Overton Grange Statement of Provision

Overton Grange Provision Statement  [External Link]

Overton Grange Hearing Impaired Pathway

Overton Grange ASD Pathway

1. School/base Expertise and Capacity

2. Student numbers

The base is currently funded for five HI EHCP students; this funding is given to the base regardless of the numbers of HI EHCP students actually in school.  There are an additional two part funded HI EHCP places; these places are part funded and attract full funding if they are filled by a HI EHCP student.

We currently have five EHCP students and three students with HI who are not at the EHCP level.  We support these using their notional £6K with the ability to access the specialist services which the full and part funding has already paid for.

We do not run a class dedicated to HI students.  Each student attends mainstream lessons for as many lessons as possible with additional support as required.  Some students do attend Teacher of the Deaf sessions but this is decided in conjunction with the student/parent(s) and, therefore, each student's level of support differs.

3. Aims and Outcomes

To allow HI students to make academic progress against their own targets.  

To offer HI students better access to their classroom and curriculum with extra in class support and pre and post teaching. The aim is to have the students in as many mainstream lessons as possible.

To allow understanding of the deaf communities, organisations and understand Deaf culture and identity.

Curriculum adaptations

We run a KS4 option block, replacing a GCSE, for HI students.  This allows a level of pre- and post-teaching, a chance to investigate what strategies are working and not working, consolidation and interleaving and a break from the demands of academic pressure (which is more demanding for most HI students as they have to work harder to receive the information). This option is not just for HI students with an EHCP, although they do form the vast majority of the places taken.

At KS3 we put in place discreet ToD lessons, normally in place of some music or MFL classes.  We do not remove students from all of these lessons to try to keep as broad and balanced curriculum as possible.  This offer is not just for HI students with an EHCP, although they do form the vast majority of the places taken.  These lessons are primarily used for pre/post teaching with the added benefit of giving the student a ‘friendly face’ to speak to if there are barriers to learning in the mainstream lessons.

1. School/Base Expertise and Capacity

2. **Student numbers: **

The ASD provision which will open as of September 2025 and is currently funded for 5 students with EHCP’s.

Over the next 5 years this number will increase to 25 students. 

3. **Aims and Outcomes **

The aim of the provision at Overton Grange School is to provide a bespoke learning environment for students with a diagnosis of ASD and who require a tailored learning environment to their peers. This will be provided with a class of no more than 6 students and with additional support staff. 

All pupils attending Overton Grange School  have an entitlement to a broad, balanced and relevant curriculum. Accordingly, Overton Grange School  is structured to provide those pupils with consistent, proactive support for executive functioning with the intention, with this support, they will develop independence and self-regulation, which may include independent travel, independent access to learning, self-advocacy and independent community inclusion with peers.

Curriculum adaptations

All pupils attending the provision at Overton Grange School will be able to learn within a small group setting of pupils working, as described above, at broadly key stage 2 standards and who will benefit from a smaller, calm  and more nurturing educational environment of class sizes of approximately 5-6 pupils. Pupils need to be able to benefit from a delivery model which includes access to subject-specific teaching in specialist teaching areas across the school.

It is expected that pupils attending the ASD Provision will, by the time they reach Year 11, be achieving accreditation within the range of entry level 2, 3,functional skills and where appropriate GCSE qualifications so that at the point of school-leaving they are able to move on to further education. 

We will also put in place additional courses such as The King’s Award to help develop students' social and personal communication as well as developing resilience and confidence.

4. Provision

Provision includes:

• A Teacher of the Deaf (ToD).

• British Sign Language (BSL) trained Teaching Assistants (TA).

• Acoustically sympathetic infrastructure.

• Note taking for the Deaf -  in terms of TA support. Higher level BSL professionals bought in to support specific students.

• A ‘Deaf Aware’ setting where the mainstream teachers are both capable in their own right but also able to seek advice and support from experts in the field.

• Equipment checks and assistance.

• Liaison with parents for EHCP AR, termly reviews, ad hoc meetings.

• Deaf Aware school – HI students talk to their peers in a formal setting (tutor periods) to explain deafness and how to help.

• Explanations and guidance on how to use Radio Aids for students.

Therapies Provision

Speech and Language Therapy – provided by / bought in from COGNUS.  The utility of a BSL trained therapist with experience of working with HI students is incalculable.

Scheduled SIS reviews – this is of both EHCP and SEND students with an ability to call for additional advice or assessments where we believe there may be a gap in our knowledge.

