This page provides information about how we are implementing our SEND Policy, which can be found by using the link below to visit our Statutory Documents page
What kinds of SEN do we provide for
- We are a mainstream academy for young people aged 9-13.
- We provide support for all types of SEN and Disabilities, and some of our students have a Statement of Educational Need or an Education, Health and Care Plan.
- Our site is fully accessible.
Our policy for identifying and assessing sen needs
- Our SEN policy sets out clearly what our process for assessing needs are. It is the role of teachers, supported by the SENCO, to assess the needs of the young person in the classroom, and to identify those who may need further support because of a learning difficulty or disability. This will routinely be done through regular ongoing in class assessments, but may involve more specialised assessment from our SENCO or outside agencies.
- Some students have a Statement of Educational Need or an Education, Health and Care Plan, which clearly set out the needs of the young person.
- The SENCO is Mrs Louise Day, and can be contacted by phone on 01462 628800 or by email via the school office: RBA-Enquiries@bestacademies.org.uk
Consulting with parents
- Parents get regular reports from the school regarding students’ effort, attitude and progress as well as subject specific targets.
- There are opportunities throughout the year at parents’ evenings to meet with form tutor, subject teachers and the SENCO.
- Personal Provision Plans (PPPs) will be sent home three times a year to parents of those children who have additional support.
- As part of Personal Provision Plans we encourage parents to add their thoughts and comments.
- Parents are free to contact the school at any time, either by phone, or by email to have a conversation about their child’s progress in school or concerns regarding SEN.
Consulting with young people
- We will always meet with a young person before beginning any specific support and explain what we are doing, and why.
- We ask students for their views on their needs and record this on their PPPs
- We have an open door policy where pupils can share their concerns with teaching assistants and SENCOs.
- We annually provide a questionnaire to a selection of pupils with SEN needs from each year group.
Assessing and reviewing towards outcomes
- Class teachers regularly assess student progress as part of their normal practice.
- We complete reports regularly through the year for all young people, and this information is sent home to parents.
- The data generated by these reports is scrutinised by the SENCO after each reporting cycle and those with that less than expected progress are highlighted and support put in place.
- Those students receiving specific SEN support have their progress tracked and monitored by SENCO.
- We try to use our normal school assessment processes as much as possible so as not to overburden our young people with too many assessments.
Support for Transition
- There are well planned programmes of transition activities from both lower school to middle school and middle to upper.
- Additional visits are in place for pupils to develop a smooth transition.
- Staff from the pupils new school are invited to key meetings and reviews.
- Preparing pupils for adulthood is provided in PSHE lessons.
Teaching Young People with SEN
- We want everyone in our school to make excellent progress, and to achieve the very best that they can, in all aspects of their all-round education, regardless of any Special Educational Needs or Disabilities that they may have. We have high aspirations for all of our children.
- This means that there is complete equality of opportunity in the curriculum that is offered to students.
- We believe that high quality teaching will ensure high quality outcomes for students, so it is essential that students with SEN have access to the same high quality teaching as everyone else in the school.
- It also means that we will work really hard with pupils with SEN to put in place extra provisions to ensure the best possible outcomes for them, and to remove any barriers to learning that they may be facing. These may include barriers related to the child themselves, and also those in the learning environment.
Adapting the curriculum
- The curriculum is very broad at our school and as such there is something available for all students to succeed at.
- Lessons are fully differentiated to allow pupils of all abilities to access the curriculum.
- The site is fully accessible and meets all the requirements of the Equalities Act 2010
- Mrs Day SENCO attends regularly termly updates.
- Staff are encouraged to continue to train as part of their own performance management.
- We regularly undertake in house training on SEN. The focus for 2014/15 was Autistic Spectrum Conditions provided by Ivel Valley School Advisory Teacher for Autism. The focus for 2015/16 was supporting emotional wellbeing and mental health needs.
- As part of our middle and upper school liaison meetings we run termly training for all staff on different aspects of SEN Practice.
- Mrs Day can access additional support and advice from external agencies if and when necessary.
How effective is our provision
- As part of the normal school development and self-review cycle, we carefully examine the data from results, student surveys and teacher observations to evaluate the effectiveness of the provision.
- Termly analysis of the progress pupils make in Core subjects is undertaken by Mrs Day SENCO.
- A department review is carried out annually, and targets set for the next academic year.
- An annual link visit between Governors and Mrs Day SENCO acts as an evaluation of the department.
- We biannually measure the progress of those children who have access to SoundsWrite Intervention.
Encouraging Engagement for young people with sen
- There are no barriers for any students with SEN for our activities in school.
- We actively encourage students with SEN to take part fully in the life of the school.
- We are a fully inclusive school.
Improving emotional and social development
- Our provision map shows clearly the provision in place for those young people with emotional and social needs.
- All pupils have access to Pupil Support Room at break and lunch time if additional support is needed with emotional and social development.
- We run a peer mentor system, where pupils are nominated by staff to receive additional support from an older pupil.
- Pupils can access 1:1 mentoring support from named adults around the school.
ENGLISH AS AN ADDITIONAL LANGUAGE
We support students for whom English is an additional language. All staff are made aware of the need and adjust plans accordingly. We monitor their progress carefully and provide learning support and mentoring for those students who are not making expected progress. Please contact the Learning Support Department if you feel that your child needs more help in this area.
Involving other bodies and agencies
We draw on a range of local providers such as:
- NHS, Union Street Clinic, Child Development Centre, local GPs, School Nurse;
- Children’s Social Care;
- Early Help Intervention from CBC;
- Education Psychology Service;
- Outreach service from Ivel Valley School;
- ASD specialist teacher from Ivel Valley School;
- Academy of Central Bedfordshire;
- There are many others that we can access from time to time to help us secure the best possible support for our young people.
- They may come in and help us with assessments, providing advice as needed, or they may be alternative providers.