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SEND (Special Educational Needs and Disabilty)

The Academy's Additional Needs Department is a well-equipped and experienced resource. We have a good reputation for providing support, ensuring progress and achievement for all students. We are a fully inclusive school and as such much of the teaching and learning takes place within the mainstream curriculum. This is a very inclusive academy. Every student is equally valued and well cared for through the academy’s outstanding pastoral care systems.” OFSTED May 2013

Click here to view the range of services available at the Local Authority

Click here to view the SEND Information Report

The SEND Policy has been re-written to incorporate the Government's new Code of Practice 2014. You can download a copy here or visit the policy page to see all the Academy's published policies.

We are a strong team who are deeply committed to ensuring accessibility across the curriculum for all students. We strongly believe that all students are entitled to a full and vibrant education and as a result we work closely with parents, students and external agencies to ensure each student meets their full potential, academically, socially and emotionally.

The following provision map shows the full range of adjustments and strategies that we use with students. If you would like to discuss any aspect of this please contact the SENCO at the Academy.

 

Cognition and Learning

Communication & Interaction/EAL  Behaviour, Emotional & Social Development Sensory and/or Physical Medical Conditions

Wave 1

Quality First Teaching 
Differentiated   curriculum planning, activities, delivery and outcome

Increased   visual aids modelling etc

Use   of writing frames/graphic organisers

Access   to ICT

Multi-sensory   approach VAK

Progress   reports

Target   setting

APP

AfL

Homework   clubs

Exam   Booster classes

Revision classes
Differentiated   curriculum planning, activities, delivery and outcome e.g. simplified   language, Key words

Increased   visual aids / modelling etc

Use   of symbols

Structured   school and class routines

Environmental   clues ( eg signs, location systems, picture/object exchange)

Timetabled   Communication lessons at Key stage 3

Form   Tutor/Heads of Department/Heads of Year

Pastoral   Support Officers(PSO)

Whole   school behaviour policy /IRIS /BSU/IEU

Whole   school / class rules

Whole   school/ Class reward and sanctions systems

Behaviour   Provision maps to support individual students

Time   –out card

Active   Learning approaches

Brain   Breaks

Enrichment   sessions during extended schools programme

PSHE

Flexible   teaching arrangements

Staff   aware of implications of physical impairment /medical needs

-refer   to Care plans

Risk   Assessments

Schools   Equality and Access Scheme

Medical   Information Board

Lifts

Evac   Chair- PEEPS

  Cognition   and Learning Communication & Interaction/EAL  Behaviour, Emotional & Social Development Sensory and/or Physical Medical Conditions

Wave 2

Wave 1 plus additional time-limited, tailored intervention support programmes 
In   class LSA support- targeted catch up or adapted programmes

Library   sessions for

Paired   /buddy reading

Educational   Psychology Service input/assessments

LSA   in class support with focus on supporting speech and language &

Communication   skills

Coloured   coded timetables

Overlays,   coloured paper

(yellow)

Social   Skills programme LSU

Pastoral   Team

Behaviour   Team programmes

SFL-   restorative practice

Support   during unstructured times- Pastoral area pass/LSU breaks &lunch

Involvement   of EWO

Access   to Connexions

Safe   Guarding Officer

LAC – PEP meetings

Keyboard   skills training

Additional   fine motor skills practice- Handwriting programme

In   class support access to resources and   safety

Class risk assessments
  Cognition and Learning Communication & Interaction/EAL Behaviour, Emotional & Social Development  Sensory and/or Physical Medical Conditions

Wave   3

Wave 1 plus increasingly individualised programmes based on independent evidence of what works 
In class LSA support

Intervention programmes-

SpLD – Specialist teacher sessions SENCO

Fresh start – Read,Write Inc/Maths catch up

Exam concessions Access Arrangements

Alternative accreditation/ vocational courses ASDAN/CoPE

Access to Connexions

Annual Review and Reporting

Educational Psychology Service input/assessments

In class LSA support

Speech and Language support from RANS,

followed up in school LSA/SENCO

Advice/ Input from RANs -Communication   Difficulties Team

ICT – Writing with Symbols

Access to Connexions

Annual Review and Reporting

Alternative accreditation/ vocational courses ASDAN/CoPE
In class LSA/Behaviour Team support-

Pastoral Team

Behaviour Policy BSU/IEU

Individual counselling

Individual reward system

Social skills training

Boxall Profiles-SENCO

Goodmans S&D questionnaires

Circle of Friends

Alternative accreditation/ vocational courses ASDAN/CoPE

Safeguarding Officer

Involvement of EWO

Access to Positive Steps

CAMHS Annual Review and Reporting   Educational Psychology Service input/assessments

In class LSA support

School Nurse

Specialist teachers in Rochdale for   VI/HI/Physical needs

Flexible teaching arrangements

Annual Review and Reporting
 

These are some useful websites to go to for further reading:

http://www.nasen.org.uk/

http://dyslexiaaction.org.uk/

http://www.adhd.org.uk/

http://www.autism.org.uk/

http://www.bdadyslexia.org.uk/

http://www.dyspraxiafoundation.org.uk/

http://www.irlen.org.uk/

http://www.parentpartnership.org.uk/

https://www.gov.uk/children-with-special-educational-needs/overview

 

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