Ian Mikardo School

Ian Mikardo School has not been reviewed by The Good Schools Guide.

Special Education Needs Survey

SEN Statement

Ian Mikardo high school is a day special school for secondary age boys with severe and complex social, emotional and behavioural difficulties (SEBD). All the boys have statements of special educational need and all had significant difficulties settling to learn in their previous schools. Many were excluded. A high proportion experience extremely challenging circumstances outside school and remain vulnerable. Many boys are of average ability overall but have achieved poorly in their previous schools and a relatively high proportion experience literacy difficulties. Also, when they start at the school, many have fallen behind in their basic skills because of poor attendance and concentration. There is high mobility in the pupil population and many join the school after Year 7. The school has seven boys who previously attended residential special schools. The school is situated in the London Borough of Tower Hamlets which is rated 4th highest nationally in the index of deprivation e.g. pupils eligible for free school meals are double the national average and poor health is significant in the Borough with life expectancy below the national average.
Attainment:
100% of our students have Statements for SEN SEBD
100% of our students were identified in their Statements as having difficulty remaining on task with poor levels of concentration and high levels of anxiety
92% of our students were identified in their Statements as operating at a level below their age and ability in literacy
42% of current student population had reading ages below 7 on entry to the school.
Social and Economic Background
91% families of benefits 77% single parent families
45% attached to YOT
42% current Social Services involvement
42% attending CAMHS
42% students receive home to school transport arranged by LB Tower Hamlets
42% mobility between January 2004 and January 2005
40% attendance highlighted as a significant problem in previous educational setting
31% students have significant bereavement issues
25% students are picked up from home by Ian Mikardo mini-bus daily
22% student families living in overcrowded conditions
14% LAC
14% previously attending residential SEBD school
11% on medication for diagnosed psychiatric conditions
2% at some time CP
2% excluded from SEBD Residential schools

The ethnic make up of our students January 2006 is 3.5% Bangladeshi, 10.5% Caribbean, 73.5% White UK, 17 % other black, 3.5% Somali, 7% Turkish, 3.5%irish and 3.5 % other Asian. Although the ethnic mix as a whole does not accurately reflect the ethnic mix of the borough, the ethnic mix as a whole has altered in the school since 2002.

The school motto is, ‘Come with a past, leave with a future’. It is located in the London Borough of Tower Hamlets which is rated as having the fourth highest level of deprivation in the country. The school works very effectively to address the negative experiences many pupils have had in their previous schools and sets them on the road to much brighter futures. It improves the life chances of many vulnerable pupils by restoring their self-esteem and helping them to see themselves as learners with potential for achievement both in school and beyond.
At IMHS we see our task as providing an entitlement to excellent educational opportunities to every student. We want the school to be a place in which the young people take pride and feel ownership.
We want every young person to leave Ian Mikardo with qualifications and skills which will enable them to enter the job market and/or continue with their education. A further, but related aim is to prevent the slide into offending behaviour and the juvenile criminal justice system of vulnerable young people whose chronic non-attendance and disaffection with school as well as home circumstances put them in a high category of risk.
We have a range of professionals working in the school. The Deputy Head for inclusion is a qualified Senior Social Worker. There is a professional hairdresser, an artist, a drama therapist, two local professional DJs, a qualified carpenter and a psychologist. The teaching assistants are most drawn from the local community many of whom began working in the school as volunteers. These teaching assistants are fantastic role models for the students of life-long learning.
The current head teacher, Claire Lillis, was appointed in Summer term 2002. The school had been in special measures since October 2001 and was in serious weakness for two years prior to this. In March 2004, the school was removed from special measures, a term ahead of the predicted date, by the HMI Team responsible for monitoring.
In June 2006 an HMI ofsted inspection rated the school as outstanding.

Autistic Spectrum Disorder

Behavioural Difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Attention Deficit Disorder Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

Genetic and related Disorders

Learning difficulties

Specific learning difficulties

Sensory Impairment

Medical and Related Needs

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?		ALL
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.		Drama Therapist, Psychologist, Mediator, Hair Dresser, DJ, Foreign Languages, Social Worker

School Features

Curricula

OFSTED Outstanding school

SEN attributes

Has SEN unit or class

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