SEN Policy
Special Educational Needs and/or Disability (SEND) Policy
Policy details
Academy: Co-op Academy Woodlands
Policy owner: Miss Lewis SENCO September 2021 - July 2023 & Mrs Goodall Current SENCO September 2023
Date of Policy Creation: September 2023
Date shared with staff: September 2023
Date shared with governors: September 2023
Date of next Policy Review: September 2025
*To be reviewed every 2 years and following any changes to legislation
This policy has been written with guidance and reference to the following documents:
- Special Educational Needs and Disability Code of Practice: 0-25 years (June 2014)
- The Children and Families Act 2014
- Articles 12 and 13 of the United Nations Convention of the Rights of the Child
- The Equality Act 2010
- To ensure the SEND Code of Practice, the Equality Act and the guidance in Removing Barriers to Achievement are implemented effectively across the schools.
Contents
Definition of Special Educational Needs
The role of the Special Educational Needs Co-ordinator (SENCo)
The role of the Senior Leadership and Subject Leaders
The role of the teaching assistant
Identifying pupils with SEND and assessing their needs
How class teacher’s asses the progress for all pupils and identify those whose progress;
Consulting and involving pupils and parents
Assessing and reviewing pupils’ progress towards outcomes
Education, health and care plans
Access to the curriculum: Implementation
Expertise and training of staff
Adaptations to the curriculum and learning environment
Evaluating the effectiveness of SEN provision: Impact
Support for improving emotional and social development
Additional support for learning
Securing equipment and facilities
Medical needs within the academy
Clear and effective procedures
Planning, review and evaluation
Complaints about SEND provision
Contact details of support available
Links with other policies and documents
Introduction
This policy links with the SEND Code of Practice by recognising that:
- SEND Code of Practice now covers 0-25 years
- Single school SEND categories Graduated approaches to provision
- Local Authorities will have a Local Offer and schools will contribute to that offer
- There will be Joint Commissioning roles between Education, Health and Social Care.
Co-op Academy Woodlands recognises that there is a significant overlap between children and young people with Special Educational Needs and those with Disabilities, and that many such children and young people are covered by both SEND Code of Practice and equality legislation such as the Equality Act 2010 towards individual disabled children and young people. We will make reasonable adjustments, including the provision of auxiliary aids and services for disabled children and those with medical conditions, to prevent them from being put at a substantial disadvantage.
Objectives
- To ensure equality of opportunity and to eliminate prejudice and discrimination against young people with special educational needs.
- To continually monitor the progress of all children, to anticipate and identify needs as they arise and to provide support as early as possible.
- To provide access to a relevant and exciting 3-part ambitious (1. Formal, 2 developmental and 3 alternative) curriculum through planning and provision by Class Teachers, SENDCo, Lead Teachers and Senior Leaders.
- To make effective arrangements to support and care for our children so that their complex individual needs do not become a barrier to learning and progress.
- To enable children to move on from school with the skills they need to become successful in their lives after school, whichever pathway they follow.
- To involve parents, and young people themselves wherever possible, in planning for any decisions that inform the child’s preparation for adulthood.
Legislation and guidance:
- This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
- The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.
Definition of Special Educational Needs
A child or young person has special educational needs and/or a disability (SEND) if they have a learning difficulty or disability that requires special provision to be made for him or her.
This means a particular educational or training provision that is additional to, or different from that made generally for others of the same age in a mainstream setting. For the purposes of its policy the schools adopt the legal definition provided by the 1996 Education Act:
“A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.”
The SEND Code of Practice states that a child has a learning difficulty if he or she;
- Has a significantly greater difficulty in learning than the majority of young people of the same age
- Has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for young people of the same age in schools within the area.
- Under the SEN Code of Practice 2014, the categories of need were redefined and are now:
Current | Previous |
Cognition and Learning | Moderate, Severe and Profound & Multiple Learning Difficulties, Specific Learning Difficulties |
Communication and Interaction | Autism Spectrum Condition Speech, Language and Communication Needs |
Social, Emotional and Mental Health | Behaviour, Emotional and Social Difficulties including ADHD |
Sensory and/or Physical | Physical Difficulties Hearing Impaired Visually Impaired Sensory Difficulties |
We believe that children may have special educational needs in some areas of their learning but that they can also be identified as gifted and talented in others.
