SEND (Special Educational Needs and Disability)

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

Click here to view the SEND Policy

Click here to view the Accessibility Plan

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/

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