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Humberston Academy
Humberston Academy@HumberstonA

SEND Information Report

SEND Information for Humberston Academy

 

Questions referenced to the SEN (Information) Regulations (Clause 65)

 

DECISIONS ABOUT WHETHER A STUDENT HAS SEN

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?

Humberston Academy identifies students with special educational needs in a number of ways:

  • liaison with Primary schools in Year 6
  • concerns / information received from teaching staff
  • concerns / information received from parents
  • reading and spelling ages and discrepancies to chronological age

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 5 assessment points during the year. There is also the opportunity for parents to speak directly with the SENCO or a representative from the SEND team.

The school regularly screen children and may ask for further assessment but this will depend on the degree of discrepancy re- reading/spelling ages.

 

How is the decision made about how much individual support students will receive?

Decisions are made involving both teaching staff and the SEND team after reviewing assessment data. Other agency involvement depends on the individual needs. Support provided to students will very much depend on a student’s individual circumstances, but the Academy will seek not to impinge on lessons. Initially the level of support provided would be 1 or 2 sessions per week depending on need.

Progress is formally reported to parents 5 times a year. There is also the opportunity to meet teachers at Parents’ Evening once per year.There is always the opportunity for parents to discuss with staff the individual plan of action proposed.

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 (5 times each year) and a Provision Map is drawn up. 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 Learning Mentors, Medically trained staff and the School Nurse. All classroom teachers are expected to differentiate their work to ensure that all students’ needs are met.

Information is communicated to parents through a variety of processes including e-mail, in writing, by telephone and in person.

The SEND Governor is actively involved as well as the Governors Standards group who review progress of students with the Leadership team and Academy Improvement leaders every half-term.

What mechanisms are in place for supporting students’ overall wellbeing?

The pastoral, medical and social support systems available for students with SEND include the Student Services Team. The service includes SEND, Behaviour, Pastoral, Attendance, Child Protection. There is also a Support to Achieve Co-ordinator, 2 Assistant SENCOs and 3 Guidance Managers (Year 7 Guidance Manager is also the Transition Coordinator).

There is a First Aid room with designated first-aiders who help to manage the administration of medicines. All medicines are kept securely in the first aid room. There is a room for physiotherapy as well as a disabled toilet and shower facility.

Support systems are in place for addressing behaviour concerns, avoiding exclusions and increasing attendance, which is run by the Student Services Team, including a daily report card system, outside specialist teachers in behaviour management and support from the Education Welfare Service. Parental involvement is key and staff work closely with parents in order to best support the children. Good attendance is recognised and celebrated in House assemblies.

Students with social, mental and emotional health difficulties, who are at risk of exclusion are supported through a partnership arrangement known as the BAC, which is designed to minimise exclusions and maximise students’ well-being.

The views of students are taken into account via questionnaires and input in the Student Council which has representatives from each of the Houses.

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 assessment data. The Academy knows how well any individual student is doing through a sophisticated data assessment system (SIMS) which enables student progress to be tracked.

Opportunities are available for regular contact between home and school via a student planner.

How are parents involved in discussions about planning for their child’s education?

 

 

  

 

How are children able to contribute their views?

Parents can be involved in planning their child’s education and particularly for students with Education Health care Plans, through the annual review process. Parents can also use the student Planner to contact school staff to discuss the progress of their child.

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 such as school council and person-centred reviews.

PROVISIONS, RESOURCES & SERVICES

How is learning and development provision matched to individual students’ needs?

All teaching staff are expected to differentiate the work to meet an individual’s needs. The Academy’s approaches to differentiation include adapted tasks, Teaching Assistant support, adapted ways of portraying work, adaptations to the curriculum, etc.

These approaches help students’ 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 schools SEND budget.

Priority is given to the deployment of a high level of Teaching Assistants.

Ultimately it is the Principal who is responsible for the SEND budget.

What specialist services and expertise are available at the school or accessed by the school?

The SENCO at the Academy has a Postgraduate Certificate in Special educational needs. Specialist staff are employed at the Academy for the assessment of Dyslexia, EWO, Careers Advisor. The Academy employs its own Educational Psychologist. In addition the Academy is able to access support from the Authority’s Learning and Cognition team. Furthermore, support for behaviour can be sought from the Raise and Aspiration Co-ordinator.

The Academy is able to access other specialist services including health, therapy and social care through its involvement in CAF, 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).

Humberston Academy is a flat site and therefore is accessible to wheelchairs. Improvements have been made to the building in respect to the auditory environment to benefit students with hearing impairment. Disabled changing and toilet facilities are 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. The Academy has specially employed PE staff to help support alternative games and PE activities when required to do so.

Parents are involved in planning activities and trips via consent letters and numerous opportunities to comment.

STAFF TRAINING

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.)

Differentiation training is planned in order to support all students’ 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.

Local Authority training is offered on a regular basis, which is in turn cascaded, to all members of staff.

TRANSITIONS

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 Transition co-ordinator (Yr 7 Guidance manager) visits all feeder placements and meets 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. The SENCO attends the annual reviews of students with EHC plans.

To help prepare students to move on, Post-16 providers visit the Academy. Careers guidance is also made available.

FURTHER INFORMATION

Who can parents contact for further information?

The first point of contact for a parent if they want to discuss the progress of their child would be the tutor, the Head of House or the Student Services Team. If parents are unhappy they can contact the Leadership team at the Academy.

If parents/carers are considering whether to join Humberston they should contact the Admissions team at the Academy.

If parents should ever be dissatisfied they should put their concerns in writing to the Principal. Outside independent support for parents is readily available from the Parent Partnership Service. Their leaflets can be available from the Academy.