• 2014 LRB

Special Educational Needs Our Local Offer

Contents

Who should I contact if my child has Special Educational Needs (SEND)?

What kinds of Special Educational Needs does the Academy provide for?

How does the Academy provide for students with SEND?

How are the curriculum and learning environment adapted to meet the needs of students with SEN?

How are students with SEN enabled to engage in extra-curricular activities?

What pastoral support is available for SEN students?

How does the school involve others?

How does the Academy assess the progress of students with Special Educational Needs?

How are parents and students involved?

How does the Academy support students to transfer between phases in education?

 How do we evaluate the effectiveness of our provision?

What are the arrangements if I wish to make a complaint?

 

Who should I contact if my child has Special Educational Needs (SEND)?

Mrs Bernice Youll is the Learning Director of SEN/Special Educational Needs Co-Ordinator

She has attained the National Award for SEN Co-Ordination.

Mrs Sarah Norman is Learning Leader of SEN/Nurture Groups, with responsibility for the Special Educational Needs of students in years 7 and 8.

Miss Maureen Docherty is Learning Leader of SEN/Language Resource Base

The SEND Team also includes 6 Curriculum Support workers and an Associate Teacher of SEN who works within the Nurture groups and with students in inclusion.

SEN Curriculum Support Staff (CSW) may support individual students for the majority of their timetable or within certain subject areas. Staff develop strong relationships with the SEND students they work with. They may help students with accessing work in lessons, withdraw them for small group work or provide 1:1 support. The SEN Support staff also support students who are having emotional difficulties to deal with any issues that arise, where adjustments are needed to help the student manage.

Members of the SEND team both teaching and support staff have received training in the following areas;

  • Autism Spectrum Disorders
  • Speech, Language and Communication difficulties-staff have regular access to Speech and Language therapists for further advice
  • Counselling
  • Self Harm
  • Literacy-use of Lexia
  • Training in the use of Clicker
  • Motor Skills
  • Dyslexia

Staff can be contacted on the Academy number: 01207 292180

The County Durham SEND Information and Advice Support Service (formerly Parent Partnership) provides support to the parents of students with Special Educational Needs. The number for is 03000 267007 or 03000 267003

Information about The Local Authority’s Local Offer (the provision made for students with SEND).

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What kinds of Special Educational Needs does the Academy provide for?

At North Durham Academy we are passionate about ensuring that all our students fulfil their potential, whilst realising that some students may need a little extra help.

This information is detailed in our Local Offer or SEND Information report.

Some students may need extra help for:

  • General Learning difficulties-students whose learning progresses at a slower pace;
  • Speech, Language and Communication difficulties;
  • Social, Emotional or Behavioural difficulties;
  • Dyslexia (difficulties with reading, writing and spelling);
  • Dyspraxia (problems with motor skills and organisation);
  • Dyscalculia (difficulties with number work);
  • Autism;
  • ADD/ADHD (Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder); or
  • Physical/medical needs.

How do we identify with SEND?

The initial identification of SEND pupils occurs through liaison with feeder primary schools.

A student may transfer to North Durham Academy having already had his/her Special Educational Needs identified, or a student’s SEN may emerge as a result of our own assessment procedures.

Throughout the year staff or parents may raise concerns about a student with the SENCo and SEN team, who would then identify the appropriate intervention, assessment or external agency to involve.

Please see the attached SEN Criteria guide, which explains how the school identifies students with SEND.

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How does the Academy provide for students with SEND?

The Academy strives to be an inclusive school, where disabled students are not treated less favourably and we encourage a sense of community and belonging through;

  • Access to all areas of the curriculum, whilst providing a flexible range of strategies and provision for meeting students’ needs through alterative groupings such as Nurture groups, individualized support, special exam arrangements, courses or accreditation
  • Recognizing we all share responsibility for the integration of students with SEND in the classroom and beyond. Information on SEN students is detailed on a student’s Support Plan and includes a student’s SEN needs, their strengths and suggested strategies for supporting them; as well as the targets they are working towards and the student’s own views. This information is distributed to all staff.
  • Fully integrating all students-including those with SEND-into all aspects of Academy life, including sports, drama, House and enrichment activities
  • On-going staff and student training
  • Please see the Admissions Policy with regard to admission arrangements. In order to meet the needs of student's requirements with parents or their previous school. The local Authority will consult with the Academy for those students who have an Education, Health and Care Plan to ensure the Academy can fully meet the students' needs prior to their admission.

