Special Educational Needs
Our vision is to develop well-educated, considerate and caring citizens with a strong sense of values who will succeed in, and contribute to modern society.
Grace Academy is a fully inclusive mainstream Academy. We support students with a wide range of SEND needs. These include ASD, Dyslexia, Speech and Language as well as sensory and physical disabilities. In our practice we strive to ensure that all pupils make the best possible progress in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). Our aim is develop and foster an environment of inclusivity, with the needs of pupils with a Special Educational Need/s being met in our mainstream setting wherever possible. We endeavour to achieve this by ensuring that interventions and support are developed with effective pupil and parent voice, the support of key professionals and the Academy’s overall aims as set out in the SEND code of practice.
This report gives information regarding the ways in which we support all pupils with Special Educational Needs and Disability (SEND). The aim is to ensure that all pupils who attend Grace meet their personal potential.
Provision and interventions that are set will be monitored and reviewed and change over time – as the needs of the pupil changes as they move through their educational career at Grace Academy Coventry.
Who Supports Children with Special Educational Needs/ Difficulties with Learning in This Academy?
Who are the best people to talk to in this Academy about my child’s difficulties with learning/ Special Educational Needs or Disabilities (SEND)?
- Miss E Pinnock (EmmaPinnock@GraceAcademy.org.uk) and Mrs S Crawley (SuzanneCrawley@GraceAcademy.org.uk)
The SENCo will monitor, assess and review the SEND provision of Grace Academy. The SENCO will co-ordinate and ensure effective services are employed, implemented and reviewed. The statutory wok of My support plans, EHCPs and Reviews are an integral part of the SENCO role. The SENCO will collect and effectively use Data to positively impact the development of SEND practice at the Academy.
KEY STAGE 3 (Lead: Mr M Few):
- YEAR 7: Mr R Innes (RossInnes@GracAcademy.org.uk)
- YEAR 8: Miss P Wheatley (PaigeWheatley@GraceAcademy.org.uk)
- YEAR 9: Miss V Spencer (VictoriaSpencer@GraceAcademy.org.uk)
KEY STAGE 4 (Lead: Mr S Goodwin):
- YEAR 10: Mr S Hamilton (ScottHamilton@GraceAcademy.org.uk)
- YEAR 11: Mr B Hallmark (BrandonHallmark@GraceAcademy.org.uk)
Head of Sixth Form: Miss C Sykes
Heads of Year are responsible for overseeing the support for children with special educational needs and disabilities (SEND) as well as developing the Academy’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs within in Academy. Ensuring that you are:
- Involved in supporting your child’s learning
- Kept informed about the support your child is getting
- Involved in reviewing how they are doing
- Involved in supporting Academy staff with your Child’s needs
Heads of Department:
Alongside the SENCO, Heads of Departments are responsible for checking on the progress of your child in their subject area. This will include identifying, planning and delivering any additional help your child may need (this could be things like targeted work. homework and additional support). They are also responsible for ensuring teaching and support staff are using Provision Maps when planning for your child’s lessons. They will feedback to the SENCO any issues arising from strategies required to support your child and will contribute to reviews. They will ensure that all staff working with your child in the Academy are supported to deliver the planned work/ programme for your child, so they can achieve the best possible progress. This may involve the use of support staff to complete specially planned work and the production of specialist resources. Ensuring that the Academy’s SEND policy is followed in their department and for all the pupils who they teach with any SEND.
They are responsible for checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work in the classroom, specific strategies, additional homework or additional support) and informing the SENCO of the progress made. Subject teachers will Use Pupil Passports when planning for your child’s lessons and will ensure information is shared with the Head of Department to ensure good communication and effective reviews of support.
The Principal: Ms J Taylor:
The principal is responsible for the day to day management of all aspects of the Academy which includes support for children with SEND. She will employ, monitor and support the SENCO in the undertaking of the role. Ensuring good progress is achieved by all pupils in the Academy. The Principal ensures that the Governing Body is kept up to date with any issues in the Academy relating to SEND.
How Could My Child Get Help in The Academy?
Children in the Academy will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve:
- Other staff in the Academy
- Staff who will visit the Academy from the Local Authority central services such as Coventry Autism Service, Sensory Support Service (for students with a hearing or visual need)
- Staff who visit from outside agencies
What are the different types of support available for children with SEND in this Academy?