Intent: Our SEND policy aims to:
SEND Vision
Every Governor is a Governor of SEND.
Every Leader is a Leader of SEND.
Every Teacher is a Teacher of SEND.
Every Teaching Assistant is a Teaching Assistant of SEND.
Every Pupil is a Pupil Pioneer of SEND.
The 'Aims of the Academy', which underpin Co-op Academy Woodlands SEND Policy are:
- To enable optimal social experiences for each student by using the full facilities of the Academy for the benefit of all students;
- To operate a 'Gradient of Inclusion', yet giving equal consideration to each member of the Academy community;
- To establish a model community, recognising that all members have equal value, but with different needs and future paths.
Set out how our Academy will support and make provision for pupils with special educational needs (SEN) Explain the roles and responsibilities of everyone involved in providing for pupils with SEND
At Woodlands, we have high expectations for all our pupils and want them to have access to a broad and balanced curriculum which will enable them to achieve and be successful in school, promoting ambition and excitement for learning. We believe that all children, including those identified as having special educational needs and disabilities, have a common entitlement to a broad and balanced curriculum, which enables all relevant aspects of school life to be accessible to them. We aim to provide an environment in which all individuals are respected and encouraged to reach their full potential.
We are committed in ensuring that all children receive high quality teaching and make good progress irrespective of their level of need and the barriers to learning they might encounter.
We will provide quality teaching for all with appropriate enablers and differentiation matched closely to the needs of pupils so that they have access to all areas of the curriculum and make good progress.
We want all children to be safe and healthy and enable them to make a positive contribution to the school and community, promoting self-worth and self-esteem.
To encourages effective cooperative relationships with pupils, families and outside agencies.
To promote early identification, assessment and implementation of provision for pupils with SEN.
The Academy is committed to ensuring success for all, in line with our Equal Opportunities policy. This means that in all work with young people we will aim to ensure that:
- Children feel safe
- Children are happy
- Children cooperate
- Children communicate
- Children engage in learning
- Children aspire to achieve
- Children show respect for others
- Children have pride in their school
- Children show an understanding of what equality means in practice.
We believe that all children should be equally valued at the Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all young people can flourish and feel safe. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous barriers. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences, strengths and needs. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, difficulty, sexuality, disability, attainment levels and background.
We pay particular attention to the provision for and the achievement of different groups of learners;
- Children who demonstrate some independence as learners because they have some understanding of abstract concepts and can access learning through spoken word and text.
- Supported children who need a more concrete experience, dual coded (photo alongside text) and often have an additional communication need.
- Children with more complex needs who rely on adult mediation to enable them to have a meaningful learning experience.
- Girls and boys when they need different types of curriculum or provision, for example through Sex and Relationships Education.
- Minority faith groups.
- Recently arrived communities such as economic migrants, asylum seekers and refugees.
- Children who need support to learn English.
- Children who are gifted and talented in a particular skill or area of interest.
- Children who are looked after by the local authority.
- Any children who are at risk of exclusion.
- Any children who are at risk of radicalisation or exploitation.
We recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.
We are particularly aware that the needs of our children change as they develop and we try to ensure that we respect and reflect their changing age and maturity.
Co-op Academy Woodlands sees the inclusion of children with special educational needs and disabilities in the full life of the Academy as critical to the success of our Academy.
Who ensures that this policy is followed and works within the current guidelines?
The SENCo – Mrs Jenny Goodall
Previous Interim SENDCo and Deputy Headteacher - Miss Poppy Lewis
The SEND Link Governor – Ms Katie Bull
The role of the Special Educational Needs Co-ordinator (SENCo)
Our SENCO is on the leadership team and is also our Early Years Leader is Jenny Goodall, and her responsibilities include:
- Overseeing the day-to-day operation of the academy SEND policy. Coordinating provision for children with SEND.
- Working with the Headteacher, Deputy Headteacher, Assistant Headteacher, SEND Link Governor to determine the strategic development of the SEND policy and provision in the academy.
- The day-to-day responsibility for the operation of this SEND policy and the coordination of specific provision made to support individual pupils with SEND, including those who have EHC plans.
- Providing professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high-quality teaching.
