SEN Information

 SEND Information Report

 

Mission statement:

At The Carlton Academy we have developed an inclusive offer for students with Special Educational Needs and Disability (SEND). All staff in the school are dedicated to actively seeking to remove the barriers to learning and participation that can hinder or exclude individual students from making sufficient academic and social progress. We follow the principal statement that:

‘All teachers are teachers of SEND’

 Central principles

  • All children can learn and make progress.
  • All teachers are teachers of SEND.
  • Differentiated available where appropriate.
  • Provision for SEND should match students’ needs.
  • There should be regular recording of interventions and their outcomes.

 At The Carlton Academy the child and family are at the heart of SEND support. All children and young people are entitled to an education that enables them to make progress and that they:

  • Achieve their best
  • Become confident individuals living fulfilling lives
  • Make a successful transition into adulthood, whether into employment, further or higher education or training.

 Definition of SEND

The SEND Code of Practice states a student has SEND if they have a learning difficulty or disability which calls for special educational provision to be made, namely provision different from or additional to that normally available to students of the same age. They have a learning difficulty or disability if they have:

• A significantly greater difficulty in learning than the majority of others of the same age, or

• A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

 Roles and responsibilities

The SENDCo will:

• Work with the Headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school

• Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual students with SEND, including those who have an EHCP

• Provide professional guidance to colleagues and work with staff, parents and other agencies to ensure that students with SEND receive appropriate support and high-quality teaching

• Advise on the graduated approach to providing SEND support

• Advise on the deployment of the school’s delegated budget and other resources to meet students’ needs effectively

• Be the point of contact for external agencies, especially the local authority and its support services

• Liaise with potential next providers of education to ensure students and their parents are informed about options and a smooth transition is planned

• Work with the Headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements.

The SEND governor will:

• Help to raise awareness of SEND issues at governing board meetings

• Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing board on this

• Work with the Headteacher and SENDCo to determine the strategic development of the SEND policy and provision in the school

 The Headteacher will:

• Work with the SENDCo and SEND governor to determine the strategic development of the SEND policy and provision in the school

• Have overall responsibility for the provision and progress of learners with SEND

Each class teacher is responsible for:

• The progress and development of every student in their class

• Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching

• Working with the SENDCo to review each student’s progress and development and decide on any changes to provision


The kinds of SEN that are provided for at The Carton Academy

The Carlton Academy is committed to the provision of equal opportunities for all students. We support students with a wide range of needs. Our school currently provides additional and/or different provision for a range of needs including:

• Communication and interaction, for example, autistic spectrum condition, Asperger’s Syndrome, speech and language difficulties.

• Cognition and learning, for example, dyslexia, dyspraxia

• Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)

• Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

 Identifying students with SEND and assessing their needs

We will assess each student’s current skills and levels of attainment on entry, which will build on previous setting’s data. Class teachers will make regular assessments of progress for all students and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline

• Fails to match or better the child’s previous rate of progress

• Fails to close the attainment gap between the child and their peers

• Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a student is recorded as having SEND. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Consulting and involving students and parents

Student voice is valued at The Carlton Academy. We value and celebrate children being able to express their views on all aspects of school life. Students with SEND are involved in the planning around their education and welfare through review meetings.

We will have an early discussion with the student and their parents when identifying whether they need special educational provision. These conversations will make sure that:

• Everyone develops a good understanding of the student’s areas of strength and difficulty

• Parents’ concerns are listened to

• Everyone understands the agreed outcomes sought for the child

• Everyone is clear on what the next steps are

Notes of these early discussions will be added to the student’s record and given to their parents. We will formally notify parents when it is decided that a student will receive SEND support.

Assessing and reviewing students' progress towards outcomes

We follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENDCo to carry out a clear analysis of the student’s needs. This will draw on:

• The teacher’s assessment and experience of the student

• Their previous progress, attainment and behaviour

• Other teachers’ assessments, where relevant

• The individual’s development in comparison to their peers and national data

• The views and experience of parents

• The student’s own views

• Advice from external support services, if relevant

The assessment will be reviewed regularly. 

All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the student’s progress.

Supporting students moving between phases and preparing for adulthood

 

We will share information with the school, college, or other setting the student is moving to.

Students are supported with

  • College applications
  • Transition visits
  • Sharing of access arrangement data and pupil profile information
  • Support visits to the new setting

Provision for teaching students with SEND

 

Teachers are responsible and accountable for the progress and development of all the students in their class. Quality First Teaching is our first step in responding to students who have SEND, as they receive the high quality teaching others do in the classroom. This will be differentiated for individual students using strategies such as scaffolding, chunking the work, modelling and grouping of students within the classroom. We encourage the use of seating plans and individualised strategies based on pupil profiles such as questioning techniques, checking understanding and giving longer time for processing of a task.

