulties. Pupils accessing the Achievement Centre are those who have difficulties including behaviour, SpLD (ADHD, Dyspraxia, Dyslexia, ASD etc.), SEN, medical conditions, attendance, school refusal and other emotional vulnerabilities. The policy on SEN and Inclusion articulates some of the aims and purpose of the Achievement Centre in supporting students with SEN or additional needs.

Further details can be found on the school website.

Contact name
Denise Forrest
Contact telephone
0191 386 6628
Contact email
achievementcentre@framdurham.com
Links
Local Offer

How do you identify Special Educational Needs and Disabilities (SEND)?

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?

Identification of pupils on the SEN Register

Several sources of information are used to identify pupils with SEN before they join the school in Year 7.

  • Primary school records and close liaison between primary and secondary teachers
  • SATs results provided by the County database
  • Discussions with parents of prospective pupils during the summer term
  • Information provided by external agencies; One Point Service, Educational Psychology Service, Social Services etc
  • Information gained during attendance at Annual Reviews of EHCP Children in Years 5 and 6.

Children with identified needs are entered on the SEN register.  Pupils Profiles are compiled for staff, ready to use during the first half term.

During the first term further information is gained from:

  • Reading and spelling testing
  • Half termly meetings between the year group pastoral team and SENDCo identify any students who may be struggling and need additional support. These students are placed on the monitoring register.
  • A small number of children previously unidentified as having special needs may emerge at this stage.  Individual cases will then be further investigated and may, after discussion with parents, result in the pupil being added to the SEN register
  • Staff are able to consult with the Achievement Centre Team at any time when they are concerned about a pupil’s progress.
  • Parents are encouraged to contact the Achievement Centre at any time if they are concerned that their child has SEND.

How will you support my child with their special educational needs and disability?

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

Outline of Provisions

A wide range of provisions are coordinated through the Achievement Centre to support the delivery of Quality First Teaching during lessons and to implement personalised learning programmes for individual students. These include:

In-class support

Achievement Centre staff provide in class support for students with EHCP'S and are also involved in coordinating information used to inform annual reviews and keep staff updated with regard to students' difficulties.

Intervention

We limit the number of interventions offered as students need to miss lessons in order to attend. However, we support students academically and with SEMH issues through a number of short-term programmes.

Reading intervention – a one-to-one six week programme which identifies issues with phonics and spelling and teaches strategies to support reading and spelling. Students will be reassessed after six months to ensure they are continuing to make progress.

Maths intervention – individual or small group programmes, covering basic skills, dependent on need.

Social Skills - a short programme tailored to meet the needs of those individuals who continue to experience communication and social difficulties.  The programmes focus on the further development of verbal and non-verbal communication skills, awareness of self and others in various social contexts and building and maintaining friendships/relationships. Emotional resilience – a six week programme to develop self-esteem and help students understand their emotions. Thrive – a personalised programme of support for those students who have gaps in their emotional development. This programme is tailored to an individual’s needs so sessions may take place individually or in a group; the programme may last a few weeks or may be ongoing. 

Alternative Curricula

Some students in Year 8-11 who struggle with learning or motivation follow alternative curricula. These include:  

The Work Related Curriculum in KS3-4 focussed on developing key skills such as Working with Others, Improving Own Learning and Problem Solving.

External professionals

External Professionals including Educational Health Needs, Onepoint, Crisis Response,  Emotional Resilience Nurse provide one to one or small group intervention for targeted students in the Achievement Centre.

Extended Schools

Activities are offered by the Achievement Centre for students to access during unstructured parts of the day

Safe Haven: The Achievement Centre acts as a safe haven for vulnerable students and is a popular choice for such individuals, as it is a suitable place to eat lunch whilst getting to know others. Sensory equipment is available for students who need sensory input at break and lunch time.

Homework club: This facility is open to all students on the SEN register for three afternoons a week until 4pm. Staff are on hand to assist with the completion or planning of homework.

Sensory area: A sensory tent and sensory equipment is accessible throughout the day for students who need a sensory break.

 

How will you make sure my child's education meet their needs?

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

Access to a Broad and Balanced Curriculum

All pupils at Framwellgate School have the right to access to a broad and balanced curriculum (National Curriculum).  The SEND philosophy places SEND students at the heart of personalising learning and our curriculum is tailored to meet individual pupil needs.

Access to the curriculum is gained through Quality First Teaching, the differentiation of work using a wide variety of teaching and learning styles and where appropriate, the use of ICT resources. At times modifications to the curriculum may be implemented to maximise learning. Strategies for groups of students include flexible groupings and KS4 pathways which are relevant to students’ needs including a work based learning curriculum.

