Our SEND Information Report
Actions we are taking to implements our SEND policy at Samuel Whitbread Academy
1. WHAT KINDS OF SEND DO WE PROVIDE FOR?
We are a mainstream academy for young people aged 13-18.
We provide support for all types of SEND and Disabilities, and some of our students have Education, Health and Care Plans (EHCPs).
We also have the local authority commissioned specialist mainstream provision for young people with Education, Health and Care Plans (EHCPs) for Autistic Spectrum Conditions (ASC) who the local authority have placed there. In 2018-19 we are oversubscribed with 17 young people.
In 2018 we gained the Inclusion Quality Mark in recognition of our leading work in SEND and Inclusion.
2. WHAT IS OUR POLICY FOR IDENTIFYING CHILDREN AND YOUNG PEOPLE WITH SEND AND ASSESSING THEIR NEEDS, AND WHO IS THE SENCO?
Our SEND 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 support to make expected progress because of a learning difficulty of disability. This is usually done through regular ongoing in class assessments, but may involve more specialised assessment from our Specialist Assessor for SEND, or from the SENCO.
Some students have an EHCP, which clearly set out the needs of the young person.
The SENCO is Thomas Rowell, and can be contacted by phone on 01462 628020 or by email email@example.com
3. HOW DO WE CONSULT WITH PARENTS OF CHILDREN WITH SEND AND INVOLVE THEM IN THEIR CHILD’S EDUCATION?
Parents get regular reports from the school regarding students’ attitudes to learning and predicted grades, target grades, and subject specific targets.
There are two opportunities through the year at parents’ evenings to meet with form tutor, class teachers and the SENCO.
Those who are receiving specific SEND Support (as categorised by the Code of Practice 2014 will be offered a meeting with the school at least three times per year to discuss progress and support, two of which will be at parents’ evenings.
Personal Provision Plans can be emailed home at the request of a parent.
A student’s Learning Support Teacher acts as a key worker to facilitate regular communication with parents.
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. The form tutor is always the first point of contact for parents regarding their child.
4. HOW DO WE CONSULT WITH YOUNG PEOPLE WITH SEND AND INVOLVE THEM IN THEIR EDUCATION?
We will always meet with a young person before beginning any specific support and explain what we are doing, and why.
We ask students at transition when they are in Y8 how we can best support them, and this information is put into the PPPs.
We ask students for their views on their needs and record this on their PPPs
Students with SEND have access to extra support and guidance when it comes to choosing their GCSE and Post 16 options.
5. HOW DO WE ASSESS AND REVIEW CHILDREN AND YOUNG PEOPLE’S PROGRESS TOWARDS OUTCOMES?
Class teachers will be regularly assessing 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 will be scrutinised by the SENCO after each reporting cycle so that less than expected progress can be highlighted and support put in place.
Those students receiving specific SEND support from one of our LS teachers will have their progress tracked and monitored, and this information will be fed back to the student and parent.
We will try to use our normal school assessment processes as much as possible so as not to overburden our young people with too many assessments.
There may be times though when we need to conduct more specialised assessments in order to obtain standardised scores so that we can see if a young person needs exam access arrangements for example. We will always let students know this is happening and let parents know the outcome of any testing.
6. HOW DO WE SUPPORT CHILDREN AND YOUNG PEOPLE IN MOVING BETWEEN MIDDLE AND UPPER SCHOOL AND IN PREPARING THEM FOR ADULTHOOD?
There is a well-planned programme of transition activities for those moving from year 8 into year 9. This involves at least two additional visits beyond the usual two days for all Y8s. SENCOs will also discuss students, and LSAs will visit Y8 classes to observe children in their middle schools.
For those looking to move on from us at 16 or beyond, we work very closely with our careers, information, advice and guidance team at school to support as needed, and offer support specifically for those with SEND.
For those with an EHCP the Local Authority SEND Personal Advisor works closely with our students from year 9 to help them make the transition from school.
7. WHAT IS OUR APPROACH TO TEACHING CHILDREN AND YOUNG PEOPLE WITH SEND?
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 SEND have access to the same high quality teaching as everyone else in the school.
It also means that we will work really hard with young people with SEND 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.
8. HOW HAVE WE ADAPTED THE CURRICULUM AND THE LEARNING ENVIRONMENT OF CHILDREN AND YOUNG PEOPLE WITH SEND?
The curriculum is very broad at our school and as such there is something available for all students to follow. There is a great deal of choice in our curriculum, this way those with SEND can have a very bespoke, personalised timetable that meets their needs.
We offer a range of GCSE courses, Entry Level Qualifications, BTECs and other vocational pathways.
The site is fully accessible and meets all the requirements of the Equalities Act 2010.
The on-site ASC provision is set up to support students with EHCPs for ASC, who have been placed there by the local authority. There is a suite of rooms attached to the mainstream buildings, and is adapted for the needs of the young people who attend.
Our curriculum information can be found on our website.
9. WHAT IS THE EXPERTISE OF STAFF TO SUPPORT CHILDREN AND YOUNG PEOPLE WITH SEND AND HOW DO WE CONTINUE TO TRAIN THEM. HOW DO WE SECURE SPECIALIST EXPERTISE?