- Advising on the graduated approach to providing SEND support.
- Advising on the deployment of the academies delegated budget and other resources to meet pupils’ needs effectively.
- Being the point of contact for external agencies, especially the local authority and its support services
- Liaising with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
- Working with the headteacher and governing board to ensure that the academy meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
- Ensuring the academy keeps the records of all pupils with SEND up to date, monitoring the achievement of pupils on the SEND register.
The role of the SEN governor
Our SEND link governor is Katie Bull. She will:
- The Local Governing Bodies (LGBs) will identify a Named Governor for SEND who will fulfil their responsibility to scrutinise the work of the SENDCo and SEND team(s).
- Help to raise awareness of SEND issues at governing board meetings to ensure that Every Governor will be a Governor of SEND.
- Monitor the quality and effectiveness of SEND and disability provision within the academy and update the governing board on this
- Work with the Headteacher and SENDCo to determine the strategic development of the SEND policy and provision in the academy.
- Scrutinise the work of the SENDCo and SEND team(s).
The role of the Headteacher
The headteacher will:
- The Headteacher will be a Headteacher of SEND.
- Work with the SENDCo and SEND Link governor to determine the strategic development of the SEND policy and provision in the school
- Have overall responsibility for the provision and progress of learners with SEND and/or a disability.
The role of the Senior Leadership and Subject Leaders
The Senior Leadership Team of Co-op Academy Woodlands will ensure high quality education and support for all, when deciding how to allocate resources and to prioritise access to services and accommodation within the Academy.
All leaders are expected to be leaders of SEND and will ensure they have high quality education and expectations for the subject which they lead and ensure they provide an inclusive and ambitious 3 part (1. Formal, 2 developmental and 3 alternative) curriculum for SEND pupils.
The role of the class teacher
Each Class Teacher is a Teacher of SEND, they will be responsible for:
- Each child is given every opportunity to fulfil their potential within the normal classroom situation.
- Support pupils to have access to high quality teaching with the awareness of an ambitious 3 part (1. Formal, 2 Developmental and 3 Alternative) curriculum
- The progress and development of every pupil in their class
- Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
- Working with the SENDCo to review each pupil’s progress and development and decide on any changes to provision
- Ensuring they follow this SEND policy
The role of the teaching assistant
Each Teaching Assistant is a Teaching Assistant of SEND, they will be responsible for:
- Each child is given every opportunity to fulfil their potential within the normal classroom situation and working closely alongside the class teacher to provide feedback on their progress and development.
- Be aware of all the children who have SEND in their classroom.
- Be aware of the IPMs, know the children’s strengths and barriers to learning/triggers and continue to work closely with the class teacher as well as the SENDCo.
All staff should be aware of pupils’ IPMS which outline the learning support through needs of all children they teach and/or work with, and should ensure that the needs of each child is addressed in accordance with the Teaching and Learning policy.
The SEND information report
The kinds of SEND that are provided for;
Our academy currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
- Cognition and learning, for example, dyslexia, dyspraxia,
- Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate/severe/profound and multiple learning difficulties
Identifying pupils with SEND and assessing their needs
We recognise the importance of early identification of pupils who might have SEND. We:
- Assess each pupil’s current skills and level of attainment on entry and consider if any reasonable adjustments need to be made or if any other additional support needs to be put in immediately
- Consult with parents about their view of their child’s progress and any concerns
- Make half-termly assessments and hold progress meetings – these enable us to quickly pick up on any children who are making less than expected progress and identify the support and strategies that might help them. Tracking individual progress.
- Undertake where necessary, a more in-depth individual assessment, carefully chosen to deliver appropriate, useful information on a child’s needs. This may include a bilingual assessment where English is not the first language.
- Create a individual provision map (IPM), (a centralised detailed document outlining a child’s individual needs) and update this at least termly with the input of the class teacher, child, parents and any professionals involved.
- We will involve external agencies where it is suspected that a special educational need is significant.
