SEND Information Report

Sir Herbert Leon Academy - SEN Information Report


What types of SEND are provided for?


Communication & Interaction

Speech & Language and Communication Needs (SLCN)

Speech & Language Impairment (SLI)

Autism Spectrum Disorder (ASD) including Asperger’s Syndrome


Cognition & Learning

Moderate Learning Difficulties (MLD)

Specific Learning Difficulties (SPLD)

Dyslexia

Dyscalculia

Dyspraxia


Social, Emotional & Mental Health Difficulties

Mental Health Difficulties (anxiety, depression, self-harming, substance misuse, eating disorders)

Attention Deficit Disorder (ADD)

Attention Deficit Hyperactive Disorder (ADHD)

Attachment Disorder (AD)


Sensory and/or Physical Needs

Vision Impairment (VI)

Hearing Impairment (HI)


How do we identify children and young people with SEND and assess their needs?


Identification of students with SEND results from:-


  • Information from either the primary or previous school which is passed to the SEND team

  • The school’s own baseline assessments

  • KS2 SATs scores

  • Progress based on data collections

  • Teacher referrals

  • Head of Year referrals

  • Parent referrals

  • Pupil self referrals

  • Referral from an outside agency


What is the local offer?

Milton Keynes local offer can be found here


What is the name and contact details of our SENDCo?

Mrs Caroline Oxley coxley@shlacademy.org



How do we consult with parents of children with a SEND and involve them in their child’s education?


We believe that regular and effective engagement with parents by schools often leads to improved pupil outcomes, attendance and behaviour.  Where a pupil is receiving support, we talk to parents regularly to set clear outcomes and review progress towards them; discuss the activities and support that will help achieve them; and identify the responsibilities of the parent, the pupil and the school.  In addition to parents’ evenings we meet parents of pupils with an EHC plan every year. These are to review the progress pupils are making in relation to the outcomes in the pupil’s EHCP.


How do we consult young people with a SEND and involve them in their education?

We consult with pupils by:


  • Heads of Year (HOY) speak to targeted groups of students including SEND pupils

  • Students with an EHCP have an opportunity to tell us what they think as part of the review process

  • School council

  • Student SEN questionnaires

  • Pupils views are considered when creating their “SEN passport”


What opportunities are there to work with parents and young people as part of any assessments and reviews?


  • Progress is continually monitored by teachers, curriculum leaders and SLT

  • The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education

  • The SENDCo will review the progress of all pupils on the SEN register

  • The pupil and parent voice are captured ahead of and during Annual Reviews to review outcomes and set new goals

  • Pupils views are considered when creating their “SEN passport”


How do we support children and young people in moving between phases of education and in preparing for adulthood?

To ensure a successful transition to SHLA for pupils with SEND in Year 6:


  • The school holds an open evening in September/October for all primary students and their families who are in the process of choosing a secondary school

  • We visit our feeder primary schools to find out as much information about the needs of the SEND pupils transferring to SHLA

  • There is planning between the schools and with parents/carers in Year 6 to support the student’s move from primary to secondary school

  • The primary transfer days take place in July for all students transferring to SHLA

  • On entry to the school, all students KS2 scores are reviewed.  This helps to pick up potential difficulties at the earliest stage and plan interventions

  • We conduct a transition panel meeting to ensure that staff are highly alert to the needs of upcoming students

  • All Year 6 SEN students are invited to an additional transfer day for vulnerable students


Key Stage 3 and Key Stage 4:


  • We offer Guided Options Meetings for students transitioning from Year 8 to Year 9 to assist SEN learners in selecting the most appropriate GCSE Option choices

  • We offer Wellbeing Days to KS3 and KS4 which include careers events, drug and alcohol and mental health workshops


We help to prepare SEND pupils for transfer to Post 16 education:


  • All students have at least one meeting with a Careers Advisor.  During this meeting students will have the chance to talk about different Post 16 options

  • All students have the opportunity to complete a work experience placement in Year 10.  This helps to give students a taste of a working environment and can help inform them about which course they would like to take Post 16

  • Our Careers Advisor liaises with work experience placements to ensure that their staff are aware of student needs

  • Students may take part in programmes of work which help prepare them for life Post 16 eg. Life Skills

  • Students receive support with completing college and apprenticeship applications

  • We support students with a college visit to assist them with their post 16 decision making


What is our approach to teaching children and young people with SEND?


Our SEND provision will depend on the pupils needs.