Types of support that could be provided are listed below and also show the stages of the Code of Practice (the document that the Academy uses to plan their SEND input).
Classroom teacher input via excellent targeted classroom teaching driven by high quality Continuing Professional Development for staff (Called Quality First Teaching)
What does this mean?
Ensuring that all teachers in the academy has the highest possible expectations for your child and all pupils in their class. Ensuring that all teaching and learning is based on building up on what your child already knows, can do and can understand. Putting in place different ways of teaching so that your child is fully involved in the learning process. This may involve things like using more practical learning or providing different resources adapted for your son or daughter, including ICT. The teacher will also put in place specific strategies (which may be suggested by the SENCO or specialists from outside agencies) to enable your son or daughter to access the learning tasks.
Who receives this type of support?
All children in the Academy should be getting this as a part of excellent classroom practice at Grace Academy Coventry.
Specific group work with in a smaller group of children – Literacy
What does this mean?
Grace Academy Coventry selects students that have requirements for literacy support to have timetabled lessons focused on literacy skills. Their progress is monitored carefully to ensure progress is made in literacy and comprehension skills.
Who receives this type of support?
Any student that has been identified as having literacy difficulties.
Specific group work with in a smaller group of children – Specific Needs
What does this mean?
Specialist groups run by outside agencies e.g. Speech and Language therapy or Occupational therapy groups or staff trained by them in the Academy. This may be from Local Authority central services such as CIASS or Sensory Support Service (for students with a hearing or visual needs) or outside agencies such as the Speech and Language therapy (SALT) Service and Occupational Therapy. Your child will have been identified at Primary School and discussed at transition meetings between SENCOs or by the class teacher/SENCO at Grace Academy Coventry (or you will have raised your worries) as needing more specialist input instead of or in addition to excellent class room teaching and intervention groups.
Who receives this type of support?
In line with the SEND Code of Practice Students who have been identified by the class teacher/SENCO as needing some extra specialist support in the Academy from a professional outside the Academy. You may be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
You may be asked to give your permission for the Academy to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the Academy and yourself understand your child’s particular needs better and be able to support them better in the Academy. The specialist professional will work with your child to understand their needs and make recommendations, which may include:
- Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
- Support to set better targets which will include their specific expertise.
- A group run by Academy staff under the guidance of the outside professional
These interventions will be set and you will be informed of progress and will be invited to attend a review meeting to check progress periodically.
What is the process for Educational Health Care Plans?
These are for students where Quality First teaching and interventions have not been effective to meet their needs. The Academy (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more detail about this in the Local Offer. You will be asked to meet the SENCO to complete a request for an Educational Health Care Needs Assessment under the Children’s and Families Act 2014.
After the Academy have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), appear complex enough to for statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs and complete an Educational Health Care Plan. If they do not think your child needs this, they will ask the Academy to continue with SEN support. After the reports have been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and in need of an Educational Health Plan. If this is not the case, they will ask the Academy to continue with SEN support and also set up a meeting in the Academy to ensure a plan is in place to ensure your child makes as much progress as possible.
The Educational Health Plan will outline the support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
How can I let the Academy know I am concerned about my child’s progress in the Academy?
If you have concerns about your child’s progress in a specific subject you should speak to your child’s tutor or the Head of Department. If you are concerned about progress in a number of subjects you should contact the Head of Year initially. If you are not happy that the concerns are being managed and that your child is still not making progress after this then you should speak to the SENCO.
ow will the Academy let me know if they have any concerns about my child’s learning in Academy?
When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher must raise this with their Head of Department who will raise this with the SENCO. At Grace Academy, there is a website based system used called Go 4 Schools that allows staff and parents to track progress. There are Progress Meetings between the Head of Year and members of the Leadership team in the Academy to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as they could be.
How is extra support allocated to children and how do they move between the different levels?
The Academy budget includes money for supporting children with SEND. The Principal decides on the budget for Special Educational Needs in consultation with the Academy governors, on the basis of needs in the Academy. The Principal and the SENCO discuss all the information they have about SEN in the Academy, including the children getting extra support already, the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed. All resources/training and support are reviewed regularly and changes made as needed.