The Achievement Centre Team support the learning of students with SEND within the classroom wherever possible but for a small number of pupils there is a requirement for more intensive intervention. Applications are made to examination boards to obtain access arrangements when appropriate.

How will we know my child is progressing?

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?

Assessment of pupils on the SEN Register.

Pupils on the SEN register are assessed along with their peers within lessons.  A variety of means are employed, including National Curriculum Attainment Targets, subject specific topic tests, examinations and teacher assessments. 

When appropriate, pupils on the SEN register may be  given help with the reading of instructions, given additional time or in exceptional circumstances provided with a scribe.  Similar provision may be applied for when taking external examinations.  This is initiated by recommendations from classroom teachers followed by assessment by the SENCO.

Pupils with suspected specific learning difficulties (Dyslexia/Dyspraxia), can receive more extensive testing within school in order to establish the nature of their strengths and weaknesses.

Further assessment may be carried out by Advisory teachers from the Learning Difficulties and Disabilities Inclusion Service and/or the Educational Psychologist.

A member of the team will contact parents informally as soon as they are aware of a problem. On a more formal basis communication between the school and home is organised as follows:

  • Annual Review Meetings are held for pupils with an Education, Health and Care Plan (EHCP)
  • Parents kept informed of their child's progress twice a year through the schools reporting system
  • Parents of children on the SEN register are invited to make an appointment for a SEN review meeting three times per year. This takes place remotely through the online Parents Evening system.
  • Parents are asked to keep us informed of any conditions which are likely to need special consideration.Parents are asked to help with extra reinforcement activities at home.  Advice can be provided by the Achievement Centre if requested by parents.
     

How will you support my child's overall wellbeing?

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

Procedures for supporting overall well being

Each year group is allocated a pastoral manager and head of year who remain with that year group throughout their time in KS3-4.

The Achievement Centre and Pastoral Team have extensive procedures in place to supporting the well being of students.  

The Achievement Centre, as a building and as a concept, is about support and guidance. This facility is used extensively before and during the school day (both the structured and unstructured elements of the day)

Several intervention programmes focus on Social, Emotional and Mental Health issues.

A full-time Emotional Wellbeing Worker is able to offer individual sessions for students experiencing difficulties.

The school’s staffing structure provides clear lines of responsibility for transition periods such as Year 6 to Year 7 and Post 16 progression.  There is clarity about roles for Child Protection and supporting Looked After Children.

There are clear procedures for responding to poor behaviour, racist incidents and Child Protection concerns.

The deployment of Pastoral Managers to areas of targeted intervention.  For example, students at risk of becoming NEET and those with attendance issues.
The implementation of disability equality issues by the Achievement Centre Team.

An Anti-Bullying Ambassador Team coordinated by the Emotional Wellbeing Worker.

 

What specialist services and expertise is available at or accessed by the staff?

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

External Agencies

The school enjoys good working relationships with a wide range of external agencies in order that our dedicated SEND and pastoral team can provide ongoing, holistic care to students and their families. Examples include:

Other services such as the . Emotional Wellbeing Worker and Parent Support Adviser have bases in the school and provide additional layers of invaluable support to both our parents and students.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Provision for Staff Development

There is an ongoing programme of staff development with regard to helping teachers to develop the skills required to meet the needs of children with SEND.

  • SEND issues form part of whole school CPD Programme on a regular basis
  • County based in-service training opportunities are attended as requested by the SEND team subject to budget limitations
  • All new members of staff and ECT’s attend an Induction Session on SEND issues and the Achievement Centre
  • Student teachers also receive SEND induction
  • The school supports the acquisition of advanced qualifications in SEND studies for members of the Achievement Centre Team
  • Support and Advisory Teachers are enlisted from the Learning Support Service to provide assessment and guidance in the fields of Specific Learning Difficulties, ASD and Sensory Support (for visual and hearing impaired pupils)
  • A wide variety of expertise in health issues is sought from the School Nurse, Clinical Medical Officer, Occupational Therapists, Physiotherapists and Speech and Language Therapists
  • Advice is sought from the LEA SEND Services regarding procedural issues

What activities outside the classroom will there be?

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

There are a multitude of extra-curricular activities on offer including school trips which are accessible to all. When the need arises members of the Achievement Centre Team are assigned to provide support in order to ensure all SEND students are able to participate.

 

 

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school has undertaken an accessibility audit and work on improving the physical environment of the school is ongoing.  Parts of the school building are inaccessible for students with mobility issues so these students will be allocated lessons in downstairs classrooms.   A new school building, scheduled to open in 2025 will have full disabled access.