We also provide the following interventions:

  • COPE
  • In-class support
  • Lexia
  • Socially Speaking
  • Mind Mapping
  • Talk for Teenagers
  • Talk Good Feel Good
  • Catch Up Reading
  • SNIP
  • Memory Recall
  • Pupil Profiles

Accessibility and adaptations to the curriculum and learning environment

The Carlton Academy is an average size school on one site. All subject areas are accessible for all students who use wheelchairs or who have physical disabilities. There is a lift on site. Information from primary schools is gathered so that the school is prepared for students with disabilities. Additional transition visits can be made and the school liaises with parents, professionals and outside agencies on adjustments that might be needed.

The school’s accessibility plan can be found here: Accessibility Plan 2020(1).pdf (theacademycarlton.org.uk)

Additional support for learning that is available for students with SEN

 

We make the following adaptations to ensure all students’ needs are met:

• Differentiating our curriculum to ensure all students are able to access it, for example, by grouping, 1:1 work, teaching style and content of the lesson

• Adapting our resources and staffing

• Using recommended aids, such as laptops / tablets, coloured overlays/paper, visual timetables and larger fonts

• Differentiating our teaching using our student profiles which gives individual strategies of support.

vocabulary and reading instructions aloud

We have teaching assistants who are trained to deliver evidence-based interventions such as Lexia. Teaching assistants support students in small groups when needs are identified for additional learning support. A small number of children get 1-1 support.

We have an accessibility policy on our website which gives further information on this.

The expertise and training of staff to support studentls with SEN, including how specialist expertise will be secured

Staff are trained in line with Trust policy which includes training by the SENCO as well as Trust training days.

The Carlton Academy believes in joint planning and commissioning of services to ensure close co-operation between education, health services and social care. This collaborative working ensures that we continue to build strong relationships with external support services to fully support our SEND students, aid school inclusion and provide support for parents. The school works closely with professionals and encourages them to attend student reviews.   

 We work with the following agencies to provide support for students with SEND

  • Schools and Families Specialist Services
  • CAMHS
  • Early Help
  • Healthy Families
  • Health including Paediatrician, Occupational Therapy, Physiotherapy
  • Social Care
  • Educational Psychologist
  • Communication and interaction team
  • Cognition and learning team

Staffing 

Our SENDCo has experience in this role and has worked as a learning mentor and English teacher. We have a team of teaching assistants including a Deputy SENDCo who delivers COPE. Staff within the team can access training and attend the CPD programme. Individual CPD is encouraged. As a whole staff we have weekly updates of SEND issues.

How equipment and facilities to support children and young people with SEN will be secured

Students are allowed to use an ICT devices, when needs are agreed by the SENDCo, parents and outside agencies where needed. Students in receipt of High Level Needs funding by the Local Authority can access Inclusive Technology if their needs meet the set criteria. Adaptive equipment is used when recommended by external agencies such as Occupational Health or Physical Disabilities Specialist Services.

Evaluating the effectiveness of SEND provision 

At The Carlton Academy we regularly monitor the effectiveness of the provision through provision mapping, tracking progress and pupil progress meetings. The student’s performance during interventions is monitored and evaluated regularly. Class teachers and the SEND department make on-going assessments. We also meet regularly with parents/carers and children and young people. Students with SEND have access to a keyworker.

The support provided consists of a four-part process:

  • Assess
  • Plan
  • Do
  • Review

This is an on-going cycle to enable the provision to be defined and revised as the understanding of the needs of the student grows. This cycle enables the identification of those interventions which are the most effective in supporting a student to achieve good progress and outcomes. 

 We evaluate the effectiveness of provision for students with SEND by: 

• Reviewing students’ individual progress towards their goals each term

• Reviewing the impact of interventions 

• Using student questionnaires

• Monitoring by the SENDCo

• Using provision maps to measure progress

• Holding annual reviews for students with EHC plans

How students with SEN are enabled to engage in activities available with those in the school who do not have SEN

 

The Carlton Academy is committed to inclusion for all students. All of our extra-curricular activities and school visits are available to all our students, including our enrichment activities after-school. All students are encouraged to go on our residential trips and to take part in sports day/school plays/special workshops etc. No student is ever excluded from taking part in these activities because of their special needs or disability. If the barrier to participation is transport, specialist transport can be arranged to ensure attendance. 