Thomas Rowell is an Assistant Principal, with oversight of SEND across the trust. He is the SENCO with many years’ experience, both at SWA and another large upper school. He holds the National Award for SEN Coordination (NASENCO) and has an additional Postgraduate Certificate (PGCert.) in Vulnerable Learners. He has a Level 7 Certificate in Assessing Learning Needs in Schools. He works across the Trust supporting colleagues in developing their practice in this area and is a qualified facilitator for the ELC AptGo audit, and is commissioned by other schools to undertake this audit.
Sian Waterhouse is the Head of Learning Support and Assistant SENCO. She is an English teacher and SLE with a background working in Medical Needs tuition and other settings.
Pippa Gibbs is our Specialist Assessor and teacher of SEND. She is a former SENCO herself and has a Level 7 Certificate in Assessing and Teaching Specific Learning Difficulties. Pippa updates her training annually, and works closely with the local PATOSS group (Professional Association of Teachers and Assessors of Students with Specific Learning Difficulties) for North Herts and Mid Beds
Jenny Swift manages the Specialist Provision for ASC. She has the National Award for SEN Coordination (NASENCO) and postgraduate qualifications in SEN in schools.
Alison Gardiner is another learning support teacher who has a wealth of expertise in working with children with SEND. Ali has been involved in the in-house training this year.
Elizabeth Lockhart runs our Inclusion Provision for children with more significant mental health and medical needs who are reintegrated into school or who require a modified curriculum.
Staff are encouraged to continue to train as part of their own performance management, and we regularly undertake in house training on specific issues.
Many members of staff have undertaken Team Teach training, which is a method of behaviour de-escalation and management. We will also use the Specialist Teacher for ASD from the Local Authority to run some whole school training on ASD.
As part of our middle and upper school liaison meetings we run termly training for all staff on different aspects of SEND Practice. In 2018-19 training will be as focus on Attachment, meeting the needs of children with SpLD, and Speech and Language Therapy.
We have a large team of LSAs who access the wide variety of BEST SEN training on areas such as Dyslexia, ASD, ADHD and behaviours, Speech and Language and Visual Stress.
We use the local authority outreach service and external providers as needed.
10. HOW DO WE KNOW HOW EFFECTIVE OUR PROVISION FOR CHILDREN AND YOUNG PEOPLE WITH SEND IS?
As part of the normal school development and self-review cycle we will carefully examine the data from exam results, student surveys and teacher observations to evaluate the effectiveness of the provision.
11. WHAT DO WE DO TO MAKE SURE CHILDREN AND YOUNG PEOPLE WITH SEND ARE ENABLED TO ENGAGE IN ACTIVITIES AVAILABLE WITH CHILDREN AND YOUNG PEOPLE IN THE SCHOOL WHO DO NOT HAVE SEND?
There are no barriers for any students with SEND for our activities in school. All out of hours activities are monitored and registers are taken and student engagement is monitored.
We actively encourage students with SEND to take part fully in the life of the school.
We are a fully inclusive, comprehensive school.
12. WHAT SUPPORT HAVE WE GOT IN PLACE FOR IMPROVING EMOTIONAL AND SOCIAL DEVELOPMENT OF OUR STUDENTS?
Our provision map shows clearly the provision in place for those young people with emotional and social needs.
Our anti-bullying policy sets out our approach to bullying.
13. HOW DO WE INVOLVE OTHER BODIES, INCLUDING HEALTH AND SOCIAL CARE BODIES, LOCAL AUTHORITY SUPPORT SERVICES AND VOLUNTARY SECTOR ORGANISATIONS, IN MEETING CHILDREN AND YOUNG PEOPLE’S SEND AND HOW DO WE SUPPORT FAMILIES?
We draw on a range of local providers such as:
NHS, Union Street Clinic, 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
Local Colleges (Bedford, Shuttleworth, North Herts)
Academy of Central Bedfordshire
Alternative Providers such as Seeds of Change or Angling for Success.
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.
14. WHAT ARRANGEMENTS ARE IN PLACE FOR HANDLING COMPLAINTS FROM PARENTS OF CHILDREN WITH SEND ABOUT THE PROVISION MADE AT THE SCHOOL?
The school has a Parental Complaints Policy which can be found by clicking here.
Looked After Children who also have SEND will be supported through this process with the support of the Designated Teacher for Looked After Children (Mr T Rowell) and the Virtual School.
The Local Authority publishes its local offer here.
15. How is the school improving accessibility?
These details are held within our Accessibility Plan.
Increasing curriculum participation
A bespoke curriculum for some in Learning Support, working with Maths and English Department to include Functional Skills in English and Maths, Entry Level Qualifications.
Develop use of assistive technology using Chromebooks and increase training on speech to text and text to speech software. Google Classroom training to share information in different forms.
Purchase of Roger Pen to assist Auditory Processing Disorder
Improving the physical environment
Samuel Whitbread Academy is having a hearing induction loop fitted to the Main Hall in Block 1. This will assist students who would need to access that facility as well as parents and members of the public at school events.
Improving the delivery of accessible information
The school works closely with the Local Authority Hearing Impairments and Visual Impairment services to improve accessibility of information to those students who need that level of support.
The school is looking to improve the accessibility of its website by adding text to speech modules if possible.
Ensuring that information is available in a variety of formats. Purchase Parentmail to improve communications. Creation of “head of Communications” post to oversee this area.