SENDCO: Mrs P. Allan
SEND Governor: Sue Gladwin
Welcome to our SEND information report which is part of the Rotherham Local offer for students with Special Educational Needs (SEND). All governing bodies of Academies have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for students with SEN. This information is updated annually.
Our Mission states: ‘All students making at least good progress’
Wingfield Academy is dedicated to:
- High quality teaching, differentiated for individual pupils
- High quality and accurate formative assessment, using effective tools and early assessment materials
- Enabling regular discussions with parents and pupils to develop a good understanding of pupil’s strengths and areas of concern
- Ensuring young people are preparing for successful transitions into adulthood
- The continued review of support for students with SEN/D
Whole School Approach:
High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our students.
At Wingfield Academy we ensure that all students are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities. As the Equality Act of 2010 states that all schools have duties ‘towards individual disabled children and young people. They must make reasonable adjustments to prevent them being put at a substantial disadvantage.’ ‘Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations.’ (Special Educational Needs and Disability Code of Practice: 0 to 25 years 2014). At Wingfield Academy we have incorporated this principle into our inclusive learning environment through embracing equality and celebrating difference.
The definition of a special educational need is ‘where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support’ (Definition taken from the Special Educational Needs Code of Practice January 2015, 6.15, page 94).
In order to ensure students are well supported within the Academy we identify and assess students with SEND as early and as thoroughly as possible through liaising with primary/ previous schools to ensure the sharing of information and strategies to support the student. On entry to the Academy all students undertake CATS (Cognitive Abilities Test), WRATS Test and DASH Handwriting this information will then either confirm information that the Academy has received or will allow for the identification of students who may require additional support.
If any member of staff or parent has any concerns about a particular student they can discuss these with either Maureen Connolly (ASENDCO) or Lauren McKay (CTL of Inclusion) of whom will then request feedback from teachers on the student’s progress, attitude to learning, strengths and concerns. Once this information has been collated it can then result in observations of students, identification of strategies to support or referrals to other specialist support where this is appropriate.
Provision for our students with Special Educational Needs
All students who have been identified with a Special Educational Need/ Disability are allocated a Key Worker/ Identified Adult depending on the extent of their needs. The students with Key Workers will engage in additional individualised intervention of which, the Key Worker will then liaise with staff and parents/carers to discuss the progress and developments within the interventions. Students who have been identified as requiring an Identified Adult can contact their Identified Adult whenever they feel that they need support, the information will then be disseminated to the appropriate members of staff as well as parents/carers.
Each teacher is responsible for meeting the needs of students in their class through differentiated tasks and strategies. We offer interventions for literacy, numeracy, social and communication skills and social and emotional support.
At Key Stage 4 we tailor the curriculum to meet the needs of individual students and this can often be in the reduction of the number of subjects taken. The remaining time is devoted to a number of strategies to support including literacy and study skills programmes.
Students’ progress will be monitored and assessed during three data points each year: – Autumn, Spring and Summer. This will be formally reported to parents once annually through the school report. There will be an opportunity to meet teaching staff, care and guidance staff and the SENCO during an annual parents evening. In addition to this Year 7 have the chance to meet the SENDCO at the Year 7 settling in evening.
SEND students with EHC plans are reviewed annually and parents are invited to contribute to the plan. Students who have external agency support will have biannual meetings to which parents will be invited. Parents’ views will be sought via the Wingfield plan for all other students with SEND needs. Parents are welcome to contact the school at any time regarding SEND concerns for their child.
The school prides itself on the Care and Guidance support provided for young people within the school. Students with SEND needs will be carefully monitored through this process. The SEND department is led by the Assistant Headteacher responsible for Care and Guidance.
We also work closely with the Child and Adolescent Mental Health Team (CAMHS) and the safeguarding officer.
The school works closely with specialist services as and when the need arises. These services include: – Education Psychologists, Specialist Training and Psychology Service for communication difficulties and dyslexia. Sensory Education Support Service, Occupational Therapy, Physiotherapists, Careers, Speech Therapy, the Visually Impaired services and the Hearing Impaired services.
