Stamford Welland Academy Special Educational Needs and Disability (SEND) Information Report

WhatdowemeanbySpecial Educational Needs?

According tothe SpecialEducational Needs andDisability Code ofPractice:0to25years (published bytheDepartmentforEducation,June2014andavailable fordownload at childrenhave special educational needsif they have alearningdifficulty which callsforspecial educational provision to bemadeforthem. Childrenhave alearningdifficultyifthey:

a)have asignificantlygreaterdifficulty in learning thanthemajorityofchildrenof the sameage;or

(b) havea disabilitywhich preventsorhindersthem from makinguse of facilities ofa kindgenerallyprovided forothersofthesame agein mainstream academiesor mainstream post-16institutions. For childrenaged two or more, special educational provision meanseducational or trainingprovisionwhich is additional to, ordifferent from that madegenerallyforother childrenoryoungpeople oftheirage.

WhatchangesarecontainedwithinthenewCode of Practiceandwhatdoesthat meanto usat Stamford Welland Academy?

Themainreasonbehindthechangesisto improve theprovisiongiven tostudents andto ensurefull participationfromall thoseinvolved.Thekeychanges are:

Statementsaregraduallygoing tobereplaced by Education and HealthCarePlans(EHCP) whichwill actas amorecoordinatedapproachtoa youngperson’sneedsand support.

Theseplanswill bein placefrom0–25 yearsifrequired. There isanelement where parents cangain some control overbudgetsbutonlyiftheywish.No child will lose theirstatement. TheCounty Council will converttothenewEHCPsoverthenext coupleofyears.

LevelsofAcademyActionand AcademyActionPlus have been replaced with asinglecategory ofSENDSupport (K).

Attheheart ofall wedois thedesiretoimprove thesupportwegive SEND students throughout theacademy and toprovide themwith agraduatedlevel ofsupport which includes KeyWorkerswhowill co-producetargets withstudents (and parentsforhigherlevel needs) and reviewthemregularlyas requiredfor those on theSENDregister.

Eachstudentonthe SENDregisterwill havea Passport to Learning that theycantake ownership ofthroughco-constructionwith KeyWorkers. Thetargetswill be reviewedatleast once ayearwith thestudentsandtheirKeyWorkerandanychangesmadeasrequired. Copies ofthePassport to Learning will beemailed/postedhomefollowingeachmeeting.

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TheCode ofPracticemakes teachers’responsibilities in theprogressofSEND studentsvery clear:

‘Teachersareresponsible and accountableforthe progress anddevelopment ofthe students intheir class, includingwhere studentsaccess supportfrom teaching assistantsorspecialist staff.Highqualityteaching,differentiatedforindividual students isthefirststepin responding tostudentswhohave ormayhave SEN. Additional interventionand supportcannot compensatefora lackof goodquality teaching.’(p88) Teachers at Stamford Welland Academy will ensure that they have a Quality First Teaching Plan in place for each student in their class that has a special educational need and/or disability.

KeyWorkerscould betheform tutor, subject teacher, member ofthestudent experience team oramember ofstaff fromwithin the Complex Needs Team.Youwill benotifiedof yourchild’sKey Worker. All staff fulfilling this role will receive full training and support over the academic year.

At Stamford Welland Academy,we also have aSEND Monitoring Register. This isforstudentswhoare making theexpectedlevelofprogress and/or do not require support in addition to or different from the quality first teaching in place in the classroom, but mayhavespecific needs that staff should be madeawareoff.Aswith theSENDregister, the SEND Monitoring Register is a live document that is updated in a systematic manner throughout each academic year.

Bothregisters arefluid andstudentsmaymovebetween thetwo,orevenoff either register, as reflected in the progress that their make through their educational journey at Stamford Welland Academy.

Proceduresare in placewhereall staffare able to registeranyconcernsthat theymayhaveabout studentswith special educational needs and/or a disability, and we will taketheappropriateaction(which may involve contacting homein thefirstinstance).

Who makesupthe Complex Needs team?

