Offer For Parents And Carers Of Children Who Have Special Education Needs / Disabilities (Send)
How does the school identify children with special educational needs?
Kader Academy assesses pupils termly and tracks their progress against national expectations and prior attainment. Pupils who do not meet their expectations are identified by teachers as needing extra support. They may receive this help in the classroom through differentiated work, or may receive small group, or individual support through focussed intervention programmes. At the earliest point of concern, an ‘initial concerns form’ may be completed to inform SENDCo of the support being put in place. If progress continues to be concern, discussions between the SENDCo, class teacher & parents will identify whether to place the child onto the SEND register. This decision will only be made once a graduated approach has been followed, alongside consistent intervention and consideration for external assessments have been made.
The pupil will then be given a SEND Support Plan (SSP) which will contain details regarding the pupil’s specific SEND area of need, strengths, areas of concern and targets. Targets are identified based on pupil’s individual needs, gaps in their learning and specifically designed to improve outcomes. The SSP will also highlight key interventions and provision which will be provided in order to ensure the pupil is fully supported, in order to improve outcomes and progress. In cases where the teacher continues to have concerns or where pupils are not making progress despite interventions, there may be discussions with the SENDCo to consider a referral for specialist assessment or access to specialist external support agencies e.g. Educational Psychology (EP), Learning and Language Team (LLT), Child and Adolescent Mental Health Service (CAMHS) or for inclusion and outreach support.
How do we involve parents in planning for these needs?
Discussions with parents will happen at the earliest opportunity where concerns initially arise. Teachers will discuss their concerns and find out whether parents have similar concerns. At Kader Academy, we follow a graduated approach towards identifying pupils with SEND and parents are kept informed every step of the way.
Once a decision has been made to place a child on the SEND register, a SSP will be created, in collaboration with parents/pupils (where applicable). We aim to take represent both parent and pupil voice within the process of creating the SSP for each pupil.
Teachers will then meet with parents /carers formally three times a year to discuss their child’s progress and complete a full SEND review. This will be to review the support and provision which has been in place, assess the impact it has had and create a new plan and targets for the next term. The SSP is shared with parents and a copy of the reviewed SSP and the new one are given to the parents. If any concerns arise in the meantime either party may request a meeting by arranging an appointment to discuss their child, often with the SENDCo present. At the parents’ evenings the parents are given their child’s targets and can discuss with the teacher ways in which they can support them.
Parents of children assessed by external agencies (EP, LLT) are also given the opportunity to meet with these specialists and the SENDCo to discuss the assessment, a copy of which is always sent home.
Who in the academy will support my child and how will this be monitored and evaluated?
All support provided to children with SEND follow a graduated approach, in line with the SEND Code of Practice 0-25 years (2014) and the assess, plan, do, review cycle. The main support of pupils with SEND will be provided by the child’s class teacher and the Teaching Assistants, through quality first teaching and targeted intervention. The pupils are in classes for English and Maths each morning. In both Key Stages there are Teaching Assistants who work with pupils with SEND. Some pupils with high levels of need access individual 1-1 support, as necessary. Teachers report on every pupil’s progress termly. This is monitored by the SENDCo, and members of the Senior Leadership Team at termly assessment meetings. The progress made by pupils receiving specific interventions is analysed separately and SSP targets are reviewed three times a year to ensure progress and challenge. Where a child makes accelerated progress, new targets will be issued before the termly review.
Kader Academy is part of “The Bungalow Project”. Pupils with Social, emotional or mental health needs (SEMH) are sometimes referred for additional support. The Bungalow Project can offer support to pupils and their families. Staff from The Bungalow Project liaise with school staff and parents regarding the progress of pupils with whom they are working.
Where external agency support has been sought, there may be a therapist or specialist that comes into school to observe and/or work with your child. This may be an Educational Psychologist, Learning and Language Teacher, Occupational Therapist, Play Therapist, CAMHS coordinator or Speech and Language specialist.