How class teacher’s asses the progress for all pupils and identify those whose progress;
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
Consulting and involving pupils and parents
We know that consulting parents and carers is important so that;
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty
- We listen to and take on board the parents’ concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
Throughout the process we aim to liaise closely with parents. We do so by:
- Working effectively with all other agencies supporting children and their parents
- Giving parents and carers opportunities to play an active and valued role in their child’s education
- Making parents and carers feel welcome
- Encouraging parents and carers to inform the academy of any difficulties they perceive their child may be having or other needs the child may have which need addressing
- Instilling confidence that the academy staff will listen and act appropriately
- Focusing on the child’s strengths as well as areas of additional need
- Allowing parents and carers opportunities to discuss ways in which they and the academy can help their child
- Agreeing targets for all pupils, in particular, those not making expected progress and, for some pupils identified as having special educational needs, involving parents in the drawing-up and monitoring progress against these targets 14
- Keeping parents and carers informed and giving support during assessment and any related decision-making process
- Making parents and carers aware of the Leeds SEND Information and Advice Support Service available as part of the Local Offer.
Differentiated response in the mainstream setting
In our setting we will provide differentiated approaches to the provision of support for children with SEND. This is achieved under the leadership of the SENDCo who is responsible for:
Co-op Academy Woodlands
- Liaising with and advising school staff about individual students' profile of needs and supporting their planning for individual programmes;
- Giving clear guidelines for standard operating procedures when there is a need to do so;
- Co-ordinating specialist provision for students with particular categories of SEND;
- Maintaining the school's SEND register and overseeing records of all children with SEND;
- Liaising with parents of children with SEND and coordinating the work of the Parental Engagement Officer;
- Contributing to in-service training of staff;
- Liaising with external agencies including the Educational Psychology Service and other SEND support services, medical and social services and voluntary bodies;
- Consulting with SENCOs from other schools to ensure effective transition arrangements are made for students who are moving to the Academy.
Assessing and reviewing pupils’ progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
As soon as we have concerns about a child’s progress we begin to apply our graduated approach.
This includes:
First response (wave 1)
All children access Quality First Teaching. Teachers are responsible for the progress and development of all pupils in their class. Wave 1 is evidenced on teachers’ planning and through monitoring the quality of teaching for all. This provision is reviewed and discussed at termly SEND meetings, Pupil Progress Meetings and review meetings. Areas for CPD are identified and arranged as appropriate.
Full-time education in classes, with additional help and support by class teacher/subject teachers through a differentiated 3 part curriculum. This includes Wave One interventions, where all learners benefit, at key moments, from additional small group or 1:1 interventions, within the classroom. These are either delivered by the class teacher or another adult (Learning Support, Cover supervisor)
Targeted support (wave 2)
Wave 2 is targeted as a small-group intervention. These children will be identified at Pupil Progress Meetings and the intervention should be planned accordingly to meet their needs. This may be catch-up programs for children working just below age-related expectations, ‘same day’ intervention for children who have not met outcomes for a particular lesson.
Additional, time-limited, small group intervention programmes which target learners according to need, to accelerate their rates of progress and secure their learning. This ‘catch up’ intervention must help children or young people to master their learning so that when they return to their mainstream classes, their progress is maintained. In addition, in class support is maintained as needed.
The impact of an intervention is reviewed by the class teacher regularly and is overseen by the SENCo as well as leaders. Impacts are also discussed at Pupil Progress Meetings and next steps are planned. Not all children working at Wave 2 will be on the SEN register however some children on the SEN register could access Wave 2 support. Wave 2 is evidenced on a whole academy provision map.
SEN support (wave 3)
Wave 3 is used when children are making insufficient progress at Wave 1 and 2 and/or when outside agencies are involved. It is highly individualised. Staff work in consultation with the child, parents, SENCo and relevant agencies to set individual targets sometimes using B Squared assessment materials. Targets are monitored for evidence of achievement and updated when required. Children with Wave 3 support also have a Pupil Passport that details the child’s strengths and difficulties. Wave 3 provision is evidenced on a whole academy provision map.
Some children need a further level of support that cannot be delivered in the context of the whole class or small groups. Wave Three includes focused individual teaching, delivered by school based or external expertise. Such teaching supplements existing learning and does not replace it and must ensure that children or young people apply their learning to maintain the progress made when they return to class. This will be provided by a Learning Assistant in conjunction with the class teacher. Wave Three intervention might include other alternative specialised provision.
The SENDCo, in collaboration with other subject leaders, pastoral leaders and senior leadership, will deliver and monitor the provision/interventions to ensure the children or young people make progress.
