SEND Information for Barnes Wallis Academy
Questions referenced to the SEN (Information) Regulations (Clause 65)
How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?
Barnes Wallis Academy identifies students with special educational needs when they are not making progress despite the support/interventions being given.
If parents are concerned they may discuss their child with school staff. Opportunities to speak to a teacher occur at regular parents’ meetings and at any one of the 6 assessment points during the year. There is also the opportunity for parents to speak directly with the SENCO lead Miss Dunsford.
The school regularly screen children and may ask for further assessment but this will depend on the degree of discrepancy re- reading/spelling ages.
Support provided to students will very much depend on the student’s individual circumstances. There is always the opportunity for parents to discuss with staff the individual plan of action proposed. Refer SEN Policy.
The Primary areas of SEND in the new Code of Practice, are:
: Communication and Interaction
: Cognition and Learning
: Social, Mental and Emotional Health
: Sensory and/or Physical Development
How is the decision made about how much individual support students will receive?
Support provided to students will very much depend on the student’s individual circumstances. Intervention for SEND pupils is clearly evidence based, and is planned by the SENCo, and delivered by a trained Staff base.
There is always the opportunity for parents to discuss with staff the individual plan of action proposed.
Decisions are made jointly involving both teaching staff and the SEND team. Other agency involvement depends on the individual needs.
SUPPORT FOR LEARNING AND WELL-BEING
How does the school support students with special educational needs
The Academy oversees and plans education programmes for students with SEND by means of the Assessment Points (6 x each year) and a Provision Map is drawn up.
Assess, plan, do, review cycle (the Graduated Response system) is used. Individual Learning Plans (ILP’s) may be used by the SENCo when appropriate. Children not making progress are reviewed on a termly basis.
Support is provided for students with SEND by the Class teacher and Teaching Assistants, as well as the Pastoral Support Worker.
Information is communicated to parents through a variety of processes including e-mail, in writing, by telephone and in person.
The SEND Governor is also involved as well as monitoring by the Governing Body.
What mechanisms are in place for supporting students’ overall wellbeing?
The pastoral, and social support systems available for students with SEND include the Student Services (current Head being Charlotte Dunsford). The service includes SEND, Behaviour, Pastoral, Attendance, Child Protection, and Pastoral Support Workers.
A clear policy against bullying is applied to all pupils
Each SEND pupil will be allocated a Key Teaching Assistant, and Teaching Assistants are also available to support SEND pupils who attend homework club.
Dedicated First Aiders help to manage the administration of medicines, and there is a room for physiotherapy as well as a disabled toilet facility
Support systems in place for addressing behaviour, avoiding exclusions and increasing attendance comprise a Pastoral Team, which is supported by a Report system. Parental involvement is key.
The views of students are taken into account via questionnaires, along with input to the Student Council, which has representatives from each of the Houses.
Students with social, mental and emotional health difficulties, who are at risk of exclusion are supported through partnership, working with outside agencies such as EP, STAPS, Pathways and Casy Counselling Services, thereby minimising exclusions and maximising the students’ well-being.
PROGRESS, PLANNING AND KEEPING PARENTS INFORMED
How will parents know how their child is doing?
In addition to normal reporting arrangements, opportunities are available for parents to discuss their child’s progress with staff via on-line access to reports.
The Academy will know how well any individual student is doing through SIMS, which enables student progress to be tracked. Accelerated Reader is also used, which gives reading and spelling ages, and tracks any improvements identified.
Opportunities are available for regular contact between home and school, and a home-school book may be used if necessary.
How are parents involved in discussions about planning for their child’s education, and how are children able to contribute to their views?
Parents can be involved in planning their child’s education, and particularly for students with statements, they can also participate in the annual review process.
Whilst the Academy does not have a PTA parents are encouraged to support extra-curricular events and there is regular consultation with parents via questionnaires and surveys.