• Students will be supported by Learning Support staff to allow access to activities and visits

• Risk assessments are completed to ensure all needs are covered and met

• Discussion with parents take place to ensure students’ needs are met

 Support for improving social and emotional development and overall well-being

The Carlton Academy has a family-centred approach with the child and family at the heart of SEND support and practice. The school ensures that student and parent voice is heard so that we can deliver a co-ordinated plan for the young person. Promoting independence is a significant focus. Students are encouraged and supported in becoming independent, not only in their learning but as a skill for life. A can-do environment is created through growth mindset to build self-esteem and confidence. Students are encouraged to think positively about learning, try new strategies and seek input and advice from others.

We provide support for students to improve their emotional and social development in the following ways:

• Students with identified needs have a key worker who students know they can come and speak to regarding all issues, including any bullying.

• Students have access to the Pupil Achievement Centre (PAC) for support during unstructured times and after school when we run a Homework Club

• SEND students are also supported by the form tutors and house leaders 

• Students with SEND are encouraged to be part of the school council and take on roles within the house system

• Students with SEND are also encouraged to be part of extra-curricular clubs to promote

teamwork/building friendships etc.

 Working with other agencies

 

The school uses the following referrals to request support from external agencies when the needs of the student meets the referral criteria identified by each organisation.

• Early Help Assessment Form (EHAF)

• CAMHs Consultation

• Challenging Behaviours Pathway – Small Steps

• Healthy Families Team

• Ask Us Nottinghamshire

• Multi Agency Safeguarding Hub (County)

• Multi Agency Request Form (City)

• Health Related Education Team (HRET)

• Springboard (Schools and Families Specialist Services and Educational Psychology)

  Paediatricians

Complaints about SEND provision 

Complaints about SEND provision in our school should be made to the SENDCo who will try to resolve any difficulties and will be able to advise on formal procedures for the complaint. A copy of the school’s complaints policy is available on the school’s website.

Contact details of support services for parents of students with SEN

Healthy Family Team - 0300 123 5436 Website:  https://www.nottinghamshirehealthcare.nhs.uk/healthy-families-contact-us

CAMHS - 0115 8542 299  Website:-https://www.nottinghamshirehealthcare.nhs.uk/camhs

Active Notts - 0115 848 3469 Website:  https://www.activenotts.org.uk/

Children’s Bereavement Centre - 01636 551739 Website: http://www.childrensbereavementcentre.co.uk/

Young Minds - 0808 802 5544  Website:  https://youngminds.org.uk/find-help/for-parents/

Contact details for SEND staff in school

 

The following details cover the roles in school who are supporting the needs of students with

SEND. If a child is identified as requiring Special Educational Provision they will also have a

key worker attached. Parents will be given contact details for the key worker directly.

 

SENDCO - Miss R Coleman   r.coleman@theacademycarlton.org

Deputy SENDCo - Mrs J Greenwell    j.greenwell@theacademycarlton.org

 

The local authority local offer

Our contribution to the local offer can be found here: The Carlton Academy | Notts Help Yourself

Monitoring arrangements

 

This policy and information report will be reviewed by Miss Coleman, SENDCo every year. It will also be updated if any changes to the information are made during the year. It will be approved by the governing board.

The arrangements for the admission of disabled students

The Carlton Academy is a fully inclusive school which welcomes all students. The admission arrangements for all students are in accordance with national legislation including the Equality Act 2010. This includes children with any level of SEND, those with Education, Health and Care Plans and those without.

The steps you have taken to prevent disabled students from being treated less favourably than other students

The Carlton Academy values the abilities and achievements of all its students, and is committed to providing each student with the best possible environment for learning. At The Carlton Academy we have adopted a whole- school approach to SEND policy and practice. All staff are committed to the principles and aims of this policy. Students identified as having SEND are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school.

The facilities you provide to help disabled students to access the school

Please find further information in our accessibility plan: Accessibility Plan 2020(1).pdf (theacademycarlton.org.uk)

Links with other policies and documents

This policy links to our policies on:

• Anti Bullying Policy

• Complaints Procedure

• Attendance Policy

• Behaviour Policy

• Child Protection and Safeguarding Policy

• Equality Act Statement

• Supporting Pupils with Medical Conditions Policy

• SEND Policy

The Carlton Academy’s Extended local offer can be found here: The Carlton Academy | Notts Help Yourself

 

SEN Information Last Updated: April 22