Further specialist support
We will request a Statutory Assessment from the Local Authority when, despite an individualised programme of sustained intervention within Wave 3, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The Academy will have the following information available:
Co-op Academy Woodlands
- The action followed within the range models for individual need
- The child’s IPM and/or IBP
- Records and outcomes of regular reviews undertaken
- Information on the child’s health and relevant medical history
- Academic progress
- Other relevant assessments from specialists such as Educational Psychologists
- The views of parents/carers
- Where possible, the views of the child
- Social Services/Educational Welfare Service/Multi-Professional reports
Education, health and care plans
An Education Health Care Plan is for children and young people (0-25yrs) who will have a substantial, and often sustained, educational need. These plans are for children who will require specialist support for a considerable amount of time in a mainstream or specialist setting. EHCP provision is evidence on a whole academy provision map. There is a statutory requirement to review ECHPs every 6 months for preschool children and annually for school age children. Supporting pupils moving between phases and preparing for adulthood.
We will ensure smooth transition into our academy from the previous educational establishment and from our academy into the next phase of education. This will include;
Sharing information with the academy, or other settings the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
For pupils transferring to another setting, the SENCo is responsible for making sure that all records regarding SEND are transferred as soon as possible.
- Discussions will be organised between the previous or receiving school/academy prior to the pupil joining/leaving.
- Organising transition sessions where the pupil spends time in their new setting meeting key people.
- Organising for key staff to visit pupils prior to them joining the academy in the current setting.
Mrs Goodall (SENCo) and class teachers will liaise with the SENDCo from the new setting to pass on information regarding SEN pupils.
Children working in Alternative Provision (AP)
When children spend some of their time in other settings such as alternative provision, the SLT will ensure the key information with regards to their SEND and Disabilities is passed to the appropriate people so that the planning for their care and learning support is consistent and appropriate. The SLT will also ensure there is liaison with any external support services again to ensure there is consistency of approach and expectations are managed. We will carry out weekly visits focusing on attendance, safeguarding, curriculum and SEND support, teacher and class check-ins to keep regular contact between alternative provision as well as school. We will work closely with the child, their families, the SENDCo and the headteacher at the alternative provision as well as the EAIP.
Access to the curriculum: Implementation
It is the responsibility of all teachers to include SEND pupils within the classroom and plan effectively to enable them to access the curriculum and make progress.
We always strive to;
- Set suitable challenges
- Respond to pupils’ diverse needs
- Overcome potential barriers to learning
- Use a range of strategies to meet children’s special educational needs
The ambitious 3-part curriculum for pupils with additional needs including SEND can be flexible and differentiated according to need.
Wherever possible, we ensure children with SEND stay within the classroom and use a personalised tracking tool called SENIT DJ (EYFS) or B Squared. This enables the child to receive quality first teaching from the class teacher, and allows class teachers to capture the small steps of progress made towards a broad objective.
Most of academy is fully accessible on one level and has appropriate access to disabled toilets and the care suite. The Key Stage 2 playground is situated on lower ground, and can be accessed via the main steps or by using the sloped ramp to the right-hand side of the playground. To comply with measures required to support visually impaired children and/or adults, the school SENDCo and members of the Visual Impairment team at Leeds City Council undertake annual assessments of the paintwork and visibility of the hand railings to ensure that they comply with the requirements outlined in the VI expectations handbook. The Deaf and Hearing Inclusion Team (DAHIT) have carried out annual acoustics of the classrooms in preparation of transition to a new classroom at the end of the summer.
Should children require additional equipment to fully access the facilities, then the academy will work with specialists and other professionals to ensure that this need is met and is outlined in an additional needs plan.
Woodlands is an inclusive academy and full participation in activities and educational visits for all pupils is a priority. All academy trips are thoroughly risk assessed by staff and measures put in place to ensure the safety of all pupils and adults.
Expertise and training of staff
Co-op Academy Woodlands is committed to the continuous professional development of all staff. All members of staff who support children in the classroom and at break/lunch times are fully trained to meet the needs of the children they care for.
Where a learning need is identified that requires specific support, staff will receive appropriate training and resources will be purchased as recommended from specialist services.
