SEND

The Skipton Academy SEN Information Report and Offer 2016-17

The North Yorkshire local offer can be found at: http://www.northyorks.gov.uk/article/23542/SEND—local-offer

The Bradford LEA local offer can be found at: http://www.bradford.gov.uk/bmdc/education_and_skills/special_educational_needs

The new SEND Code of Practice [https://www.gov.uk/government/publications/send-code-of-practice-0-to-25] came into force for all schools in September 2014 and the January 2015 SEN&D Code of Practice states that:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he/she has a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions

What kinds of SEN are provided for at The Skipton Academy?

The school provides for a range of SEND including:

  • Autistic Spectrum Conditions,
  • Medical and Physical Difficulties and Disabilities,
  • Dyslexia,
  • Hearing & Vision Impairment,
  • Speech, Language & Communication Difficulties,
  • ADHD,
  • Emotional & Social Difficulties

What policies do we have for identifying children and young people with SEN and assessing their needs?

The following policies reinforce the need for teaching to be fully inclusive:

  • Accessibility Plan
  • Admissions Policy
  • Disability Policy
  • Equality Policy
  • Examinations Policy
  • SEND Policy
  • Teaching and Learning Policy

How do we assess students’ needs?

The Skipton Academy identifies a student who has any special educational needs by:

  • Analysis of a student’s needs
  • Dyslexia screening
  • Accelerated Reader diagnostic
  • Exam access arrangements testing/screening
  • Teacher assessments
  • Observations
  • Analysing prior progress and attainment
  • Liaison with student’s previous school usually at transition
  • Standardised screening or assessment tools, if appropriate
  • Listening to the views of and experiences of parents, carers or guardians or the student’s own views
  • Reports and advice from outside agencies or professionals

What arrangements do we have for consulting with parents of children with SEN and involving them in their child’s education?

We value the partnership with parents/carers. Parents/carers are notified as early as possible if there are any concerns.

To facilitate the identification of and provision for students with SEN we:

  • provide regular reports to parents on their child’s progress through the Progress Review process or SEN reviews.
  • share information regularly with parents/carers through informal conversations, individual meetings and formal discussions
  • gain parental/carers consent before referring a student for additional support
  • issue invitations to review meetings to discuss progress and to be involved in setting targets with appropriate intervention strategies.
  • parents/carers will be provided with as much information as possible as to the type of additional interventions, the person delivering the intervention, the intended learning outcomes, how the intervention will support classroom learning and the monitoring methods and review
  • provide copies of relevant documentation
  • encourage parents/carers to engage with approaches and teaching strategies that are used in school

We welcome the advocacy provided by Parent Partnership and encourage parents/carers to use the Parent Partnership Service for support and advice. A Parent Partnership Co-ordinator can be contacted through North Yorkshire’s education offices or on 0845 034 9469. The Parent Partnership Coordinators can offer impartial advice and support or attending meetings with you.

We:

  • promote a culture of co-operation between parents/carers, schools, LAs and other agencies
  • respect the differing perspectives of all parties concerned with children with SEND and seek constructive ways of reconciling different viewpoints
  • recognise the pressures a parent/carer may be under because of their child’s needs
  • record the outcomes, actions and support agreed at meetings and sharing it with all relevant staff/agencies/parents/carers

What arrangements do we have in place to consult young people with SEN and how do we involve them in their education?

We always considers the views and opinions of students. We will take these into account in any matters affecting them, taking into consideration their age, maturity and capability. We encourage students to participate in their learning by:

  • Involving them in the planning of their provision and associated target setting
  • Making them aware of the targets agreed
  • Informing them of progress made
  • Encouraging a positive attitude towards overcoming any difficulties
  • Involving them in review processes

What arrangements do we have in place for assessing and reviewing children and young people’s progress towards outcomes. What opportunities are available to enable us to work with parents and young people as part of this assessment and review?

