SEND Information Report

The Sir Herbert Leon Academy Special Educational Needs and Disability (SEND)

Information Report to Parents and Carers

 

At the Sir Herbert Leon Academy we believe that Inclusion means the continuous process of increasing the presence, participation and achievement of all children and young people in the school community.

“Inclusion is about engendering a sense of community and belonging. Inclusive schools have:

           An inclusive ethos

           A broad and balanced curriculum for all students

           Systems for early identification of barriers to learning and participation

           High expectations and suitable targets for all students”

Code of Practice 2015

What provision is made available to students identified with SEND?

How are students with special educational needs and disabilities identified and assessed?

How does the Sir Herbert Leon Academy evaluate the effectiveness of SEND provision?

What arrangements are in place for assessing and reviewing the progress of SEND pupils?

How does the Sir Herbert Leon Academy ensure high quality teaching for pupils with SEND?

How does the Sir Herbert Leon Academy adapt the curriculum for students with SEND?

How does the Sir Herbert Leon Academy support students with SEND transferring between phases of education or in preparing for adulthood?

What support is available for the emotional and social development of pupils with SEND?

How does the Sir Herbert Leon Academy train staff in relation to SEND?

What equipment and facilities does the Sir Herbert Leon Academy have to support students with SEND?

How does the Sir Herbert Leon Academy consult and involve parents and carers in the provision of children with SEND?

Who can I contact if I want more information regarding support services for SEND?


What provision is made available to students identified with SEND?

The Sir Herbert Leon Academy employ a team of Specialist Teaching Assistants and Learning Mentors to ensure that students with special education needs and disabilities have access to specific support for:

 
  • Literacy development
  • Numeracy development
  • Social skills development
  • Sensory impairment
  • Autistic Spectrum Disorder
  • A Specialist Teacher is employed to meet the needs of students working below a National Curriculum level 4 on entry into the academy


How are students with special educational needs and disabilities identified and assessed?

  • Analysis of primary Key Stage 2 data and accompanying information from primary schools during the transition period
  • Analysis of the New Group Reading Test (NGRT) scores on entry and every 6 months following
  • Students with a significantly low spelling age complete a reading speed assessment to identify specific literacy issues
  • Identified students complete further diagnostic testing including the Dyslexia screening assessment and the Strengths and Difficulties Questionnaire (SDQ) to aid further assessment and to inform learning and teaching.

 

How does the Sir Herbert Leon Academy evaluate the effectiveness of SEND provision?

The SENDCo reports termly to the governing body on the progress of students with additional needs. The progress of students with additional needs is reviewed following each progress point in the academic year. The Inclusive Achievement Centre is monitored and reviewed in line with whole school scrutiny measures including lesson observations, learning walks and marking scrutinies. We also work with consultants within the AET family and with external agencies such as SEND IAS to ensure that we are compliant with the SEND Code of Practice (2015) and that we are meeting the needs of all students with additional needs. 

What arrangements are in place for assessing and reviewing the progress of SEND pupils?

All students identified as having special educational needs and disabilities are added to the academy’s SEND Register. The progress of each child on the SEND register is reviewed following each progress report. All students on the SEND register have a ‘Student Passport’ document to communicate the social and academic needs of each student, to teachers, support staff and parents/carers. In addition to this SEND Reviews are carried out every 6-12 months for students with a statement of educational needs/Education, Health and Care Plan (ECHP) & for high incident SEND students.

Progression matrices are used to monitor the progress of students with SEND compared with national benchmarks. Students who are having interventions which are ‘additional to or different from’ the normal curriculum are monitored to assess progress and are reported on termly.

Where progress is a concern, we are able to refer to external agencies such as the Speech and Language Service, SENDIS (Special Educational Needs Disability Inclusion Service) for specialist teacher input for students with Autistic Spectrum Disorder, Visual Impairment or Hearing Impairment. 


How does the Sir Herbert Leon Academy ensure high quality teaching for pupils with SEND?

The Sir Herbert Leon Academy is committed to inclusion at all levels which begins with ensuring that all students have access to high quality teaching. A Specialist primary trained teacher is specifically employed to ensure that all students who enter the academy working below a national curriculum level 4 ‘Catch-up’ through small teaching groups based on assessed needs.

Literacy and Numeracy Teaching Assistants work with specific groups of SEND students to develop basic literacy and numeracy skills to support in class learning & teaching. From March 2015 specialist SEND intervention tutor groups have been established to ensure that the most vulnerable students in the academy are tutored in small, purposeful and nurturing groups with access to literacy and numeracy support for the first 20 minutes of each day.