Principal: Anthony Partington

Vice Principal / SENDCo: Sher Alam

Link Academy council: Dr Anne Emerson

Senior Tutor Complex Needs: Mark Wilson

Leader of Complex Needs: Jackie Lenton

Complex Needs Student Support Advisor: Trudy Moody

English Higher Level Teaching Assistant: Jo Hinson

Maths Higher Level Teaching Assistant: Jacqui Parker

Level 2 Teaching Assistant: Sue Bluff

Level 1 Teaching Assistants:

Tracy Blades

Jill Croak

Sue Evans

Nicky Fenn

Jan Ford

Liz Marshall

Whatis the SEND Information Report?

TheSEND Information Report is thereportthatall academieshavetosharewith parents,students andstakeholdersabout what theacademyisable to offer in termsofSENDsupportforayoungperson.

It detailswhatwedoinordertosupportchildren,youngpeople andtheir families with special educational needsat Stamford WellandAcademyandhowweworkwith thefamilies andagenciestoensurethechildor youngperson isabletoachievetheir potential, nomatter whatbarrierstheymayhavetotheir learning.

Stamford WellandAcademyis asmall rural academywherestaffquicklylearnstudents names and developan understandingof individual learningstylestodevelopa personalisedapproachto teaching. This helpscreatea caringcommunity wherestudents canfeel safetolearn. SENDhas been praised significantly byOFSTEDduringtheirlasttwo visits, and the Progress Score of 0.63 for SEND as a sub-group in 2016 showed that these students exceeded their expected progress by a considerable margin.

PleaseseeourmostrecentOFSTEDreporthere:

ThedetailsandinformationinStamford Welland Academy’s SEND Information Report are compliantwithPart 3of theChildrenandFamilies Act 2014andassociated regulations(asdescribed within the stated documents):

TheSpecial EducationalNeeds and Disability Regulations code ofpractice:0 –25 years

2014

TheSpecial Needs (Personal Budgets) Regulations 2014

TheOrder settingout transitional arrangements

Equality Act2010: Adviceforacademies

WorkingTogether toSafeguard Children(2013)

TheChildrenAct 1989Guidanceand RegulationsVolume2(Care PlanningPlacement and

CaseReview)and Volume3(PlanningTransition toAdulthoodfor CareLeavers) Reasonable Adjustments fordisabledstudents (2012)

Supportingstudentsatacademieswith medical conditions (2014)

TheMental Capacity ActCode ofPractice: Protecting the vulnerable (2005)

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Howdoweidentifychildren/young peoplewith special educationalneeds?

According tothe SENDCodeofPractice, thefourprimaryareasofSEN are:

Communicationand interaction

Cognitionandlearning

Social,emotional andmental healthdifficulties

Sensoryand/or physical development

Weaccept theprinciple thatstudents’ needsshould beidentifiedandmetas earlyas possible.Asoutlined intheCode ofPractice, we followa graduatedapproachofassess, plan,do, review.

TheSENDCo/Leader of Complex Needs/Complex Needs Senior Tutor useAcademytrackingand progress data asanearly identificationindicator.All subjectsmeasure achievementand progressatleast threetimes a year.

A student mayhave additional needsif:

-Progress issignificantlyslowerthanthat oftheir peersstarting from the same baseline

-Progressfailstomatchorbetter thechild’sprevious rate ofprogress

-Progressfailsto closetheattainmentgapbetween thechild andtheirpeers

- Theattainmentgapwidens

- It canalso include progressin otherareasthanattainment

(p84 CodeofPracticedocument)

However,identificationmayalso beas aresultof:

-Teacherconcern

-Followingupparent/carer concerns

-Trackingindividualstudentprogressover time

-Liaisonwithpartner primary academiesontransfer

-Informationfrompreviousacademies / schools

-Informationfromother services

Students areusually transferred on to theSWA SENDRegisterwhentheyjointhe academy.Studentsare all CATtested, as wellashaving Progress in Maths, Progress in English, readingandspellingage assessmentsuponentryinyear7. Studentsbelowexpected levelsin Year 7accesssubjectdepartmental support.Studentswithliteracydifficultiesaccessthe Read WriteIncprogramme.

