Special Educational Needs
The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for students with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014.
The SEN Information Report must include the following information and be cross-referenced to the School’s SEN Policy, Accessibility Plan and how the school meets its duties under the Equality Act 2010 (and updates issued in 2012).
Who to contact?
The school welcomes conversations with parents and carers about students individual needs and will strive to meet the needs of any student.
- Cognition and Learning Difficulties
- Sensory and/or Physical Needs
- Communication and Interaction Needs
- Social and Emotional Health
The name and contact details of the SENCO (mainstream schools) and further contacts where parents/ carers may have concerns.
Mrs B Donkin - SENCO
Miss L Longhorn - Deputy SENCO
Academy Policies for Identifying Children and Young People with SEN
Consulting Parent/Carers of Children & Young People with SEN to Involve them in their Child's Education
Formal arrangements have involved invites to parent/carers and students to termly Annual Review meetings, invitations to Parents’ Evenings, Open Evenings, and year group-specific forums.
Members of the SEND Team attend all Parents’ Evenings.
Informal contact is something we welcome and encourage. Some parents like to ‘check in’ with us regularly, and we also like to give informal positive feedback.
For some of our young people we have daily face to face contact with parents.
Students are always invited to attend Annual Reviews, whether their parent has been able to attend or not. Staff work with students to evaluate their provision, and each student has an Individual Education Plan.
The school has a programme of student voice in place.
Students are involved in target setting as routine in every lesson.
Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review
Every subject submits an assessment level every term, which forms part of our continuous assessment process.
Targets are set for each student in each subject and a continuous dialogue then occurs with the class teacher. Written and oral feedback forms the basis of this.
- Baseline assessments in literacy are carried ut with Year 7 students as they join the school.
- Assessments are made when concerns are expressed about special educational needs by parents/carers, students or members of staff.
- Any necessary interventions are reviewed as appropriate.
- Students are further assessed in Year 9 t inform if access arrangements are needed for examinations.
As young people prepare for adulthood, outcomes should reflect their ambitions which could include higher education, employment, independent living, and participation in society
The SENCo works closely with the primaries while students are in Years 5 and 6 to ensure we are involved in their provision and to assist transition.
The Year 7 team discuss all students transferring to us to ensure we are aware of, and able to meet any needs.
Options and careers advise forms part of Annual Reviews for student in Key Stages 4.
Our approach is one of inclusion. Our aim is always to include all students in all learning and activities. Where special consideration or arrangements need to be made they are done in a supportive manner and with the principle above as the primary focus.
Classroom teachers will differentiate for all students’ abilities.
- Information is provided to teaching staff regarding the needs of students and how best to meet students’ needs and allow full access to the curriculum. Adaptations are made to the curriculum and the learning environment of children and young people with SEN, and should include identifying and assessing an individual student’s needs;
- Ensuring staff are aware f a student’s needs;
- Providing an appropriate curriculum;
- Ensuring continuity and progression;
- Providing appropriate teaching materials and support;
- Providing effective differentiated and personalised teaching strategies.
- Nurture Groups throughout Key Stage 3.
- Alternative Pathways at Key Stage 4.
Lessons are differentiated as required and staff will use all strategies and adaptions available to them to allow full access to the curriculum.
The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured.
- Sharing and learning from the area’s special schools
- Collaboration with external agencies
- Sharing f expertise and training with our three partner schools
- Assessment data
- Parents’ Evenings
- Annual Reviews
- Parent Forums
- LSA meetings and feedback
This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.
The Student Welfare system offers support to all students. The Student Welfare office is highly visible and students can easily access it throughout the day.
The school’s Inclusion Leaders Group works closely with the Student Welfare Team to secure additional support should individual supports need specific services, for example counselling.
How the school involves other bodies, including health and social care bodies, local authority support services, and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families.
- Anti Bullying Policy
- Invitations to Annual Reviews for all relevant agencies.
- Common Assessment Framework and Team Around the Child Meetings allow the school to work with parents/carers and other agencies around specific needs.
Drop in sessions with various agencies.
The school works closely with expert external services, including the SEN Team at the Local Authority, Hearing and Visual Impairment Teams, ASD (Autistic Spectrum Disorder) Teams, the CAMHS (Child and Adolescent Mental Health Service), the hospital team, and Educational Psychologists, in order to support a range of individual needs.
In the first instance, parents/carers should contact the SENCO who will be able to provide support and resolution. If this is not possible, the complaint should be put in writing to the Head teacher, in line with the complaints policy of the academy.