How does the Academy meet the needs of students who are SEND and also Looked After?

  • The Academy maintains close links with the carers of students who are Looked After and attend regular meetings, LAC reviews, PEP reviews and provide information on a student's progress
  • Suitable provision is provided where a students' needs are best met by the Nurture group or Alternative Education group; where students can develop positive relationships with a smaller number of staff
  • A designated member of the senior Leadership team oversees the Looked After students within the Academy
  • The progress of Looked After Students forms part of the regular monitoring completed by Achievement Leaders, Learning Directors and the Learning Director SEN.

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How are the curriculum and learning environment adapted to meet the needs of students with SEN?

The Academy recognises that the curriculum and learning environment may need to be adapted for students with SEND, through;                             

  • Differentiation by the class teacher-this may involve such strategies as;

- planning for and setting tasks more appropriate to a student’s needs

-providing vocabulary lists or writing frames

- printing out information from the board

-giving students task lists to help them with organisation

-visual support or more movement based activities

-allowing a student extra time to complete a task

-breaking activities down into more manageable amounts

-providing extra support or intervention

  • Placing students within appropriate classes, groups or pathways so that they access teaching and courses at the appropriate level.
  • Providing intervention where required either through SEN Curriculum Support workers or Subject Specialist Curriculum Support Workers.
  • In class support provided by SEND Curriculum Support Workers.
  • One to one support or small group work to support academic work.
  • One to one support or small group work to develop motor skills, literacy skills or provide support with emotional or behaviour issues, or help with developing coping strategies.
  • Nurture Groups (see Nurture Group leaflet) or appropriate Alternative or Off Site Provision.
  • Confidence building groups or activities to develop interpersonal skills.
  • Access to more vocational based courses, such as Hair and Beauty or Motor Vehicle.
  • Access to the Harbour Area before school, at break and lunchtime.
  • Access to a Homework Club.
  • Access to a Wet room.
  • Access to the Language Resource Base Team (see LRB information).
  • Access to lifts to assist movement within the  building
  • Special exam arrangements for mocks and GCSE exams

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How are students with SEN enabled to engage in extra-curricular activities?

SEN students are offered the same sporting, drama and enrichment activities as all students within the academy. They are encouraged to participate in all extra-curricular activities, trips, end of term events and house events.

We recognise that some students with Special Educational Needs may need extra support accessing such activities and the SEN team plan for this. For example, providing extra staff support on trips, discussing and planning for an activity with a student or to supporting students to access activity. Students taught within the Nurture Groups also access a variety of activities, for example ‘Healthy Body, Healthy Mind’ through timetabled collapse days.

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What pastoral support is available for SEN students?

Within school, SEN students are able to access emotional and social support from the following people;

  • The SEN Team who are based in the Harbour and available before and after school, at break and lunchtimes.
  • Support such as meeting students from the bus, transporting students to work placements or passes allowing students to access dinner early.
  • Academy staff, such as a student’s Form Tutor or Year Manager or the SEN team.
  • The school counsellor, who can offer weekly appointments to discuss concerns
  • Support from Inclusion Team-both in small groups and 1:1.
  • Support from external agencies, such as CAMHS, social services or the education psychologist
  • Other agencies or off site provision the academy has access to, that can provide personalised support

Measures to prevent bullying include;

  • Access to a supervised quiet area in the Harbour, accessed only by students with a pass
  • Support from a student’s Year Manager or Form tutor to deal with any issues
  • Access to the school counsellor to discuss any worries or concerns
  • Access to the Academy ‘Stop Bullying’ number.
  • Regular discussions with students and Student Voice.
  • Measures such as staff mentors for students or ‘Time to talk’ cards.

Bullying is not tolerated and we encourage students and parents to raise any concerns.

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How does the school involve others?

If further support or equipment is required, the Academy has strong links with the following agencies;

  • One Point
  • Educational Psychology Service
  • Cognition and Learning Team
  • EAL and Equalities Team
  • Sensory Support Service
  • ASD Team
  • Child and Adolescent Mental Health Team (CAMHS)
  • The County Durham SEND Information and Advice Support Service (formerly Parent Partnership)  
  • Occupational Therapy Service
  • SEN Placement and Provision, County Hall
  • Health Service, including the School Nurse
  • Speech and Language therapists

Following our own assessment, discussion with staff and support staff, parents and the student concerned; a referral might be made to an external agency to seek further assessment or specialist advice on how best to support a student's needs.

