SEND INFORMATION REPORT 2016 – 17
These pages set out information about our provision for children and young people with Special Educational Needs or Disabilities (SEND). They are updated annually.
King Alfred’s Academy provides for children and young people with a wide range of special educational needs including those with:
- Communication and interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
- Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
- Social, Emotional and Mental Health needs
- Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
Our Special Educational Needs Co-ordinator and Assistant Headteacher with responsibility for Inclusion is Ms J Scott. Ms J Scott can be contacted via: firstname.lastname@example.org / 01235 225700.
Our Governor with responsibility for SEND is: Ms A Glover.
Our SEND Administrator is: Ms D Steele.
Policies are available on the Parent VLE which can be accessed via www.kaacademy.org The SEND Policy has been reviewed and updated to include practice linked to the amended statutory guidance “Keeping Children Safe in Education 2016”.
The academy uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’.
- The guidance sets out:
- How we identify if a student has a special educational need.
- How we assess students and plan for their special educational needs, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each student’s needs
- How we review progress and agree outcomes and involve you and your child in this.
Click on the link below for further information:
We will always contact parents if we have a concern that a child or young person may have a special educational need. We then work closely with them and their parents/carers to agree outcomes and how we will all work towards these, and then to review progress. We do this by holding regular meetings, at parent evenings, using home-school link workers, student managers and scheduled phone calls.
There are also opportunities for parents, children and young people to contribute to and be consulted on our policies on SEND and Equality. We do this through Governors / Parent Governors, parent forums and from within the tutoring system.
We offer a broad and balanced curriculum for all students, including those with SEND. The way we adapt our curriculum for children and young people with SEND and disabled students is set out in the Academy’s SEND Policy and Accessibility Plan, available on our website.
We have highly targeted teaching groups in Maths and English (based on prior attainment) across all Year Groups.
We have “The Link” Reintegration Programme for those at risk of exclusion.
We have subject specific Learning Mentors who run interventions and in-class support to enable accelerated progress.
We have Teaching Assistants to support students in making accelerated progress in class across the curriculum.
We offer opportunities on specialist courses for young people from Year 9 in association with Abingdon College, Meadowbrook and On-Course. We also offer bespoke work experience for those with specific needs.
Our SENCo holds the NASENCO qualification.
All staff have training in safeguarding.
All teaching staff have received training in the adoption of the new SEND Code of Practice.
There are also members of staff who have trained at a specialist level in Physical Support therapy.
Learning Mentors and Teaching Assistants are trained to support the particular needs of the students they work with.
We also have access to a range of specialist support services including Educational Psychology and SENSS, who support students with communication and language, sensory needs and physical needs.
Child and Adolescent Mental Health Services (CAMHS)
Oxfordshire School Inclusion Team
Children’s Social Care
Information about these services and what they offer can be found on the Oxfordshire County Council SEND web pages: https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer
We always discuss the involvement of specialist SEND services with parents first.
We also work with other services and organisations that are involved with a family, with the family’s permission.
The progress of all students is tracked throughout, with regular data reports, updated profiles and provision mapping.
In addition, for students with SEND we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age-related expectations.
When we run special intervention programmes for groups of students we assess how successful they have been and use that information to decide on how best to run them in the future.
Information about how the governing body evaluates the success of the education that is provided for pupils with SEND is contained within the annual report to the Governors’ Teaching and Learning Committee.
All students are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.
There is information about activities and events for disabled students and those with SEND in Oxfordshire in the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/fsd/disabilities.page
All students have the opportunity to share their views through their Change Teams as part of the Student Leadership Programme.
We listen to the views of students with SEND by providing a robust pastoral support system which includes tutors and student managers who liaise with the Learning Support team, class teachers, Key Stage leaders and Heads of Faculty.
We take bullying very seriously. We help to prevent bullying of all students, including those with SEND, by the application of the Behaviour policy, the Single Equality policy and the Anti-bullying policy.
We encourage all new students to visit the academy before starting. We offer open mornings, open evenings and feeder primaries are visited by King Alfred’s Academy teachers. There is a partnership-wide transition day for students moving sites and from primary schools. For children and young people with Special Educational Needs we offer extra bespoke visits and 1:1 support and liaison.
We begin to prepare young people for transition into the next stage of their education or training through a tight system of liaison and information-sharing with teachers as the students move across sites and through the key stages. This is supported by the dedicated student managers for each year group.
If you are concerned about your child, please contact King Alfred’s Academy SENCo Ms J Scott via email: email@example.com or 01235 225700 (Centre Site).
If you’d like to feed anything back to us, including compliments and complaints about SEND provision, we aim to respond within 48 hours.
Information on Oxfordshire’s Local Offer for SEN and Disability is available via the link: https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer
If you’d like impartial advice from Oxfordshire’s Parent Partnership Service contact https://www.oxfordshire.gov.uk/cms/content/contact-parent-partnership
If you’d like to know more about opportunities for students with SEND and their families, support groups or information about SEND these are listed in the Family Information Directory:
Oxfordshire’s Local Offer contains lots of information for parents. Click here to see it: https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-sen. King Alfred’s Academy has contributed to the County’s Local Offer through attendance at a training workshop and through trailing the new guidance and systems.