How does the Academy adapt the learning environment for students with SEND?
The Academy has lift access to all floors for disabled users and those with SEND that require lift pass access. This is the same for access to toilets around the Academy. Students may have a Personal Emergency Evacuation plan in case of a fire with trained staff supporting them at the point of evacuation. We have one main support area in the Academy for SEND pupils – the Learning. Each of these areas run both break and lunchtime support as well as a breakfast club before the beginning of the school day to support pupils. These are ran for those pupils for which the restaurant is not a suitable area to eat in due to the volume of students and their specific SEND need. There are homework clubs that run after school, as well as the Learning Centre being open every day to support students with ICT access for homework and homework completion. If specialist equipment is needed to support your child this is secured in consultation with specialist services. The Academy will work with these services to ensure the correct equipment is secured to support your child’s needs. The Local Authority provides specialist equipment such as wheelchairs/standing frames etc. when prescribed by a relevant health specialist.
How does the Academy enable pupils with SEND to engage in the activities of the school (including physical activities) together with children who do not have SEND?
We aim to include all students in as many activities as is reasonably possible and when it is a visit there is always a planning and risk assessment meeting prior to trips and other events between the organiser and the SENCO to look at how the students with SEND could be reasonably supported to engage in an activity if it is appropriate.
What support is available for improving the emotional, mental and social development of students with SEND?
For students with specific social, mental or emotional health difficulties we work with the Educational Psychology Service and CAHMs to set clear action plans for support. The Academy has a clear anti-‐bullying policy that is followed by all staff.
How are the teachers in Academy supported to work with children with an SEND and what training do they have?
The SENCO’s job is to support the teachers in planning for children with SEND. They will produce Pupil passports based on the needs of students and reports from external professionals. They will monitor the progress of all students with SEND. The Academy has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole Academy training on SEND issues of the students within the Academy. Individual teachers and support staff will attend training courses run internally by the SENCO as well as outside agencies that are relevant to the needs of specific children in their class. The school has a development plan that includes identified training needs for all staff to improve the teaching and learning of students including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as autism and dyslexia.
How will the teaching be adapted for my child with learning needs or disabilities (SEND)?
Teachers plan lessons according to the specific needs of all groups of children in their class and have Pupil Passports with strategies that should be used to support planning, and thus will ensure that any identified needs your child have are met.
How will we measure the progress of your child in Academy?
Your child’s progress is continually monitored by his/her teachers, tutors and Heads of Year. His/her progress is reviewed continuously and information uploaded to the Go 4 Schools system with a National Curriculum level or GCSE/BTEC grade being given in each subject.
What support do we have for you as a parent of child with SEND?
We would like you to talk to your child’s teachers, tutor and Head of Year regularly so we know what they are doing at home and we can tell you about what we are doing in the Academy. We hope this will make sure that we are doing similar things to support your child both at home and Academy and can share what is working in both places. The Head of Year or SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child. Pupil passports will be updated and will be reviewed with your child and any updates will be sent to you. Homework can be adjusted as needed to your child’s individual needs.
How have we made this Academy accessible to children with SEN
We ensure that equipment used is accessible to all children regardless of their needs. We provide support with homework with access to the Learning Centre both before and after school. Key words and literacy resources are used across the Academy to support learning.
How will we support your child when they are leaving this Academy or moving to another Year?
We recognise that transition can be difficult for a child with SEND and take steps to ensure that this is as smooth as possible. If your child is moving child to another school: We will contact the Academy SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. This will usually be face-‐to-‐face to ensure that they are clear on how to support your child. We will make sure that all records about your child are passed on as soon as possible. When moving years in the Academy, information about your child will be shared with their new teachers. If your child would be helped by a personalised plan for moving to another year, we will put this in place. The SENCO meets with the Head of Year to ensure they are clear on SEND support through SEND Reviews. In Year 11 your child will meet with a careers worker to create a plan for their Post 16 education. Your child’s Head of Year and tutor will support your child in finding a suitable course with Grace Academy Coventry at Post 16 or another provider.
Where can I find out about other services that might be available for our family and my child?
The Coventry Local Offer website has information about the services that are available.