SEN INFORMATION REPORT
1. The kinds of Special Educational Needs for which provision is made at the academy
• We cater for a wide range of SEND, covering all aspects of the Code of Practice.
• Students with EHC plans, and those on SEN Support are catered for.
• Students with Speech, Language and Communication difficulties, with Cognition and Learning difficulties, and with Emotional/Social/Mental health difficulties are all present within the academy community.
• Students with specific learning difficulties such as dyslexia, dyspraxia, Autistic Spectrum Disorders, and Attention Deficit and Hyperactivity Disorder are also present at the academy.
• We have a small number of students with disabilities, such as Hearing Impairment, Visual Impairment, physical impairments ( such as cerebral palsy). The site is fully tailored for those with a disability.
2. Identifying and assessing students with Special Educational Needs
• If you tell us you think your child has a SEN we will discuss this with you and investigate (see next poin t). We will share what we discover with you and agree with you what we will do next and what you can do to help your child.
• If our staff think that your child has an SEN this may be because they are not making the same progress as other student s; for examp le they may not be able to follow instructions or answer questions. We will observe them; we will assess their understanding of what we are doing in the academy and use tests to pinpoin t what is causing difficulty (i e. what is happening and why ). We will k eep you informed about these concerns and the assessments being undertaken.
• Assessments such as Salford Sentence and comprehension tests, McGraw Hill assessments, Access reading and maths tests, Boxall assessments, SDQ are all used, as are other assessment s.
• Where we feel it is necessary, we will discuss issues with specialists from QEST, ACNS and the Educational Psychologist, and seek their guidance and advice. We will always ask for permission. This is as part of a graduated response, whereby we have e xhausted our own monitoring and support strategies
3. How the academy makes provision for students with Special Educational Needs
Evaluating the effectiv eness of provision at the academy
• An annual SEN report is prepared for Governors, which is subject to scrutiny at a formal meeting with the SENCo and Gold leads. This details all aspects of SEN, including the attendance and progress of students with SEN, for their information.
Arrangements for assessing and reviewing progress of students with SEN
• The acad emy uses CPD time to ensure subject teachers are assessing and marking a student’s work correctly.
• We check how well a student understands and makes progress in each lesson.
• Our senior leadership team check the progress of student s every half – term (more of ten if progress is slow) and we discuss what we are doing to make sure all student s make good progress ( is there anything else we can do?).
• For student s with SEN , teachers share progress with parents every term or more often if we believe this will help; f or all others with SEN, we believe that home:academy partnership is crucial and seek to foster this via close, regular contact including conversations with key worker and at parents evenings .
• For student s with an EHC plan, an Annual Review is held, but we will schedule additional and emergency reviews where needed.
Approach to teaching students with SEN
• In Year 7, the most vulnerable students are placed into a Nurture group, which aims to focus on and rapidly improve literacy, numeracy and social – emotional well – being. This is a very small group taught by a specialist teacher, alongside a specialist TA.
• The majority of students with SEN will be taught in mainstream groups, which may be setted or mixed ability (dependent on age and subject. TAs will be attach ed to some of these classes to provide additional support for students.
• We have a programme of professional development for staff in relation to teaching students with SEND.
How we adapt the curriculum and learning environment for students with SEN
• All ou r staff are trained to make materials and ‘work’ easier or more challenging so that every child is able to learn at their own pace and in their own way.
• We use additional schemes/materials so that we have someth ing at the right level for student s with SEN. Some examples of these include a range of literacy and numeracy intervention with the use of IDL and AL to support literacy programme, Lego therapy – Real Love Rocks – Incredible 5 point scale.
• We run a variety of interventions for students with SEN t o help develop soft and hard skills – Think Good, Feel Good, “The best programme” and “Crucial Skills”.
• All our staff are trained so that we are able to adapt to a range of SEN: – specific learning difficulties (including dyslexia) (SpLD); autistic spectrum disorder (ASD); speech, language and communication needs (SLCN); SMSH – Social Emotional Mental Health .
• W e are a dyslexia friendly academy .
• We have teacher(s) and support staff trained in SpLD; ASD; Team Teach; Catch – up Literacy and Numeracy; and, CBT and Dyspraxia.
Additional support available to students with SEN
• TAs are attached to departments to provide extra support.
• TAs are used as key workers to mentor students with SEN.
• All students (those with an EHC P , or who are placed on SEN support have Management Guides.
• We write and review Management Guides for each student with SEN. Your child’s teacher will have access to those to tailor their teaching in order to improve their learning.
• We use homework to repeat and practice activities that are new and present an achievable challenge for the individual student .
• In certain subjects, students are given passwords to work online to improve their learning.
How the academy support students to engage in extra – curricular activities, and with other students with/without SEN
• We have a number of before and after academy activities, which are publicised.
