As an inclusive school, The Co-operative Academy of Leeds strives to ensure that all students are able to succeed. The Academy endeavors to support students master basic literacy and numeracy skills as well as developing life skills in preparation for post 16 studies.
All staff use their best endeavors to ensure students with SEND receive the support they require and engage in activities alongside pupils who do not have SEND. Our aim is to ensure high quality teaching is delivered which is differentiated and personalised. This takes the form of reasonable adjustments in lessons. If needs cannot be met in the classroom, additional support is implemented following the graduated approach model (assess – plan – do – review) which may include individualised or specialist interventions via withdrawal groups or delivery of alternative curriculums.
The Academy places a high emphasis on student progress and as such regularly monitors attainment and soft skills. This is conducted through regular reporting cycles. Standards of SEND are quality assured to maintain high standards of teaching and learning via DOTTs (Developing Outstanding Teaching Teams) and learning enquiries. The SEND team ensures all staff are regularly updated with the individual needs of SEND students and are aware of strategies to support them via the additional needs registers, pupil profiles and regular continued professional development.
Our SENCo, Kamran Ayub, is a qualified teacher and has gained the National SENCo Award. He is also the Designated teacher for Children Looked After (CLA). He leads the SEN team and updates the Academy Leadership team on a regular basis.
The SEND notional budget is utilised in a number of ways: a proportion of this is used on staffing to support students with SEND. Additional resources are acquired through the SEND budget which may include specialist material and programmes.
We ensure students with a high level of Funding For Inclusion (FFI) receive additional support in the nurture/foundation learning groups, additional intervention support, access to our Learning Support Unit or additional input from specialist services, where applicable.
Curriculum, Teaching and Learning
We offer a wide curriculum to allow our students the best opportunity to fulfil their potential. We prioritise embedding essential foundation skills with an emphasis on literacy in all subjects.
All teachers are expected to differentiate learning activities accordingly. Students at KS3 take part in additional literacy based programmes including Lexia, Read Write Inc and Accelerated Reader which are incorporated into English lessons. Students at KS4 have the option of choosing subjects of interest which may also include vocational studies at college. Some of our foundation learning cohort are encouraged to take part in a range of suitable programmes to focus on the application of skills in the ‘real world - these may include Functional Skills, BTEC courses, Step-up qualifications, ASDAN and Prince’s Trust.
Furthermore, we offer a multitude of specialist additional interventions to enable our SEND students to make appropriate progress. These may be delivered as withdrawals in nurture groups, the Learning Support Unit, small groups or 1:1.
To support transitions to our Academy and to post 16 studies we offer an extensive package including taster days, summer school and additional visits for identified students.
Regular formative assessments are conducted by teachers throughout the year and results are reported in line with our data collection points. We use a graduated approach which is underpinned by high quality teaching. Teachers differentiate accordingly to meet the needs of students. If students are underachieving, additional support is deployed and follows the cycle of assess, plan, do, review. Attainment data is shared with students and parents regularly.
Continued Professional Development
All classroom based staff take part in CPD training during INSET days and through additional twilight - learning plus sessions. Classroom based staff are also encouraged to participate in various CPD opportunities to develop their expertise.
The SEND team works closely with professionals from the local authority including the Educational Psychologist and SEN Officer, and attend various training courses. The team also liaise with the speech and language therapist and the STARs team to provide specialist support for students with communication needs.
A number of staff also work closely with targeted support services. Through this they are able to identify and support families who require ‘early help’.
Partnership with Other Agencies
The Academy works collaboratively with the chain of Co-operative Academies to share good practice and expertise. We engage with a number of external agencies to ensure our students’ needs are met including SENSAP, SENIT, CAMHS, STARs, SaLTs, DAHIT, social services, guidance and support cluster team, access arrangements assessors and Leeds SEND information advice support service.
If you think your child may have Special Education Needs or you require additional information please contact our SENCo, Kamran Ayub on 0113 380 7958 to arrange a meeting to discuss your views.