The school SENDCo is Mrs Kennedy and the Inclusion Lead is Miss Smith but SEND issues can also be discussed primarily with your child’s class teacher and with the Principal Mrs Mitchinson, where appropriate.
How are the decisions made about the type and amount of provision a young person will need?
The SENDCo, working alongside the class teacher, parents and pupil (where appropriate), can identify ways in which the pupils will be supported and the level of support which should be provided. This will be a graduated approach ranging from high quality first teaching and differentiated classroom strategies, small group interventions, personalised targeted interventions up to 1:1 TA support. Provision will always be allocated based on each pupil’s individual SEND needs. Some children may receive short term interventions, some may require longer periods of support. The SENDCo and class teacher will meet with parents to discuss how the parents can assist their child at home. If the intervention has not resulted in progress a different intervention may be tried and the targets on the SSP adjusted.
Where external agencies have been involved, following an assessment, they will make detailed suggestions for both the class teacher and the parents. This advice may relate to details about gaps in learning or to specific provision which is needed. The progress made by each child is tracked carefully and from regular meetings between the SENDCo and the class teacher a decision will be made whether the intervention has been effective. Parents are informed about their child’s progress as and when necessary and at parent consultation meetings. The SEND register is fluid and pupils are deregistered when deemed appropriate.
How will the curriculum be matched to the needs of the young person?
In line with the SEND Code of Practice, Kader Academy has high expectations for all children and In line with the SEND Code of Practice, Kader Academy has high expectations for all children and we aim to enable all pupils to access the full curriculum, through making reasonable adjustments and tailored support and provision. Teachers plan the curriculum so that all pupils are included and make considerations for all needs within daily planning. Classroom provision such as overlays, pencil grips, enlarged print, Computing programmes, visual aids etc. are provided, where it is felt these would impact pupils’ learning. The curriculum is engaging and involves many creative, visual and practical activities. We aim for all pupils, including those with SEND, to achieve the same outcomes as their peers and we use effective classroom strategies, provision, quality first teaching, differentiation, scaffolding and targeted intervention in order to support our pupils. We are proactive in support being provided to ensure our pupils can access the curriculum being offered.
How accessible is the school environment?
There are disabled ramps leading into the building at the main entrance, lower school hall and upper school playground. The ground floor and grounds are accessible to all. There is a disabled shower and toilet.
How will both the school and the parent know how the young person is doing and how will the school support the young person’s learning?
Pupil progress is tracked termly. Parent/ Teacher consultation meetings take place in the autumn, spring and summer terms. Parents also receive a written annual pupil report at the end of each academic year. Parents of pupils with SEND may discuss their child’s needs at additional meetings with the class teacher, SENDCo and, any outside agencies who may be involved in order to provide feedback from the assessment process. This may be during a meeting or through a written report to parents. The SENDCo and the school’s Parent Support Advisor (PSA) work closely with parents, to offer practical advice.
We aim for all pupils, including those with SEND, to achieve the same outcomes as their peers and we use effective classroom strategies, provision, quality first teaching, differentiation, scaffolding and targeted intervention in order to support pupils’ learning. We are proactive in support being provided to ensure our pupils can access the curriculum being offered.
Pupils are issued with weekly homework and a reading diary, which parents can access and provide feedback within. Pupils with behavioural difficulties may be given an individual behaviour book which is taken home daily so that parents can support targets set by school.
What support will there be for the young person’s well-being?
The school offers a range of pastoral support through the Parent Support Advisor (PSA) and The Bungalow Project which has access to a range of services such as: domestic violence counselling, play therapy and links with CAMHS. The school has a clear policy for medicines and has trained staff who administer first aid. Medicines are stored carefully and pupils needing medicines such as insulin or inhalers are given privacy to administer their own medicines.