• We have regular educational visits . Student s with SEND are always included in these. We provide TAs to support their full inclusion. We choose visits that are accessible to all.
What support is available for improving the emotional, mental and social development of students with SEN
• A number of interventions take place which focus on improving this aspect such as CBT , Social Stories, Lego Therapy, Think Good Feel Good, Crucial Skills, Real Love Rocks, Short Fuse.
• We employ two specialist counsellor s to support students emotional wellbeing.
• In the Nurture groups for Year 7 and 8 , sessions specifically focused on this are delivered.
4. Name and contact details of the SENCo at Co – op Academy Failsworth
Acting SENCo Mrs Stonehouse, Deputy SENCo Miss Fielding
The Deputy SENCo and Inclusion Manager are responsible for the day – to – day running of SEND.
Contact via direct line – 0161 688 3922
5. Expertise and training of staff in relation to students with SEN, and how specialist expertise will be secured
• The team is staffed by HLTAs, TA3s and TA2s.
• The Nurture team are led by a specialist teacher and TA, both of w hom have Nurture qualifications.
• Where we need specialist help with students for their needs, we seek advice and support initially from QEST and the Educational Psychology Service within Oldham. We also work with Healthy Young Minds, Social Care, Occupatio nal Health and SALT,
• We have support from specialist teachers / support staff for accessing the curriculum and extra work on SEND related needs (speech, language and communication; hearing impairment; visual impairment; behaviour related needs; difficultie s; autism).
• We get support from speech and language t herapy (S<) to train our students ; advise on strategie s and programmes; we refer student s for asse ssment if we believe they need further assessment/support.
• We get support from occupational therapy (OT ) for student s who need assessment and support for physical/sensory needs.
• We get support from physiotherapy for student s who need it.
• We endeavour to work collaboratively between academy, student and parent/carer to implement the ‘plan, do, review cycle’ to ensure continued progress is made.
6. How equipment and facilities to support those with SEN are secured
• SEND is accommodated in a suite of rooms on the Gold corridor, which includes a specially des igned classroom for the Nurture students, two small classrooms for interventions, and an interview/quiet room. This suite can be accessed by students during any free time, with adult supervision in place.
• When students with physical disabilities come to the academy , we seek advice and guidance from the LA /NHS in the form of risk assessment, and health and safety advice. We will meet with the VI/HI service representative who has worked with a student with VI/HI and create a student management guide from their advice to support staff. It may be that we purch ase specialised equipment for the use of these students, dependent on need.
• We use workstations, picture timetables, countdown timers, cue cards and other support resources for student s who need it.
• We use a loop system microphone so that everyone can hear the teacher speaking clearly over classroom noise.
• We may use iPad Apps for student s with communication difficulties.
• We us a range of software, eg MyM aths, on our academy learning platform / website to help student s engage with subjects they find difficu lt; practice basic skills; become independent learners.
• We use a range of switches for student s who have physical or sensory needs, eg Tangle Toys, Angled Boards, Weighted belts.
• For any new student with a disa bility, Occupational Health may visit the scho ol to advise of any needed adaptations/adjustments ahead of the start date for the student.
7. Arrangements for consulting parents/carers of students with SEN
• If we have a concern that a student is not making sufficient progress, in spite of interventions, and appears to have SEN, we will contact home to discuss issues. We also respect parents’ right to voice their own concerns about their child’s progress.
• We are child and family centred so you will be involved in all decision making about your child’s supp ort.
• When we assess SEN we discuss if understanding and behaviour are the same at the academy and home; we take this into account and work with you so that we are all helping your child in the same way to make progress.
• If we feel that a student needs spec ialist support, we will seek parental agreement to bring in that support. There are times where written consent is required.
• Each student with an EHC Plan has an allocated key worker, who is in regular contact with home.
• For students in the Nurture group, it is likely that contact with home will be made at least once per week.
• The academy formally contacts home termly to update parents/carers on their child’s academic progress. An annual written report is also provided with subject reports from each subject being studied.
• F or any student with an EHC Plan, an Annual Review will be scheduled ahead of which parents are asked to give their views. Parents attend and have free speech within Annual Reviews, and are also asked about the experience and their satisfaction after these have taken place.
• P arents/carers may contact the academy directly to speak to the SEND team with any concerns/ information – 0161 688 3992.
8. The arrangements for consulting with young people about their SEN
• As part of the Annual Review process, we will interview a student, so that their attitudes and opinions are voiced in the official documentation.
• We will ensure any young person is included in their EHCP , so that they are fully aware of all aspects of the Review.
• Following inte rventions, we will seek feedback from participants as to how they feel they have benefitted, and how we can improve for the future.