Support for SEND pupils will be allocated through the use of available funding (The Pupil Premium, Funding for Inclusion (FFI) and whole academy SEN budget).
Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
- Differentiating and building scaffolding within our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
Intervention and Support
Interventions which are additional to those provided as part of the schools’ usual differentiated curriculum offer and strategies will be employed to enable the child to progress. These will be coordinated by the SENDCo and will be recorded in an individual provision map (IPM).
Support from external specialist services and agencies will be sought and referrals made as required, using local, regional and national specialists as the need arises.
Evaluating the effectiveness of SEN provision: Impact
The provision for inclusion will be monitored by;
- The academies processes for tracking the progress of all pupils.
- Review meetings with parents, class teachers, support staff and SENDCo termly.
- Evaluating half termly the impact of provision including intervention programs.
- Analysis of data and individual tracking information.
- Regular meetings between SENDCo and inclusion governor.
- Monitoring of classroom practice and provision for pupils with additional needs.
- Annual review of EHCP as prescribed in the SEND code of practice.
- Annual reviews of pupils in receipt of additional Funding for inclusion.
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
- Other teachers’ assessments, where relevant
All teachers and support staff who work with a pupil with specific needs will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. This will all be recorded on an IPM. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
Support for improving emotional and social development
All the staff in academy take a shared responsibility for children’s overall well-being. In addition, the academy has key members of staff who work closely either in focused groups or individually to support children with their social emotional and behavioural development. Some of the ways we provide support for pupils to improve their emotional and social development are in the following ways;
- Educational psychologists support and guidance
- Play therapists
- Family support from pastoral team /inner east cluster
- The Beck small group interventions
- Gardening club
- Helping Understand Behaviour (HUB) and Cool and Calm lunchtime support
- Pastoral support.
- Other external agency support
We have the Deputy Headteacher who is responsible for behaviour, Inclusion Support Worker (ISW) who is one of the DDSL and two Behaviour Learning Support (EYFS/KS1 and KS2) whose roles are designed to support the mental well-being of pupils on a day to day basis through check-ins, catch-ups, intervention support and 1:1 work.
Additional support for learning
We have a number of teaching assistants (TA’s) and higher-level teaching assistants (HLTA’s) who are trained to deliver interventions such as Lego Therapy, Key Word Reader and Circle of Friends.
Teaching assistants may support pupils on a 1:1 basis when a substantial level of support is required for a child to access their learning.
Teaching assistants will support pupils in small groups when pupils require pre-teaching/post-teaching or ‘catching up’ sessions via intervention.
Working with other agencies
The academy makes good use of outside agencies, seeking support and advice to maintain the high standards of provision.
Links and partnerships are developed with Leeds City Council and other outside agencies to provide support and advice to enable the academy to meet pupil needs effectively.
We seek to respond quickly to emerging need and work closely with other agencies including;
- Academy nurse - Immunising children, measuring their height and weight, running drop-in clinics, helping parents with toilet training and teaching part of the PSHE (personal, social and health education) curriculum are just a few more of the jobs they can be asked to do.
- Complex needs team– works closely with families, academy’s and other learning providers to deliver strong support services which are coordinated around the needs of the child or young person (0-25 years) and their family.
- Chatterbug and NHS Language therapists – Who assess and support children with communication problems.
- CAHMS – Child and adolescent Mental Health service.
- DAHIT – Teachers of the deaf
- Educational Psychologist - they study how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners and learning disabilities they also assess social, emotional, and cognitive processes.
- Guidance and Support – A team that has been set up to support children and families in the Inner East. If your child/family needs extra support, they try to find the best way to do this as quickly as possible. Providing a co-ordinated package of support to help improve your situation.
- Occupational therapist - provides support to people whose health prevents them doing the activities that matter to them.
- SENIT – Special Educational Needs Inclusion Team – provides classroom support individually, as a group, or as a whole class.
- SENSAP – Special Educational Needs provision support
- STARS autism support – whose focus is on training and empowerment for all staff to have a better understanding of autism and to support parents of children with autism. ● VI Team – Visual impairment team
Securing equipment and facilities
Some children require more specialist equipment to support them with their learning. The SENCo will work alongside professionals in ensuring that the correct equipment and facilities are available.