Children’s views are taken into account via questionnaires, student forums and person-centred reviews. All SEND pupils are encouraged to take part in their reviews, and are also encouraged to make ‘Feelings Books’ and use Social Stories if required.
PROVISIONS, RESOURCES & SERVICES
How is learning and development provision matched to individual students’ needs?
The Academy approach to differentiation include adapted tasks, Teaching Assistant support, adapted ways of portraying work, adaptations to the curriculum, etc. Accelerated Reader and Accelerated Mathematics are used throughout Key Stage 3 to support reading and numeracy.
The use of ICT for SEND pupils includes Laptops and I’Pads where appropriate
Access arrangements for SEND pupils are embedded into classroom work, controlled assessments, and internal and external testing (such as Readers, extra time provision, and the use of electronic equipment).
These approaches help individual students’ needs because the students feel ‘included’ and more confident.
How are the school’s resources allocated and matched to students’ SEN?
The Business Manager and SENCO allocate the schools SEND budget, and priority is given to the deployment of Teaching Assistants.
Ultimately it is the Principal (currently Mr James Scarrott) who is responsible for the SEND budget.
What specialist services and expertise are available at the school or accessed by the school?
Specialist staff are employed at the Academy for the assessment of Dyslexia. In addition the Academy is able to access support from the Authority’s Learning Psychology Service, and many other Outreach teams.
Other Specialists are provided and co-ordinated through multi-agency provision.
The Academy is also able to access other specialist services including health, therapy and social care through its involvement in Early Help, CIN, CP, and Multi-Agency meetings.
The Academy has access to CAMHS via the School nurse.
How accessible is the school / Academy environment? (n.b. every school/Academy must have an up to date Accessibility Plan which is reviewed periodically by Governors).
Barnes Wallis Academy is accessible to wheelchairs, and has a lift in the main building. Disabled changing and toilet facilities are also available.
The Academy communicates with parents whose first language is not English – support for this is gained from the Authority’s EAL Consultant.
How are students included in activities outside the classroom including trips? (n.b the DDA Reasonable Adjustments legislation expects schools/academies to be anticipatory in respect of school activities and trips)
All students with SEND are able to access all of the school’s activities, including extra-curricular activities. Parents are involved in planning activities and trips via Consent letters and have numerous opportunities to comment.
What training have the staff supporting students with SEN had, or what are they expected to have? (n.b. under the SEN Code of Practice legislation, schools/academies need to offer high quality professional development and training to the work force.)
Training is planned to help Differentiation to all Learning needs. Disability Awareness Training is updated regularly. The SEND team have regular meetings to share good practice and receive any specialist training deemed appropriate.
Training is offered on a regular basis, which is in turn cascaded, to all members of staff. 2 x TA’s are currently BSL qualified, and 1 x TA is a qualified and experienced counsellor.
How does the school prepare and support students to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?
To help prepare and support students joining the Academy the Pastoral Assistant Principal and SENCo, visit all feeder placements and meet with class teachers. In addition, an Induction/Experience day is held for all students. Vulnerable students are offered bespoke packages, either individually or in small groups.
To help prepare students to move on, visits are made by Post-16 providers. Careers guidance is made available.
Who can parents contact for further information, and how can parents help ?
If parents/carers are considering whether to join Barnes Wallis Academy, they should in the first instance, contact the Admissions team at the Academy.
The first point of contact for a parent if they want to discuss something about their child would be with a member of the SEND team or the student services team. They can also be involved by communicating regularly with the Academy, attending Parents Evenings, and Reviews.
Barnes Wallis Academy actively encourages parents to participate in paired reading, and to assist with the completion of homework activities.
Parents can also access family support via ‘Early Help’ and online at: www.lincolnshire.gov.uk/SENDlocaloffer
If parents are unhappy, in the first instance, they can contact the Leadership team at the Academy.
If parents should ever feel further dissatisfied they can write to the Principal. Outside independent support for parents is readily available from the Parent Partnership Service (their leaflets are available from the Academy).