• All those with an EHC Plan as well as a number from SEN Support are allocated a key worker, who meets regularly with them to discuss issues and find out their opinions/attitudes.
• For students who are being put forward for statutory assessment, the process followed is person – centred, ensuring they can make a significant contribution in a process which is done with them, rather t han to them.
9. Governance and arrangements for dealing with complaints
• SEND has a linked Governor, who meets regularly with the SENCo to discuss the work and effectiveness of the team.
• An annual report covering all aspects of the work and effectiveness of SEND is presented to Governors annually.
• Should you have an issue, your first point of contact is always the person responsible – this may be the class teacher; the SENCo or the Head teacher. Explain your concerns to them first. If you are not satisfied that your concern has been addressed speak to the Head teacher then ask for the academy Governors representative.
• If you do not feel the issues have been resolved, you should follow the academy Complaints Procedure.
• If your concern is with the local author ity, contact the Complaints and Representations Officer, contact details as follows:
Complaints and Representations Officer
Freepost – RRGY – TJSR – GHGZ
PO Box 40
Level 8, Civic Centre
Oldham, OL1 1XJ
Tel: 0161 770 1129
• The Parent Partnership Service provides independent, individual information and advice for parents of children with special educational needs. Visit http://www.oldham.gov.uk/pps/info/12/about_the_service for more information.
10. How the Governing Body involves other external bodies in meeting the needs of students with SEN and supporting families of such students
• The Governing Body delegates this task to the SENCo and team at the academy .
• SENCo and team work closely with QEST and the Educational Psychology service in Oldham. We also have forged links with Healthy Young Minds (HYM).
• There are a number of parent support groups – QEST, National Autistic Society, CHADD (ADHD), Dyslexia Action etc.
• Oldham’s parent/carer forum is cal led POINT (Parents of Oldham in Touch). This is an umbrella organisation for all parents and carers of children & young people with Special Educational Needs, disabilities and complex medical needs. They work with Oldham Council, education, health and othe r providers to make sure the services they plan and deliver meet the needs of disabled children and families –
11. Contact details of support services for the parents/carers of students with SEN
• The Oldham parents Partnership Service offers free and impartial advice to parents and carers – 0161 667 2055.
• Oldham’s parent/carer forum is called POINT (Parents of Oldham in Touch) . This is an umbrella organisation for all parents and carers of children & young people with Special Educational Needs, disabilities and complex medical needs. They work with Oldham Council, education, health and other providers to make sure the services they plan and deliver meet the needs of disabled children and families – www.pointoldham.co.uk – 0161 667 2054.
12. Arrangements for supporting students with SEN during transition
Year 6 – 7
• For those students with Statements/EHC Plans, we will attend the Y ear 5 and Y ear 6 Annual Review meetings when necessary .
• We will discuss each student coming to Co – op Academy Failsworth with their Primary school teacher; for those alerted to us as having SEN, we discuss their difficulties and needs with their class teach er and/or SENCo.
• For students with SEN, especially students who are vulnerable, we set up extended transition , so that they attend the academy a numb er of times in addition to the t ransition provision for all students. For most these will begin around East er, continuing until Summer; for many they will be a series of several days/part days when they can spend time in the Gold area, and familiarise themselves with the academy . This is particularly important and effective for those with ASD.
• When student s hav e identified SEND before they start here, we work with the people who already know them and use the information already available to identify what their SEN will be in our academy setting.
• We will agree dates with you for your child to come to Co – op Academ y Failsworth for a number of days in Y ear 6 (as well as the fixed two – day transition everyo ne enjoys) as an extended t ransition package. This helps us to get to know your child better, and your child to be more comfortable/r elaxed when they come to the aca demy in Y ear 7.
• For students accessing Nurture, parents/carers will be invited for an evening to discuss this specialist provision as part of the extra transition package.
Post – 16
• TAs attend regular meetings with Positive Steps, and attend IAG interviews for students with SEN.
• TAs support thinking about and application to college places.
• We will make joint visits to colleges with your child as part of their transition to post – 16 studies.
• We will support extended t ransition for the most vulnerable.
• We provi de detailed information to post – 16 providers to enable them to effectively support students with SEN.
13. The LA’s Local Offer
This can be found on the LA website –
Cheryl Stonehouse – Associate Assistant Head and Acting SENC O –
Michelle Fielding – Nurture Teacher and Deputy SENCO with NASEND qualification
Rhian Deveraux – Inclusion Manager –
All can be contacted through the schools main office – 0161 – 688 3900
Oldham’s Local Offer
POINT – Oldham Parent Forum
Family Information Service
Alternative support/ Advise
To receive updates and alerts regarding new services which may further support you and your child,
c onsider adding your details to the ‘Children’s additional needs and disability register ’ – Oldham Council.