Currently, we have 3 children in our setting who is are supported by the DAHIT. We have sourced the correct equipment, and staff have received the appropriate training to fully support them
Medical needs within the academy
Some of our children require medication to be administered during the day. We have a medical conditions policy which outlines our procedures for doing this. We recognise our duty under the Children and Families Act and liaise closely with our academy nurse to ensure that we comply. We also work very closely with nurses linked to specialised areas such as diabetes. We ensure that we seek advice from these specialists at every opportunity, and strive to ensure a good relationship with them along with the parents.
Some children have their own healthcare plan which is drawn up by a member of the first aid team in school. These plans are kept securely in the medical file on the school system and are updated annually or when any information changes.
Promoting High Expectations
Co-op Academy Woodlands will set high standards for children with special educational needs and disabilities, with an expectation that they will achieve their full potential. In working towards this principle, the schools will ensure that;
Children with SEND have equal access to extra-curricular and extended school activities provided by Co-op Academy Woodlands.
- The use of assessments provides effective measures of the performance of children with special educational needs. We will moderate our assessments of attainment below the National Curriculum levels and make use of the Progression Guidance to evaluate the performance of our schools at individual, cohort and whole school level, in order to ensure that our children’s academic outcomes are good.
The intended outcomes at Co-op Academy Woodlands are for children to become:
- Confident - to face the challenges
- Resilient - to cope with difficulties that may come
- Independent - to create the life that they deserve to lead
Clear and effective procedures
Procedures for identifying children with SEND and for monitoring their progress will be clear, effective and straightforward. Any such procedures will take account of the Code of Practice on the identification and assessment of special educational needs. In working towards this principle, the schools will;
- Ensure Education Health and Care Plans and (IPMs, if applicable) are reviewed regularly and the appropriate action taken where required.
- Ensure procedures are in place to ensure the views of parents/carers and young people are sought during the statutory review process, as well as those of the professionals involved.
- Offer a person-centred approach to review procedures with the most effective mode of contribution identified for each individual child.
- Monitor and evaluate the schools’ performance in relation to children with special needs using feedback and surveys to gather their views and those of their parents/carers in addition to assessment data.
- Recognise that effective action for learners with SEND will often depend on close co-operation between the schools, families, health/therapy services and social care services. We are committed to implementing such co- operative arrangements so that services for individual children and their families can be as seamless as possible.
Planning, review and evaluation
Individual teachers have day-to-day responsibilities with regard to planning and managing the care and learning for students with SEND in their group.
The SENCO is responsible for the co-ordination of specialist provision and interventions.
The Safeguarding governor will report to the LGB annually about the scope and findings of the scrutiny work undertaken.
Complaints about SEND provision
If there is a complaint about SEN provision:
- Firstly, discuss any concerns with the class teacher – we are confident that this will be the quickest and most effective way to solve the problem.
- Following this, discuss any further concerns with the SENCo (Telephone meeting to be arranged by contacting the academy office).
- If you are still unhappy and you feel that the problem needs to be taken further, please visit our website and/or school office where you can find out our complaints policy.
Contact details of support available
- Leeds SENDIASS - Special Educational Needs and Disability information Advice and
Support Services in Leeds sendiass.leeds.gov.uk
- Complex Needs Team:
http://www.leeds.gov.uk/residents/Pages/Welcome-to-Leeds-City-Council-complexneedsservice.aspx
Contact number: 0113 395 1039 ● Educational Psychology Service:
http://www.leeds.gov.uk/residents/Pages/Educationalpsychology.aspx
Contact number : 0113 395 1176 ● Social Services:
http://www.leeds.gov.uk/residents/Pages/Children-Social-WorkServices.aspx Contact number : 0113 222 4403
Information on where the local authority’s local offer is published. http://www.leeds.gov.uk/residents/Pages/Leeds-local-offer.aspx
Monitoring arrangements
This policy and the SEND information report will be reviewed by Mrs Jenny Goodall (SENCo) every two years. It will also be updated if any changes to the information are made during the year. It will be approved by the governing board.
Links with other policies and documents
This policy links to the academy’s policies on:
Behaviour
Child Protection Policy
Admission Policy
Medical Conditions policy
Teaching and learning policy
Exclusion Policy
SEN information report.