The Achievement Centre Team supports pupils with disabilities who wish to participate in after school clubs, leisure and cultural activities including school visits.

What is available to help my child with their education?

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

Funding

Funding for SEND is focussed on work of the Achievement Centre and is delegated so that the multitude of provisions outlined in the Local Offer, are available to those students who are in need of intervention. The main areas of expenditure include staffing of the Achievement Centre, provision of specialised resources, investment in learning programmes (including ICT), funding enrichment opportunities, enlisting external expertise and provision of continuous professional development.

What support can I expect for my child?

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

Criteria for support allocation

All pupils are taught when appropriate in mainstream classes.  Achievement Centre staff provide in class support, small group withdrawal and individual support to pupils in response to their particular needs.  It is also the school's practice to use sixth form students to help with lower school classes, as part of their supporting studies programme, where appropriate.

All students with an Education, Health and Care Plan have  support within the school. Reference is made to the terms of the EHCP to provide a balance between in-class support, small group withdrawal or occasional individual support.  Safety support is provided for practical activities by arrangement with the Achievement Centre.
 
Key Stage 3 - The majority of withdrawal is focused on Key Stage 3, Students who are working below age related expectations may be placed into the Transition Class. This class aims to cover the same curriculum content as other classes but the students are taught in a smaller group, with an additional adult present in the majority of lessons.

Key Stage 4 - In Key Stage 4 curriculum pathways are offered which provide an appropriate level of study together with support where necessary.

Key Stage 5 - Sixth former students continue to be supported with regard to their exam entry needs.

How will I be involved in my child's education?

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

Parental Involvement

The school try to work closely with parents of children on the SEND register, both informally and in formal situations. The Achievement Centre tries to ensure that all parents feel welcome to discuss their child's needs or concerns whenever a difficulty arises. The first point of contact should be:

Phone: 0191 3866628) or
E-mail: achievementcentre@framdurham.com

Similarly a member of the team will contact parents informally as soon as the school are aware of a problem. On a more formal basis communication between the school and home is organised as follows:

  • Annual Review Meetings are held for pupils with an Education, Health and Care Plan
  • Parents are kept informed of their child's progress twice a year through the schools reporting system
  • Parents of children on the SEN register are invited to make an appointment for a SEN review meeting three times per year. This takes place remotely through the online Parents Evening system.
  • Parents are asked to keep us informed of any conditions which are likely to need special consideration
  • Parents are asked to help with extra reinforcement activities at home.
  • Advice can be provided Achievement Centre if requested by parents.
  • Complaints arrangements

Parents concerns about SEND provision will always, in the first instance, be dealt with by the SENCO, but should they wish to take a complaint further, it would be dealt with by a member of the Senior Management Team or the Headteacher.  Parents have a right to express their concerns and all complaints are responded to as quickly as possible.  Should a parent wish to take matters further, they have the right to forward their complaint to the Governing Body and ultimately to the LEA.

My child is going to be starting or leaving soon, how will you help them?

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?

 Transition

The period of transition is an important part of a student’s life and the Achievement Centre works closely with primary schools, through Pupil Review and Transition Meetings, to make sure the bridge between primary and secondary education is a smooth and informative process which allows for an easier transition for not only students but staff and parents also.  All information shared during this process is compiled into an individual pupil profile with the aim of identifying student’s needs and providing detailed information for class teachers and support staff to help personalise learning. 

All students identified as being vulnerable or on the SEND register are provided with additional arrangements which provide them with further opportunities to meet new people, learn the layout of the school and express any concerns they may have.  These arrangements may include site familiarisation tours, a chance to meet with current students and key staff (Coordinators of Learning, Tutor, Pastoral Managers, LSAs or the SENCO) and opportunities to take part in some practical lessons such as Technology and Science

On initial entry to the school vulnerable students are closely supported and monitored over the first term to ensure they are accessing the curriculum and are managing with the challenges of a new school.  Access to Pastoral staff and the Achievement Centre is available on a day-to-day basis in particular during unstructured parts of the day.  

As students progress through school, transitions at key times (Years 9, 11 and13) are careful managed to ensure all options are carefully considered so that informed choices are being made about future education.

When a student on the SEN register leaves mid-way through their school career, all documentation is forwarded to the new school.  A minimum set of documents is kept in case of future queries.

Requests for information regarding a student’s SEN from FE institutions are followed up once permission has been sought from the individual concerned.

Pupils are made aware of the alternatives available to them for post-16 education with the help of the One Point Service.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.

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Address: Newton Drive  Framwellgate Moor  Durham  County Durham

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