Local Authority peripatetic ToD visits, both for specific teachers and general advice around improving practice.  These visits also help our ToD, who is not yet qualified, to ensure that we’re providing the most suitable level and type of support.

Preparation for Adult Life

Social communications and interaction audits – we use both the SaLT and the ToD to assess social communications and interactions skills, in both a formal and informal manner, to determine what (if any) actions are required to bring the HI student up to the level of their peers.

Social communications and interaction training.  This is determined by the audit (see above) and can be delivered either by a BSL trained TA, in a group setting with other HI students, the ToD (normally as part of the ToD extractions) or as part of a time-limited SaLT programme.

Introduction to deaf community and organisations.  We signpost, facilitate and arrange meetings with groups and organisations.  We are hoping in 2021-22 to host the BSL courses for the Local Authority. 

Careers advice – although this seems somewhat self-evident we offer the same careers advice to students with HI barriers at both KS4 and KS5.  This is significant because we are finding that some KS5 students have had no careers advice prior to coming to us.

Enrichment / social activities

• BSL courses

• Facilitating access to deaf societies and clubs outside of school

• Pen pal connections

• smiLE therapy (SaLT)

• Deaf Awareness training for whole school

• Deaf role models into school

• Boccia club / Panathlon

• Deaf social club

Support staffing (per week per class, on average)

• We currently have  have a ToD 3 days a week. 

• We have one BSL trained Teaching Assistant who spends 30% of their time with HI students (remainder spent with non-HI students)

D. Provision

Provision includes:

• Qualified SEN teacher to provide core teaching at KS3.

• Teaching base to avoid multiple room changes. The room will be low-arousal and have minimal distractions, incorporating visual support for students and  have sensory-friendly elements to promote comfort and focus. 

• The room will be laid out with workspaces that are tailored to individual needs and where possible interests with an allocated timeout area for re regulation. 

Therapies Provision

Pupils attending the Overton Grange Provision will typically require input from therapists in accordance with their EHCP, which is likely to include SALT and OT. Pupils are also likely to benefit from support for mental health and well-being via CAMHS.Advice and guidance provided by the therapists will be shared with ASD TA’s who will continue to build on the skills during 1:1 sessions. 

Preparation for Adult Life

Social communications and interaction audits – we will use both the SaLT and OT specialists to assess social communications and interactions skills, in both a formal and informal manner, to determine what (if any) further actions are required to bring students up to the level of their peers.

Students will have access to a bespoke careers program to support their education at each key stage. 

Enrichment / social activities

All students at Overton Grange have access to a range of enrichment activities and students within the provision will be encouraged to participate in all aspects of the school enrichment program that they express interest in. 

Support staffing (per week per class, on average)

Ratio of 1 classroom teacher to 5-6 students.

TA support.

5. Admission Process

**Criteria for Admission **

Students attending the provision will have mild to profound hearing loss and support will be provided accordingly.

E.  Admission Process

**Criteria for Admission **

Students attending the ASD provision base at Overton Grange School will have a diagnosis of ASD and whose prime area of SEND is ASD. Pupils attending Overton Grange School will typically be working at pre key stage 2 standards and certainly no lower than pre key stage 1 standard

6. Review of student provision

We use the Assess-Plan-Do-Review cycle where the provision for each student is looked at and reviewed in light of the student's progress.

Every student will have an Annual review of the EHC Plan with any recommendations for change being made. 

7. **Outreach Commissioned **

Not at the moment and no plans to do so.

8. Funding and moderation processes

The funding process will remain on a per pupil basis, as a whole school methodology would not be appropriate for those settings with very low numbers of commissioned places.

**H. Funding  and Moderation processes **

The funding process will remain on a per pupil basis, as a whole school methodology would not be appropriate for those settings with very low numbers of commissioned places.

9. Transition Processes

We meet with primary schools to ensure that we replicate their provision where possible.  We have links to most colleges in the area and help students with their college applications where possible with follow-up visits for some students.  We also have a strong tradition of Hearing Impaired students going on to our Sixth Form.

1. Transition Processes

We meet with primary schools to ensure that we replicate their provision where possible.  The SENDCo will aim to attend Y6 annual reviews to ensure that continuity is provided. Opportunities for students to visit the provision several times before starting will be put in place and for members of the provision team to visit the young person in their current provision will be in place. As students progress through the school the SEN team will support college applications where possible with follow-up visits for some students. This will build on the links we already have as a school.