If a child has difficulties with literacy and learning, pupils can access:


  • Quality First teaching with appropriate differentiation (including best SEND practice)

  • Visual aids to support key vocabulary, concepts and themes

  • Lexia Phonics programme

  • Toe by Toe

  • Fresh Start

  • Guided Reading booster

  • Access to assessment for identification of significant needs

  • Dedicated and caring staff who value all students regardless of ability

  • Reading aids - overlays, coloured paper and exercise books

  • Nurture tutor groups for SEN learners

  • Pre and post intervention literacy testing


Support for targeted groups of students may include


  • 1:1 lessons (such as Toe by Toe) and pre-teaching for low ability students

  • Literacy booster groups

  • Where needed, help from an external agency (eg.  Educational Psychologist)

  • Teaching Assistant support in some lessons

  • Access Arrangements for exams support are offered in all year groups

  • Literacy booster lessons for students on reduced timetables




Targeted individual support may include


  • Where needed, help from an external agency (eg. Educational Psychologist)

  • Subject Specialist Teaching Assistants in key subjects to provide on-going support

  • External agency advice where needed

  • Exam Access Arrangements


If a child has Sensory and/or Physical needs, pupils can access:


  • Quality First teaching with appropriate differentiation (including best SEND practice)

  • Visual aids to support key vocabulary, concepts and themes

  • Links with Specialist Teacher team

  • Access to assessment for identification of significant needs

  • Dedicated and caring staff who value all students regardless of ability


Support for targeted groups of students may include


  • Medical Care Plans

  • Handwriting support (where needed)

  • Access to assistive technology, (including laptop)

  • Access to Teaching Assistant support


Targeted individual support may include


  • SEN Passport

  • Outside Agency support from Advisory Teachers

  • Individual handwriting/fine motor/keyboard skills training where needed

  • Exam Access Arrangements


If a child has difficulties with Communication & Interaction, pupils can access:


  • Quality First teaching with appropriate differentiation (including best SEND practice)

  • Visual aids to support key vocabulary, concepts and themes

  • Access to assessment for identification of significant needs

  • In-class Teaching Assistant support in some lessons

  • Identified programmes depending on need


Support for targeted groups of students may include


  • Assessment and identification of language need and feedback to parents and staff

  • External support and advice from Speech & Language service

  • “A is for Autism”

  • “Socially Speaking”

  • “Language for Learning”

  • Access to My Space


Targeted individual support may include

  • Individual Teaching Assistant support in some mainstream lessons

  • On-going monitoring of EHC students and regular feedback to parents and students

  • Exam Access Arrangements

  • Post 16 transition support

  • Opportunities for reflective discussion when accessing My Space


If a child has difficulties with Social, Emotional or Mental Health, pupils can access:


  • Quality First teaching with appropriate differentiation (including best SEND practice)

  • Access to assessment for identification of significant needs

  • Whole school reward system

  • Whole school policy for behaviour management with graduated response

  • Reflective and therapeutic space - “My Space”

  • Anti-bullying processes

  • Key Stage transition support


Support for targeted groups of students may include


  • SEN lunch club

  • Mental Health Lead Practitioner delivering behaviour/social skills/self esteem/stress management interventions

  • In-class support in some lessons

  • Year 11 support with college applications and career paths


Targeted individual support may include


  • Counselling (external) via the school nursing team

  • Mental Health Lead Practitioner delivering behaviour/social skills/self esteem/stress management interventions

  • Outside agency input (eg. Educational Psychologist, Targeted Youth Support, CAMHs, Specialist Teachers)

  • Flexible timetables

  • Home visits

  • Open door policy for parents

  • Regular home/school contact


How are adaptations made to the curriculum and the learning environment of children and young people with SEND?


  • Teachers plan lessons according to the specific needs of all groups of children in their class and will strive to ensure that a child’s needs are met

  • A Teaching Assistant may work with the Teacher to support a child’s learning in the classroom

  • Specific resources and strategies will be used to support a child individually and in groups as is judged appropriate to meeting a child’s needs

  • Timetables are adjusted to support pupils with SEND to allow for additional interventions throughout the day

  • Booster literacy interventions are provided for those pupils that need this support





How do we train staff to ensure that they are fully able to support children and young people with SEND?


We develop our staff’s knowledge and practice through the following methods:


  • SENDCo attendance at local and national courses/conferences

  • Whole school Inset days that focus on aspects of SEND

  • Training for Teaching Assistants both in-house and external where appropriate

  • In school sessions - SENDCo delivering/organising training for Teachers and Support Staff on the different categories of SEND/strategies/use of Teaching Assistants

  • SEN Information sharing to whole staff at weekly briefings

  • On-going distribution and sharing of information via Student Passports


How do we evaluate the effectiveness of the provision made for children and young people with SEND?