Students belowexpectedlevelsin year7aretaughtinclass setsthataremostlikelyto meettheir needs. Studentsaresupported with theiroveralllearning, reading,writing,spelling,general awareness andhandwriting skills;this supporttakes place both withinandbeyondtheday-to-day subjectspecificcurriculum.

TheSENDCo/Senior Tutor Complex Needs/Leader of Complex Needs maintaintheSENDRegisters,which isa listofstudents identified throughtheproceduresmentioned. Adetailedanalysisofthe Register takesplaceaftereach data analysis.

Forsomestudentsamore indepth individual assessment maybeundertakenbythe

Academy,which mayinclude:

-AssessmentsbytheSpecialist Teacher and AppliedPsychologyservice, which may lead toreferralstoother agencies

-Assessmentsfrom other external agencies

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How will I be abletoraiseanyconcernsI mayhave?

Ifyouhave anyconcernsabout yourchild’sprogress,your first point ofcontact should alwaysbe theform tutor. Followingthiscommunication, theform tutorwillcontact theSENDCo/Leader of Complex Needs/Senior Tutor Complex Needstodiscussthese concerns.Thisis thefirststepinthegraduatedresponse to students’needs. Amemberof theComplex Needs teamwill then contact you to discussthe concernanddecideonthenextstep. Parentsareinvited todiscuss any concernsthat they too mayhaveatanystage oftheirchild’s education atStamfordWelland Academy;for example, parents may request a meeting as a result fallinggradesorslowprogress.

Howisthe decisionmade aboutwhat type andhowmuchsupport mychildwill receive?

There are clear processesforassessment,plan, do andreviewatall levels from identificationofconcernup toapplicationforEducation and HealthCarePlans. These documentsarethereplacementsfor Statements.Theyareco-constructed with the young person, parents/carers, academy and representativefromLincolnshire County Council (or equivalent) and include arangeofinformation all linkedtotheamountofcarerequiredbyanindividual.

Howisthe curriculummatchedtoa young person’s needs?

In order tomeet thelearningneedsofallstudents, teachersdifferentiate work.Theyworkto meet individual learningneeds, tomarkworkandplanhomeworkeffectively.

Wherestudents are identifiedashavingadditional needs, theacademyprovidesfor these additional needsin avarietyofway.

Theprovisionfor studentsis relatedspecificallyto theirneeds, andincludes:

  • Differentiation at acurriculumlevel
  • Provisionofalternative learning materials/ special equipment
  • Small grouptutoring for literacy,numeracy,scienceand lifeskills
  • Access arrangementsfor internal andexternal assessments,includingextra time, useofICT (wordprocessing), readers, andscribeswhere appropriate
  • Specific interventionstargetedatliteracyandnumeracy.Use ofICTsuchasnetbookswithin lessons
  • Additional supportfromexternal agencies
  • Personalised timetableswhere appropriate
  • Cross agementors
  • Homeworkclub
  • ProvisionofKeyWorkers,ifapplicable, to workwith the youngperson in devisinginterventionsand monitoring theireffectiveness.Eachstudent onthe Special Needs Registerwill have aKeyWorker whowill meet regularlywith the student tosetandreview targets which planforprogress.
  • Monitoring register forthosestudentswhoaremaking theexpectedprogress butwhohave SEND needs thatstaff should beawareof.
  • Regular assessment ofprogress,usingadditionaltests
  • In classsupport forindividuals/ smallgroups with aTeachingAssistant (TA)for studentswith Education HealthCarePlan’sorStatements forthose students with highlevelsofneeds.
  • Staffdevelopment/ training toundertakemore effective strategies
  • Quietrooms for learning
  • Quietareasforresting/ASDcooldowns
  • A well-resourced library
  • Learningsupportroomfor eitheronetooneorsmall groupintervention
  • Pastoral suitefor counsellingormoresensitive meetings
  • Pastoral officestoallowstudents space todiscuss confidentiallywiththe leader anyconcernsthey mayhave.

Some of our additional strategies:

ReadWriteInc Group

StudentswhoarecurrentlyreadingbelowtheNational CurriculumLevel3in Year7,whohavethe potential toachieveNational CurriculumLevel4,areassessed forthe ReadWriteInc program.

Studentsareassessedonpurephonic sounds andreadingpassagestoplacetheminto thecorrect teachinggroup.Thereare normally3groups.

