SEND information report

What type of SEND does the Academy provide for?

We endeavour to meet the needs of all students with SEND. This is regularly reviewed and shared with staff through the additional needs register and is broken down as follows:


·         Moderate Learning Difficulties (MLD) – 47%

·         Social Emotional and Mental Health (SEMH) – 26%

·         Speech Language and Communication Needs (SLCN) – 16%

·         Physical and sensory – 4%

·         Medical – 7%


Moderate Learning Difficulties - Difficulties with memory, information processing, comprehension, phonological skills


  • Broad and balanced curriculum, differentiated appropriately to meet the needs of individuals
  • Taught in nurture group and/or Learning Support Unit
  • Skills lessons focused on improving basic life skills
  • Alternative KS4 curriculum/qualifications including access to college, ASDAN, Prince’s Trust and functional skills
  • Additional targeted interventions with support of specialists

Speech, Language and Communication - Difficulties with understanding and using language, social interaction, difficulties including Autistic spectrum disorder  


  • Regular input from speech and language therapists
  • Specialist withdrawal interventions
  • Socially speaking groups
  • Access to Learning Support Unit during social times
  • Visual timetables

Social, Emotional and Mental Health - Difficulties with managing emotions; displaying disturbing or withdrawn behaviour, anxiety or eating disorders, ADHD


  • Additional pastoral support
  • Targeted mentoring/ intervention sessions
  • In-school counsellor
  • Access to Learning Support Unit during social times
  • Emotional literacy curriculum

Physical, Sensory and Medical - Hearing or visual impairments and physical disabilities


  • Alternative forms of communication
  • Additional opportunities for hands-on learning
  • Adaptations made to the learning environment
  • Additional use of specialist equipment
  • Creation of risk assessments, if appropriate
  • Access arrangements including modified papers
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What do I do if I think my child or young person may have special educational needs?

Discuss your concerns with your child’s teacher, coach or contact our SENDCo directly. We pride ourselves in building positive relationships with parents/carers and are transparent with the support we offer.


Following consultations with parents/ carers and the young person, our SENDCo will gather further evidence from staff supporting your child to ensure appropriate provisions and support is put in place.


Where there are concerns around your child’s progress, a detailed assessment of need may take place to gain a full understanding of particular strengths and weaknesses. This may involve referrals to external agencies including: Educational Psychologists, specialist teachers, speech and language therapists, Child and Adolescent Mental Health Service (CAMHS) or through the support from targeted support services known as the Guidance and Support team. Where external referrals are made, prior consent will be requested from parents.


Slow progress and low attainment do not necessarily mean that your child has SEND. However, it may be an indicator of a range of learning difficulties or disabilities. In the same way, persistent disruptive or withdrawn behaviours do not necessarily mean that your child has SEND. 

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How will school enable students with SEND to engage in all activities?

As an inclusive school, the Academy strives to ensure all students are given the best opportunity to engage and succeed. Reasonable adjustments are made to support students engage in all activities which may include the use of a visual timetable, use of a laptop for written work, scribes, being seated at the front of the class and differentiated work. If there is a potential risk to a student, risk assessments are conducted and shared with parents/carers before commencement of activities. In addition to numerous extra-curricular clubs, the Academy also offers targeted extra-curricular clubs specifically for students with additional needs. These clubs include Lego therapy club, homework club, baking club and girls group.  The Academy has also run additional trips for our SEND students to Herd Farm and Flamborough Head. 


Click here to see an example of a visual timetable created to support the inclusion of a student with complex cognitive difficulties.


 

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Who will be working with the child?

Where additional support is required, our highly skilled paraprofessionals and classroom based support staff work with targeted students, individually or as part of a small group. The SEN support team are deployed according to students’ needs and have an area of expertise including autism, phonological skills, social emotional and mental health and speech and language. We also have a SEN teacher who teaches in our Learning Support Unit to provide bespoke learning curriculums. In addition, staff with specialist pastoral and safeguarding knowledge ensure students well-being needs are met appropriately. The current staff have a wealth of experience of working with a range of students with SEND; some having worked with SEND student for over 10 years.


Click here to see an example of work created by a student in our SEN department.

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What arrangements are in place for meeting parents of SEND pupils?

Regular parents’ evenings take place throughout the year including ‘meet the coach’ and pupil profile review meetings. Feedback from the pupil profile reviews was very positive from parents:


·         93% strongly agreed or agreed the pupil profile supports their child’s learning.

·         100% strongly agreed or agreed the strategies and outcomes are clear and made sense.

·         87% felt the Academy listens to and acts on their views.


Parents/carers of students who have Funding for Inclusion (FFI), Education Health and Care Plans (EHCPs)/statements are invited to review the progress of their child. All parents of students with statements/EHCPs attended annual reviews. The Academy continues to develop the dialogue between staff and parents/carers to maintain the home-school link and to promote the engagement of parents in the decision making process.