The academy pays yearly for an allocation of time from an Educational Psychologist, to ensure a detailed assessment of those students with very severe needs, who may require an Education, Health and Care plan.

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How does the Academy assess the progress of students with Special Educational Needs?

  • Regular meetings of the SEND Team to discuss students’ progress and identify any areas of concern
  • Meetings with parents and students throughout the year
  • Six weekly monitoring by the Achievement Manager, Learning Directors and Learning Director of SEN of student progress, to identify any subject areas where a student may not be making the expected progress and any intervention required
  • Parents’ Evenings, where parents can discuss their child’s progress with staff
  • Individual target setting to review progress, establish appropriate goals and how these will be met, identify a student’s strengths and establish strategies that can help them be successful.
  • Reviews throughout the year of outcomes detailed on SEN Support plans
  • Analysis of examination data

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How are parents and students involved?

  • Parents are encouraged to contact the school if they have any concerns or queries
  • Issues affecting a student will be discussed with parents, for examples referrals to other agencies
  • Meetings with parents in school, phone contact or home visits
  • Parents Evenings where parents can speak to staff
  • Response sheets where parents are invited to give their views
  • Regular Student Voices-where groups of SEN students are asked for their views either verbally or through a questionnaire
  • Students’ views are recorded on SEN information sent to staff
  • Discussions with students, where their views are given
  • Parents can give their views on Parent View on the Ofsted website
  • Extra transition visits arranged as the request of year 6 parents who have concerns about their child

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How does the Academy support students to transfer between phases in education?

Primary to Secondary

  • The SEND team meet with the Year 6 teachers, primary SENCOs and Head teachers in the Summer Term prior to transfer.
  • Staff may also attend reviews or transition meetings.
  • Students take part in Transition activities, where they can meet staff from the SEN Team or take part in activities within the Harbour area.
  • Extra visits arranged by the SEND students to visit the school and ask questions about any concerns
  • Opportunities provided for parents to meet with members of the SEND team at their child's primary school

Key Stage 3 to Key Stage 4

  • The SEND team attend Options Evening and Parents' Evening and can discuss possible option choices
  • Staff provide support with alternative curriculum choices

Secondary to Post 16

  • Students receive a variety of careers activities throughout Key Stage 3 and 4 which help to prepare them for post 16 choices.
  • Careers interviews and access to a One Point Advisor within school, who can provide guidance on career choices.
  • Discussions at meetings about students’ interests and careers choices.
  • Support staff work with students on developing life skills and assist with work placements.
  • Life Skills groups to support students develop skills such as planning a journey or preparing a meal.

On leaving the Sixth Form

  • Extra support provided to assist SENT students with choices following year 13

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How do we evaluate the effectiveness of our provision?

The Learning Director of SEN regularly evaluates the effectiveness of its SEN provision through;

  • Regular meetings with the Senior Leadership Team to monitor the SEN provision within the Academy.
  • Termly and half-termly reviews of data and student progress, scrutinies of  student’s work, lesson observations and learning walks to assess impact.
  • Monitoring of small group intervention and analysis of the impact.
  • Regular liaison with Curriculum Support Workers and evaluation of the impact of the support a student receives.
  • Weekly meetings with SEN Learning Leaders to discuss provision
  • Discussions with parents and parental feedback form an important way of identifying the effectiveness of the SEN provision.
  • Provision Maps, cost out the provision a student receives and its effectiveness.

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What are the arrangements if I wish to make a complaint?

We recognise that parents may wish to complain and in the first instance complaints should be referred to the Learning Leaders SEN or the Learning Director SEN.

We always aim to work with parents and solve problems co-operatively. We welcome involvement from The County Durham SEND Information and Advice Support Service (formerly Parent Partnership)   and value comments and constructive criticism.

Failure to resolve complaints would lead to the matter being referred to the Vice Principal or Principal.

All complaints by parents are treated seriously and investigated fully. Please see the Complaints Policy in the 'About Us' section of the school website, under 'Policies'

Dates to SEND Information Report review

September 2014

February 2015

September 2016

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