Special Educational Needs and Disability (SEND)
We are ambitious for every child, no matter what their background, prior attainment or needs. We are very proud of our community and believe we offer something genuinely different and exciting for those who join us. We have high expectations of our students and staff.
This department is led by Mrs Castley (SENCO) (firstname.lastname@example.org)and it comprises a team of six Teaching Assistants who support students across the Academy. In addition there are also five Pastoral staff members who support students throughout the day.
What we do
We provide support for students who have additional learning needs relating to categories of SEND defined in the SEN Code of Practice document as:
- Cognition and learning difficulties
- Communication and Interaction difficulties
- Sensory and physical difficulties
- Social, emotional and mental health difficulties
Students requiring additional learning support have access to a range of intervention groups before school and during the school day. Teaching Assistants are assigned to support students with EHCPs and also for targeted interventions where SEND students are not secondary ready and/ or need support to realise their potential/ remove barriers to learning.
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 3 assessment points during the year. There is also the opportunity for parents to speak directly with the SENCO.
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.
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 trained staff.
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 (x3 each year). Including reading age assessments.
Assess, plan, do, review cycle (the Graduated Response system) is used. Pupil Passports are put in place. Children not making progress are reviewed on a regular basis.
Support is provided for students with SEND by the tutor, class teacher and teaching assistants, as well as the pastoral team.
Information is communicated to parents through a variety of processes including MCAS, e-mail, in writing, by telephone and in person.
Our SEND Governor, Sue Illingworth, 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 are available for students with SEND. Currently being led by Charlotte Dunsford, Vice Principal.
The service includes SEND, behaviour, pastoral, attendance, child protection, and safeguarding.
A clear policy against bullying is applied to all pupils.
Where required, SEND pupils will be allocated a 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.
We have a disabled toilet facility.
We have support systems in place for addressing students' well-being and attendance. We believe 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, emotional and mental health difficulties, who are at risk of exclusion are supported through partnership, working with outside agencies such as Educational Psychologists (EP), Specialist Teaching Team (STT), CASY Counselling Services, Pupil Reintegration Team (PRT), Behaviour Outreach Support Service (BOSS) and Working Together Team (WTT). The Academy also has access to the Child Adolescent Mental Health Service (CAMHS) and many other outreach teams.
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 reports on MCAS and parents' evenings.
The Academy will know how well any individual student is doing through Bromcom, which enables student progress to be tracked.
Home school communication is encouraged, this can be done via MCAS. A communication book from school to home 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 EHCP, and will 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 and student council.
Provisions, Resource & Services
How is learning and development provision matched to individual student's needs?
We pride ourselves in our quality first teaching as all of our teachers here at Barnes Wallis Academy are teachers of SEND, which enables all of our SEND students to follow a full curriculum.
Accelerated Reader is used in Key Stage 3 to support reading. Every student takes part in DRET Reads where they read a novel as tutor group each half-term.
The use of ICT for SEND pupils includes the use of a Chromebook 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 student's needs because the students feel ‘included’ and more confident.
How are the school’s resources allocated and matched to students’ SEN?
The Principal and SENCO allocate the school's SEND budget, and priority is given to the deployment of Teaching Assistants.
Ultimately it is the Principal (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 to look at learning profiles and access arrangements. We liaise with outside agencies such as Educational Psychologists (EP), Specialist Teaching Team (STT), CASY Counselling Services, Pupil Reintegration Team (PRT), Behaviour Outreach Support Service (BOSS) and Working Together Team (WTT). The Academy also has access to the Child Adolescent Mental Health Service (CAMHS) and many other outreach teams.
The Academy is also able to access other specialist services through its involvement in Early Help, Child in Need (CIN), Child Protection (CP), and Multi-Agency meetings.
How accessible is the Academy environment?
Barnes Wallis Academy is accessible to wheelchairs, and has a lift in the main building.
Disabled changing and toilet facilities are available.
Support for parents whose first language is not English can be gained from the Local Authority’s EAL Consultant. For further information, please follow the link:
How are students included in activities outside the classroom including trips?
All students with SEND are able, and indeed encouraged to access all of the school’s activities, including extra-curricular activities. Parents are involved in planning activities and trips via consent letters and on MCAS.
Our accessibility plan is reviewed periodically by Governors.
Should you wish to contact any professional about the support available to your child please telephone 01526 342 379 or email email@example.com
What training have the staff supporting students with SEN had, or what are they expected to have?
Training is planned to help differentiation to cater 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, including;
- Quality First Teaching
- Supporting Social, Emotional and Mental Health Needs
- Extended Communication and Language Impairment for Students (Eclips)
- Accelerated Reader
Support staff (TA's and Pastoral) have regular training either alongside the teaching staff or training targeted at supporting individuals or groups of children with specific difficulties with whom they work. This training covers a wide range of areas, including:
- Speech and Language
- Precision Teaching
- Occupational Therapy
- Social Communication Programme
- Supporting Social, Emotional and Mental Health Needs (SEMH)
Training is offered on a regular basis, which is in turn cascaded to all members of staff. We have a mental health first aider on site and 2 trained Emotional and Literacy Support Assistants (ELSA).
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 Vice Principal and SENCO visit all feeder placements and meet with class teachers. In addition, an induction 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.
If parents/ carers are considering Barnes Wallis Academy for their child, they should in the first instance contact the Admissions team at the Academy.
Once your child is enrolled, the first point of contact for a parent if they want to discuss something about their child would be via MCAS. They can also be involved by communicating regularly with the Academy, attending parent's evenings and reviews.
Barnes Wallis Academy actively encourages parents to read with their child at home, and to assist with the completion of homework activities.
If parents have any concerns they wish to discuss, in the first instance, contact your child's tutor, you can do this via MCAS. Outside independent support for parents is readily available from the Lincolnshire Parent Forum:
If parents should ever feel further dissatisfied, they can write to the Principal.
- Barnes Wallis Academy Accessibility Plan
- Barnes Wallis Academy Inclusion Map September 2021 2022
- Barnes Wallis Academy SEND Learning Support Provision Map 2021 2022
- Barnes Wallis SEND Information Report 2022 2023
- DRET Special Educational Needs Policy
- Dyslexia Home Learning Backgrounds