 

How does the Sir Herbert Leon Academy adapt the curriculum for students with SEND?

The Inclusive Achievement Centre is a specialist area within the academy aimed at supporting the additional needs of identified students. Small groups are taught in the literacy and numeracy support hubs where teaching & support staff foster an individualised approach to enable accelerated progress.                                                  

The SEND Homework club runs after school each week on a Monday and Thursday, to ensure that all SEND students have access to homework support with a dedicated Teaching Assistant and ICT access.

 

How does the Sir Herbert Leon Academy support students with SEND transferring between phases of education or in preparing for adulthood?

The SENDCo or the Deputy SENDCo will attend the annual review of all year 6 students with a Statement/EHC Plan that have applied to the Sir Herbert Leon Academy for the following academic year, to ensure that the academy is fully aware of and prepared for the needs of the student.

An extended SEND transition programme is put into place for all students with a statement or EHC Plan, enabling students to spend time at the academy prior to starting in September. The Inclusive Achievement Team are available during this time so that we can support our most vulnerable students at the primary setting in the summer term.

The Academy employs a careers advisor to ensure that appropriate information, advice and guidance is given to all students regarding their future aspirations and in preparing them for adulthood.

 

What support is available for the emotional and social development of pupils with SEND?

Students with identified social, emotional and mental health needs are referred when necessary to a Specialist Teaching Assistant via the internal referral panel for individual or small group sessions. Learning Mentors are also available for ‘drop in’ support for students before & after school and during break and lunch times. Where necessary, students with identified social, emotional and mental health needs are also assigned a specific Key Worker to support them during tutor time and/or during the school day. The Key Worker is a first point of contact for parents/carers.

Where the academy has ongoing concerns about a student’s social emotional and mental health wellbeing, it is able to refer onwards to the drop in CAMHS service, and/or the Educational Psychologist service.

 

How does the Sir Herbert Leon Academy train staff in relation to SEND?

Whole school INSET training on SEND is delivered by the SENDCo. Teaching staff are also supported by Sensory Impairment and Speech, Language and Communication needs specialists who have delivered several workshops to relevant teaching staff. As part of the Academies Enterprise Trust specialist, SEND consultants regularly work with the Inclusive Achievement team to provide ongoing training & guidance. A specialist primary trained teacher teaches the most academically vulnerable students in the academy for English and Maths in small groups to maximise progress. 

What equipment and facilities does the Sir Herbert Leon Academy have to support students with SEND?

The Sir Herbert Leon Academy has disability/wheelchair access in the main areas of the academy. There are 3 lifts in operation to support staff and students with mobility difficulties. The Inclusive Achievement Centre is responsible for ensuring that specific needs are resourced for including resources for sensory impaired students. The SENDCo is responsible for ensuring that the SEND budget is used to source appropriate equipment for students with SEND. We are also able to call on the services of SENDIS where specialist ICT equipment is concerned. 

 

How does the Sir Herbert Leon Academy consult and involve parents and carers in the provision of children with SEND?

All parents & carers are informed in writing that their child is on the academy’s SEND register and the reasons for this. All parents & carers of identified students are invited into the academy to discuss their child’s needs further at regular points during the year. In addition to this specific SEND support is available at all parents’ evenings and open evenings.

Parents & carers are formally invited, in writing to attend their child’s SEND reviews to ensure that parents, carers and the child’s views are at the centre of the review process. On occasions where parents or carers are unavailable to attend the SEND review, the updated Student Passport and detailed review notes of the meeting are sent to parents or carers inviting their contributions post review.

Students with identified needs are central to the completion of their Student Passport. Student generated strategies are added to the passport document to inform teaching staff, support staff and parents/carers about their preferred learning styles, learning difficulties and the most effective strategies for success. SEND students are always present at their SEND Review to ensure that their views are accounted for and fully taken into consideration when planning for their needs.

 

Who can I contact if I want more information regarding support services for SEND?

The parents and carers of all children with SEND are able to contact the students’ Personal Tutor at any time, alternatively the SENDCo (Mrs C Oxley) or Deputy SENDCo (Mrs C Clark) can be contacted directly via the main reception switchboard.

The academy encourages parents and carers to seek further information regarding the recent changes to SEND legislation through the promotion of the following links:

 

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

http://www.milton-keynes.gov.uk/schools-and-lifelong-learning/special-educational-needs/send-local-offer/further-information-on-the-send-local-offer