“I wouldn’t take my child to any other school because the communication here is great.”

Parent of a student with Autism

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How does the school measure how effective its arrangements are for the provision of children with SEND?

Regular reviews of additional support take place in line with our DC (data collections) to monitor the impact of provisions on pupil progress. These reviews are conducted by the SEN support team and are shared with subject teachers. As a result, adjustments are made to pupil profiles and adaptations made in the classroom. For those students who do not require additional support, subject teachers monitor progress.


In addition, subject leaders meet regularly I through RAP (Raising Attianment and Progress) meetings to review the support and progress of students who are underachieving. This in turns filters down to subject teachers who follow the graduated response model: assess- plan-do – review. The Academy Leadership Team receives regular updates on the progress of students with SEN.

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How are the Governors involved and what are their responsibilities?

The role of the governing body is to provide appropriate challenges to the school leadership to ensure the team is fulfilling its statutory duties and ensuring all students have appropriate provision to meet their educational needs. The leadership team ensures the SEND policy is in line with the disability and discrimination act(s) and that resources are used efficiently and effectively. Alan Kinson is responsible for SEND and communicates regularly with the Academy Leadership Team (ALT).


The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress. A member of the ALT reports to the governors to update them on the progress of students with SEND. This report does not refer to individual children and confidentiality is maintained at all times.

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What adaptations are made to the curriculum and environment to ensure it is accessible for my child?

Curriculum:


All teachers are teachers of SEND and are responsible for setting work at an appropriate level to ensure students are able to access the curriculum and make progress accordingly. Typically, this might indicate there are different levels of work set for the class, and on occasions this may be individually differentiated. The benefit of differentiation is that all children can access the curriculum content at an appropriate level.


To support inclusion and access to the curriculum additional provisions made for students. These are outlined below to provide all students the opportunity to flourish:


  • Nurture group - a small cohort of students in year 7 receiving a high level of support; taught in the nurture class for the majority of the time and follow a bespoke curriculum. This class is supported by a consistent member of support staff.
  • Foundation learning groups - a small cohort of lower ability students taught together in most lessons. They work towards achieving relevant qualification which may include entry level qualifications, vocational studies, ASDAN, Princes Trust and functional skills as well as others. This pathway enables them to gain access to appropriate post-16 studies and prepare them for life after school.
  • Wave 2/3 specialist interventions - regular targeted withdrawal sessions delivered by our highly skilled SEN support team - with the principal aim of accelerating learning or reducing deficits in literacy, numeracy and social skills.
  • LSU - an internal provision for students with significant complex learning, social and emotional needs where discrete interventions are delivered as part of timetabled lessons.
  • Extra-curricular clubs - identified students are encouraged to participate in various clubs to develop leadership and personal skills.

Environment:


All doors throughout the Academy are wheelchair accessible and disabled toilets are located throughout the Academy. There are also various lifts and ramps situated for access to all areas of the Academy.


The needs of all students and staff are taken into account, with further adaptations are made where appropriate, including but not limited to:


  • Risk assessments including Personal Emergency Evacuation Plans.
  • Coloured overlays - to support students who suffer from visual stress with reading
  • Access to word processors to support student with fine motor difficulties.
  • Auxiliary aids (e.g. radio aid) for students with hearing impairments.
  • Written materials in alternative formats
  • Alternative arrangements for exams including rest break, readers and prompts.

“Lego club is good. I experience fun and I’ve met good people.”

                                                Year 8 student with communication difficulties


“I am happy with the support I get, it helps me with my work. I would feel lost without support in my lessons.”

                                                                                                                Year 9 student with learning difficulties

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How will I know how well my child is doing and how will you help me support my child’s learning?

Throughout the academic year, there are various opportunities for parents/carers to discuss their child’s progress. These may be through ‘meet the coach’ or parents’ evenings. Reports are also shared with parents/carers following assessments.


The communication link between school and home is paramount to our students’ success. The Academy prides itself in having an open door policy and encourages regular contact from parents/carers. The initial point of contact is your child’s coach, Student Support Manager or subject teacher, depending on the query. Parents/carers are expected to check their child’s planner on a regular basis to monitor their progress through positive and negative comments. They are also encouraged to write comments if there are any concerns or to pass on essential information.


In addition, we have open days throughout the year which are organised to showcase our Academy and give parents/carers the opportunity to discuss matters further with Academy staff.


“My child has a fantastic support network from staff which has enabled him to strengthen himself educationally as well as emotionally.” 

Parent of a student with communication difficulties

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What support will there be for my child’s overall wellbeing including social, emotional development?

The Academy is proud of the exceptional pastoral care we provide for our students through our guild system. Members of the guild teams support our students’ pastoral and social, emotional and behaviour needs, as well as monitoring their needs.