All of our teachers are responsible for monitoring students with SEND. The Head of Learning Support and the Pastoral leadership team, together with Subject and Faculty heads, monitor and track data for students with SEN.

SEND is part of our self-evaluation arrangements and forms part of the whole School Improvement Plan – this includes an annual review.

Our progress review is a cycle of assessment and review that includes both students and parents/carers in the process.

Additional meetings involving both parents and students take place for individuals to assess their progress, plan additional or further interventions/support.

What are the arrangements for supporting young people in moving between phases of education and in preparing them for adulthood? How do we ensure that as young people prepare for adulthood the desirable outcomes reflect their ambitions?

The Head of Y7/Transition, Heads of core subjects and SEND representatives start a core transition process in early spring. This includes a term’s programme of school visits and a 3 day induction process with us. We provide additional and individual transition plans for students requiring additional support, including a full day drama workshop. If your child has additional needs, specific meetings will be held to ensure that those needs are fully understood. We also continue to work with primary school staff once students start in Y7.

Annual reviews are organised to support key transitions. Additional support and meetings are organised to consider appropriate GCSE option choices and pathways. Students in Y10/11 have 1:1 independent information, advice and guidance meetings to support post-16 choices. Support is available for the completion of application forms and attending interviews.

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

High quality support for learning within mainstream lessons is the most important factor in helping students with SEND to make good progress alongside their peers. The approaches that we use to help address your child’s needs within lessons include:

  • Providing high quality classroom teaching differentiated for individual students with a range of learning styles.
  • Holding high expectations and sets suitable learning challenges.
  • Regularly monitoring the quality of classroom teaching.
  • Taking steps to improve teachers’ knowledge of special educational needs.
  • Using school based information on student progress alongside national data and expectations of progress.
  • Using appropriate tools, where available, to support assessments and the identification of interventions/support.
  • Providing access arrangements for exams – for example readers, scribes, additional time, use of word processing facilities
  • Utilising provision maps to detail the types of provision.
  • Ensuring that pastoral care forms an integral part of our work.
  • Providing alternative curriculums as part of the provision offered.
  • Working collaboratively with other professionals to provide appropriate support.

What sort of adaptations are made to the curriculum and the learning environment of children and young people with SEN?

We can make a range of adaptations and adjustments to the school curriculum/ environment to support students with SEN. These include:

  • Providing additional support to enable students to access the environment and/or the curriculum, either 1:1, small group or in lessons
  • Personalise the curriculum to facilitate overlearning and the reinforcement of skills or remove sensory overload
  • Adapt resources used in class to remove barriers to learning e.g. the use of coloured rather than white paper or enlarged text
  • Adjust the location of lessons/exams to facilitate access, remove stress or provide a quieter/less distracting environment for learning
  • Differentiation
  • Use of different learning styles
  • Additional specific interventions
  • Additional pastoral support
  • Peer reading sessions with Y11 students

Additional interventions are delivered by The Skipton Academy staff and outside agencies to support the acquisition of:

  • Literacy skills
  • Numeracy skills
  • Mobility or Motor skills
  • Speech, language and communication skills
  • Social skills

What sort of expertise for supporting children and young people with SEN do we currently have? How do we ensure that expertise and training are current? How do we access and secure further specialist expertise?

Meet our team:

Antony Booth Link Governor

Shayne Toy Deputy Principal [line manager for Learning Support]

Amanda Altham Joint Head of Learning Support

Vicky Jessop Joint Head of Learning Support and Exam Access arrangements

Ian Price Head of Key Stage 4

Sarah Dewhurst Head of Y8/9

Dominic Fitzgerald Head of Y7/transition

Helen Jackson HLTA [Maths]

Amanda Jennings HLTA [KS3 pastoral focus]

Kathryn Radley HLTA [English]

Bevis Cox GTA

Gaynor Greaves GTA

Vanessa Hall GTA

Lynn Egan Attendance Officer

Training is offered to staff through:

  • INSET days and twilight sessions
  • External courses and events within and outside of the local authority

The Skipton Academy will consider involving specialists whether secured by school or outside agencies when:

  • additional support is required to provide effective support or interventions
  • a student continues to work at a level substantially below those expected of students of a similar age despite appropriate interventions and support
  • additional equipment/resources are required that school needs support and advice to source.