The school provides whole staff training regarding specific SEND needs relevant to the particular intake on an annual basis and as any needs arise throughout the year. In addition Continuing Professional Development opportunities are provided for staff to opt into annually dealing with specific SEND needs such as Autism, Dyslexia etc.
The school wholeheartedly follows the Equality Act 2010 and always ensures that students with SEND are provided equal opportunities to engage in activities’ outside of the classroom including school trips. Learning support Assistants can be used to support alongside any other reasonable adjustments necessary to ensure the opportunity is viable.
The whole school is accessible.
The school provides a series of transition days for all students. We employ a transition co-ordinator who works in all of the main feeder primary schools and builds relationships with students and parents prior to transfer. This knowledge is shared among the Care and Guidance Team and in particular with the SENDCO. The SENDCO attends annual reviews at the primary school to ensure that any specific transition need is catered for. In addition to this we also have a Lead Practitioner of children with low incidence SEND responsible for dealing with ASD students, who will conduct individual tours of the school and produce their own transition booklet to support.
In conjunction with the Headteacher and the Senior Leadership Team, resources are allocated to ensure that pupils’ needs are met within a mainstream secondary school setting.
Decisions will be made regarding support for individual students through assessment, reviews and discussion with teaching staff, parents and external agencies. Support will be provided on the basis of individual need.
When providing support that is ‘additional to’ or ‘different from’ we engage in a four stage process , which is the graduated approach cycle of:
All teachers are responsible for every child in their care, including those with special educational needs. (Reference: Teaching & Learning Policy)
Assess: this involves taking into account all the information from discussions with parents or carers, the child, the class teacher and assessments – conducted by the Inclusion Team
Plan: this stage identifies the barriers to learning, intended outcomes and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on the Wingfield Grids for Learning and will form the basis of termly review meetings, held as part of Parent Consultations evenings and individual 1:1 reviews.
Do: providing the support – additional support for learning or learning aids- teachers understanding and implementing the strategies highlighted within the Grids for Learning.
Review: measuring the impact of support provided and considering whether changes to that support need to be made. All of those involved – student, their parents or carer, teachers and SENDCO – contribute to this review. This stage then informs the next cycle, if necessary.
The additional support ‘intervention’ will be tailored to meet the needs of the student, it will target the area of difficulty. This support may be provided in class or during a withdrawal session on a 1:1 basis or as part of a small group of students with similar needs. Interventions maybe run by a teacher or LSA. The support provided and its impact in class will be monitored closely and shared regularly with the child and parents/carers
For a small number of students, their needs may require access to technology eg laptop.
Whilst the majority of students with SEND will have their needs met in this way, some may require an EHC needs assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan.
Having consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach.
Children and young people’s SEND are generally thought of in the following four broad areas of need and support:
- Communication and interaction.
- Cognition and learning.
- Social, emotional and mental health.
- Sensory and/or physical needs
Support for Staff
Members of the Inclusion department regularly request feedback from parents/carers and staff regarding students. It is this information that is then used to update the Grids for Learning with strategies and SEN descriptions of which all staff then receive.
The Continuous Professional Development of staff maintains a priority at Wingfield Academy and is embedded through whole staff support briefings during which Pippa Allan updates staff with strategies and relevant information to support students. Weekly meetings are held within the Inclusion department; these differ weekly and include training on specific needs, the monitoring of progress and a discussion of support for all students identified on the Grids for Learning.
During staff training days/ twilight sessions Wingfield Academy invites outside agencies and experts in to develop the knowledge of staff within the school on specific learning needs. Throughout the sessions staff are equipped with information on the specific need, possible students and challenges that they may face as well as ways to implement support and strategies successfully in a range of different subjects. Lauren McKay inducts all new staff with personalised training on SEND at Wingfield Academy; staff are introduced and informed about our Grids for Learning, the needs of students, support that is available and differentiation techniques.