We believe that regular and systematic monitoring and evaluation is vital to ensure effective SEND provision.  We do this in several ways including:


  • Analysis of the attainment and achievement of SEND using Progresso and Sisra

  • Post 16 destinations of young people with SEND

  • The views of parents and the students

  • Regular monitoring by the SLT through lesson dips and book scrutinies

  • Maintenance of assessment records, reading and spelling ages etc - that indicate progress over time for students involved in small group/individual intervention

  • Departmental reviews of the progress of SEND students

  • Annual SEN report following GCSE results for SLT

  • Monitoring procedures for identification and assessment for students with SEND

  • Reviews of the SEND department by professionals outside of the school through AET

  • Use of the SEN Audit Tool to help inform the SEN action plan


How do we ensure that children and young people with SEND are enabled to engage in activities available with others in the school who do not have SEND?


We make every effort to include all pupils in school trips.  We also help prepare children for any changes in their school day, such as school trips, awards ceremonies and sports day.  All students are part of a school and house tutor system and are eligible to attend frequent reward trips and visits throughout the year.  



What support does the school provide for improving emotional and social development?


We support children to develop socially and emotionally in the following ways:


  • Wellbeing Days

  • PSHE lessons

  • SEN Tutor time

  • Report card monitoring

  • House and Year Group Assemblies

  • Intervention Groups (timetabled sessions)

  • On-site mental health Lead Practitioner (via internal referral)

  • In-house Referral Panel

  • Access to My Space room


What arrangements are there for listening to the views of children and young people with SEND


  • SEN Questionnaire

  • Heads of Year speak to targeted groups of students including SEND pupils

  • All SEN students particularly those with an EHCP have an opportunity to tell us what they think as part of the review process

  • School council

  • SLT meet with students to hear views on how school is run

  • Open door policy to the SEN Team


What measures are there to prevent bullying?


SHLA has adopted a range of strategies to prevent and reduce bullying, to raise awareness of bullying and support victims and those displaying bullying type behaviour, including:

  • The promotion of the school’s code of behaviour which requires all pupils to respect the rights of others

  • The reinforcement of the clear message that violence has no place at SHLA and that restorative practice is a core ethos in restoring broken relationships

  • Consultation with the ‘Student Council’ on how to prevent bullying

  • Anti-Bullying focus on WellBeing Days

  • Bullying reporting school email address and anonymous text message

  • Promotion of key anti bullying messages throughout the year via year group and house assemblies

  • The supervision by school staff of all student areas at lunch times and breaks

  • Access to anti-bullying advice and guidance

  • Mobile phones not being permitted to be used during lesson times

  • The celebration of all student’s backgrounds and cultures through assemblies, tutor periods and lessons which promotes inclusion

  • Pupils discuss and explore bullying issues and how to increase the anti-bullying culture of the school during tutor periods and lessons in relevant curriculum areas, eg. PHSE, RS and English

  • Raising awareness of cyber bullying and teaching students to safely use technology (including mobile phones, email, internet)

  • All websites accessed in school are screened.  This software screens the language used in all documents, emails and websites.  Rude or offensive emails, websites, documents are sent to the HOY. If appropriate, action will be taken and recorded

  • Effective recording systems

  • Work with multi-agency teams including police as appropriate

  • Contacting the parents of both the child being bullied and the bully

  • Challenging sexual content within verbal abuse, specifically homophobic and gender abuse/discrimination

  • Restorative meetings post incident wherever possible


How does the school involve other bodies, including Health & Social Care bodies, Local Authority support services and voluntary sector organisations, to support children and young people with SEND and their families?


The school aims to work in partnership with other agencies to provide effective support based on the needs of the student.  Such specialist services include:

  • Educational Psychologists

  • Child and Adolescent Mental Health Services (CAMHs)

  • Specialist Teachers or Support Services for learning and behaviour

  • Therapists (including speech and language therapists, occupational therapists and physiotherapists)

We also arrange Multi-agency meetings to secure effective expert support from outside agencies in assessing more complex cases and making provision for the most vulnerable students.



What arrangements are there for handling complaints from parents of children with SEND about the provision made at the school?

We seek to promote an active partnership with parents/guardians and to involve them fully at every stage, and to address any concerns raised.   Formal complaints are resolved through our complaints process. Our complaints process is detailed in a document entitled “SHLA Complaints Procedure”.  This document can be found here.