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

We adopt the Assess, Plan, Do, Review cycle of support to ensure any interventions/support are and remain appropriate.

The embedded curriculum assessment process can be used to help identify students making less than expected progress given their age and individual circumstances. This can be characterised by

progress which:

  • 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

Progress is also looked for in areas other than attainment e.g. wider development or social needs required for a successful transition to adult life.

The governing body will, on an annual basis, consider and review the effectiveness of SEN provision and consider any amendments that may need to be made to the SEND policy.

How are children and young people with SEN enabled to engage in activities available with children and young people who do not have SEN?

Our staff are committed to all students having access and opportunities to participate in school activities and visits through reasonable adjustments and adaptations where needed. Reasonable adjustment and adaptations will be made on an individual basis and closely monitored by staff, including the Educational Visits Coordinator, to ensure students can play a full and active role along with their peers. We do not discriminate against any students due to their special educational need or disability.

How do we support children and young people with SEN to improve their emotional and social development? What extra pastoral support arrangements are available?

The ARK and the Learning link provide bases for students with additional needs. Our HLTA’s offer specific individual and group sessions on communication skills. Additional support is offered during form time and unstructured times of the day. Support is also available after school in the LRC. A number of external agencies meet with students within school for support and counselling sessions. The School Nurse is available for drop-ins and pre-booked appointments.

How do we involve other bodies in meeting children and young people’s SEN and supporting their families?

Close links are maintained with a wide variety of external agencies if deemed appropriate to support students and/or parents/carers in addressing and supporting need. These may include:

  • Autism Outreach Support Service
  • CAMHS
  • Compass
  • Consultant Paediatrician
  • Educational Psychologist
  • Hand in Hand
  • IGEN
  • Prevention Service
  • Pupil Referral Service
  • School Nurse
  • Speech & Language Therapist
  • Young Carers

What are the arrangements for handling complaints from parents of children with SEN about the provision we offer?

The first action you need to take is to contact Mrs J Plummer for handling complaints regarding SEN provision. Inform Mrs Plummer as soon as you have a cause for concern or a complaint. Please give us the opportunity to investigate and act. It is helpful if you can provide a short written statement of your concern or complaint. This will help to avoid any misunderstanding and provides a written record of your concern or complaint. This is known as the “informal” stage and the school will do everything possible to address your concerns at this stage.

If you feel that the issue has not resolved you can either contact Mr Toy or Ms Hamilton before using the formal complaints procedure.

Please refer to the Complaints Policy on the website for more information.

Glossary of words and acronyms that may be used when referring to a student with special educational needs:

AA Access arrangements – a legal process of testing and requesting that students with specific difficulties have some form of additional support or time in exams

ADD Attention deficit disorder

ADHD Attention deficit hyperactive disorder

AR Annual Review

CAMHS Child and adolescent mental health service

ASD Autistic spectrum disorder

CAT Cognitive ability tests- tests that measure how the brain may be working

CoP Code of Practice ( How SEN should be supported)

EHCP Education, Health and Care Plan

EP Educational Psychologist

HI Hearing impaired

LEA Local Education Authority

MLD A moderate learning difficulty ( when a student does not have an SpLD but continues to struggle to learn)

ODD Oppositional defiant disorder.

QFT Quality First Teaching

PI Physically impaired

SEND Special Educational Needs and/or Disability

SpLD A specific learning difficulty, such as dyslexia, dyscalculia or dyspraxia

TYS Targeted youth support

TYW Targeted youth worker

VI Visually impaired

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