Other medicines can be administered by staff providing the necessary consent form has been completed by parents/carers. Health plans are devised in conjunction with the School Nurse. Staff receive regular training in the use of epi-pens. All educational visits have a first aider accompanying the visit. All staff will adhere to the Safeguarding and school policies surrounding pupil safety and well-being, including those with SEND. Staff attend annual Safeguarding training and are kept up to date with the Keeping Children Safe in Education legislationtion legislation.
What specialist services and expertise are available at or are accessed by the school?
There are links with the Schools Nursing Service, Educational Psychologist, Speech and Language, Visually/Hearing Impaired Service, Occupational Therapy, Learning and Language Team and The Bungalow Project. The school has access to Middlesbrough Support Services which offer inclusion support by trained workers. Pupils in Early Years with specific learning difficulties can access support from the Early Years Specialist Support Service and Cleveland Unit Child Development Centre to provide outreach and inclusion support.
Key workers from the Visual/Hearing Service offer 1-1 support in school and training for staff as and when required.
What training have the staff supporting children and young people with SEND had or are having?
Staff training is arranged depending on the needs of the pupils in their class. Whole school training has been provided by the Hearing Impaired Service and Beverly School for Autism outreach and support. Staff have also received training in safeguarding, the use of epi-pens, dealing with diabetes, epilepsy and the use of inhalers. Regular staff CPD is arranged and provided depending on the needs of pupils on our SEND register and where staff feel they would benefit from specific training and development, in order to effectively meet the needs of pupils in their class. The SENDCo is always on hand to meet with teachers to discuss specific pupil needs and offer recommendations, advice, support and commission small group or whole school training accordingly. Kader Academy can refer to the Middlesbrough Outreach and Inclusion triage for specialist support, training and advice for staff.
How will the young person be included in activities outside the classroom including school trips?
At Kader we are fully inclusive. All pupils can access the school’s educational visits. The relevant risk assessments are completed and where the child has a specific need sometimes parents may be asked to accompany them on a visit. All needs will be catered for and the relevant support and provision will be put in place.
How will the school prepare and support the young person to join that particular school and how will it support the transition to the next stage of education and life?
Visits to Kader Academy prior to enrolment are warmly welcomed. All parents are invited to a welcome meeting before entry to Nursery or Reception. In addition, all pupils who are offered an infant/junior support base place are invited to visit the school offering the placement prior to enrolment. The school has close links with the local secondary schools and pupils take part in a transition week before moving to the secondary school. Staff meet with secondary colleagues, to discuss individual cases and hand over all necessary files. SEND children who are transferring to secondary school have their files sent securely to their new school. The SENDCo works closely with Y6 class teachers to identify those pupils which may benefit from implementing an extended transition period. This is then arranged with the secondary school in question.
Where it is felt that pupils with significant needs may require more specialised schooling provision, the SENDCo and class teachers will discuss these concerns with parents. School options can then be discussed with parents and careful consideration is given as to which schools parents may wish to consider. Visits for parents/pupils can then be arranged and a member of staff at Kader can be available to accompany pupils/parents on these visits.
How are the school’s resources allocated and matched to the young person’s special educational needs?
The school endeavours to accommodate every child’s individual needs no matter how diverse. The SEND budget is used to provide extra staffing, re-deployment and resources for pupils. Well-trained teaching assistants provide full time 1:1 support, individual and small group support. Training is provided for staff and specific resources are provided when necessary.
The SENDCo, working alongside the class teacher, parents and pupil (where appropriate), can identify ways in which the pupils will be supported and the resources which will be required. This will be a graduated approach ranging from high quality first teaching and differentiated classroom strategies, physical classroom resources, small group interventions, personalised targeted interventions up to 1:1 TA support. Resources will always be allocated based on each pupil’s individual SEND needs in order to meet their needs and help them to achieve improved outcomes.
FURTHER INFORMATION
Parents can discuss any concerns relating to SEND with the class teacher, Principal, or with the SENDCo. All can be contacted via the school office.