In addition, to support our more complex SEND students, we have designated skilled pastoral staff for students who access our Learning Support Unit (LSU) and alternative provisions. These staff provide above and beyond support including safeguarding, behaviour management, mentoring, independent travel training and social skills interventions to ensure all our students feel safe and have the best opportunity to succeed.


Where there are concerns around emotional well-being, referrals may be made to our school based counsellor who may provide therapeutic support. Further guidance may also be sought via targeted services (Guidance and Support team) following consultation with parents/carers. During the last academic year 18 students with SEND have accessed direct support from our Counsellor.  As a result, there has been a noticeable positive impact on most students’ emotional well-being. Furthermore, 16 students with SEND have benefitted from additional support from targeted support services.


In addition, all our students have regular contact with their coaches allowing them the opportunity to discuss any other concerns around academic progress, pastoral support or issues regarding behaviour. The Academy has a zero tolerance on all forms of bullying and deals promptly with incidents if or when they occur.


The following members of staff are designated child protection officers:


Jonny Mitchell, Mary Ruggles (Lead), Nancy Elwell, Julie Morris, Caroline Riches, Gina Owen, Karen Horler, Zoe Baines, Tanya Wheatley, Charlie Greenwood, Louise Maciag, Katie Jones, Elaine Bleasby and Billy Mason-Wood.

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What services and expertise are available or accessed by the school?

The Academy has a multitude of highly skilled staff including the SENDCo, LSU staff, specialist SEN paraprofessionals, SEN support staff, SEN teacher, student support managers, academic mentors and inclusion support workers.


We also work closely with external agencies that we feel are relevant to individual student’s needs including: SEN Officer, Educational Psychologists, Speech and language therapists, Teachers from the Deaf and Hearing Impairment Team (DAHIT), Child and Adolescent Mental Health Services (CAMHS), Specialist Training in Autism and Raising Standards (STARs), Guidance and Support and social workers.


Click here to see an example of a social story created in conjunction with STARs.

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What training and development is done by staff supporting those with SEND?

All classroom based staff have undertaken basic SEND training which consists of understanding what SEND is; knowing how to access relevant information and understanding how to adapt their practice to support the inclusion of all student. Throughout the year numerous twilight sessions are delivered by key staff to raise awareness of various aspects of SEND and to maintain high standards.


The SEN team works closely with the authority’s Complex Needs Team including the Educational Psychologist and SEN Officer. Identified members of staff attend briefings and training sessions to keep up to date with changes in local and national policies.


In addition, key members of staff have undertaken the level 1 autism awareness training delivered by the STARs team. All classroom based staff have participated in training delivered by a speech and language therapist on the understanding of speech and language needs. Further bespoke speech and language training has been delivered to key staff.


A number of support staff are ‘Team Teach’ trained to support and re-engage students with behavioural difficulties. The guild teams have received tailored training from our Educational Psychologist on how to support students with communication difficulties.


All paraprofessionals are trained on how to effectively deliver specialist programmes by our SEN Officer and speech and language therapist. They also have regular opportunities for continued professional development by sharing good practice with other classroom based staff at the Academy. As a result of various training, staff are more able to effectively respond to the changing needs of individual students. 

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How will the school support students with the transition to the next phase of education?

The Academy has a year 6 SEND transition in place to provide a clear path for supporting the engagement of students in mainstream lessons, and to help bridge the gap between nurture and mainstream. This involves additional visits to the Academy for students with high level needs or those who have SEMH needs. Students are encouraged to take part in a variety of social skills and team building activities to support them feel more prepared for their arrival in September.


All students in year 11 have input from the careers advisor to explore post 16 options and career aspirations. The current year 11 SEND cohort have successfully completed applications with their intended destinations being sixth form and a variety of vocational level 1/2 courses including Motor vehicles, Hair and beauty, digital arts, business, media and electrical installations.  


For students with Education Health and Care plans/ statements, our SENDCo liaises with the local authority’s Transition Advisor to ensure students have a robust transition plan in place for their next phase of their education. In conjunction with our College Academic Mentor, this may involve visits to education establishments. 

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How are the school’s resources/funding allocated and matched to children’s needs?

The Academy ensures students with additional levels of Funding for Inclusion(FFI) - students who are working considerably below their peers or have complex needs - receive additional support in class through nurture/foundation learning groups, specialist withdrawals, access to our Learning Support Unit, support from external partners and additional resources.

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Who can I contact if I have a complaint?

Firstly, make contact with the SENDCo outlining your concerns. A meeting will be arranged to discuss a resolution. You may also contact Leeds SENDIASS (Special Educational Needs and Disability Information Advice Support Service) on 0113 395 1200. SENDIASS offers impartial advice on all matters related to SEND.


The Academy complaints policy is available on the Academy website.

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Who can I contact if I want my child to attend the Academy or if I want any further information?

Application forms can be obtained from the Academy’s main reception or on the website.


If your child has SEND, please contact our SENDCo to discuss their needs before completing the application.

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