Readingandspellingassessmentsarecarriedout3timesduringthe academicyear to monitor progress.TheseareAccessReading, SalfordSentenceReadingandVernonGradedWordSpelling tests. Studentscanmoveupor down groups inEnglishsetsaccordingtotheir progression.

ASD support

Somechildrenwhoareonthe autisticspectrumrequire very specificsupporttohelpthemunderstandthe worldandroutinearoundthem.The type and level of support neededdepends upon the individuals’ unique needs,andat what stage intheir academy life support is needed.

Inclasssupport

Mostdepartmentsalsousein-class supportforsomeactivitiesor specificlessons for studentswho struggle tolearnwith adultguidance. This isaflexiblemethodof supportaimedathelpingchildren developindependentlearningskills withinthe classroom.

Medicalpersonal Care

Children whohaveamedical disabilitymay, attimes,alsorequire additional adult supportwithPE when changingorin subjectsrequiringfine motor skills.Thesearedelivered anddevelopedwith the child’s occupationaltherapist orphysiotherapist.

Oneto one/smallgroupintervention

When achildneeds additional supportwith reading, learningtospellor somesubjectspecific guidance, one to oneor small groupinterventionallowsstudentstoworkwitha memberofstaffina quieter andmorerelaxedsituation, allowingthem thechancetolearn awayfromothers.Thisisalso directed in correlation to achild’s need andability.

Intermsof accessibility,Stamford WellandAcademyalsohavethe followingavailable:

MentorSupport

  • Studentsareprovided with6-weekphased supportprogrammes,wherea particularneedis identified, atanypointinanacademic year.
  • Theimpactofthis support is reviewed inasystematicmannerandfurthersupportis provided ifaneed, inaspecificarea,isstill apparent.

Howareresourcesallocatedandmatchedtochildren/youngpeople’s SEN?

Each year theacademyreceivesguidanceabouthowtosupportchildrenwith SEN.TheSENDCo/Complex Needs Senior Tutor/Leader of Complex NeedswritesaProvisionMapwhichplansthe learningsupportandresourcesrequired for thefollowingyear.Thisincludesphysical resourcesfor Individualchildren or adult supportfor groups ofchildren.This helps theacademy planandbudgethowitwill supportandenable studentsto achievetheirpotential.

Inadditionto the ProvisionMap,aseach childisuniqueanddifferent,notwo plansshouldbethe same andnojourneyremains thesamethroughouttheir academy life. Daytodayinterventionand supportis geared aroundtheir everchangingneeds andlife stages, in a bespokeformatarranged andchallenged throughreview meetings.

A childmayfindthattheyneedmoresupportatcertain times oftheyear anditis imperativethat wemeetthelearningneeds ofthechildwhen theyneeditand planfor thoseoccasions inadvancetoensureoptimumresourcesaregiven.If achildsuddenlyfinds that they are incrisis, then supportisoffered quickly, withthekeyendgoalofdevelopingindependent skills. This israised, discussed andagreedattheReviewMeeting.

Whatotherservices does theacademyaccessincludinghealth,therapyand socialcare services?

  • CMAT Educational Welfare Leader including access to the Pupil Referral Team and Attendance and Inclusion Team
  • Childrenand Adolescent Mental HealthService(CAMHs)Sensory Educationand SupportService
  • ‘ECLIPS’ (Secondaryeducationbranch ofSpeech andLanguageTherapy Service)
  • TheWorkingTogether Team (wasSocial Communicationinc:outreach)
  • Social Services
  • Community HealthService
  • Angermanagement
  • TAsupport
  • PersonalisedTimetables
  • PilgrimAcademy(enablingstudentsto continue working towardstheirpotential within thecontextof their particular medical conditionwith acontinual viewof reintegrating the studentbackintomainstreameducation)
  • Community School Nurse
  • EthnicMinorityand TravellerEducationTeam
  • Adaction and Oasis–supportingpeople whohave problemswith drugsoralcohol
  • Sensoryand Visual Impairment
  • SpurgeonsYoung Carers–offeringsupportforyoungpeople whoalso have to lookafter someoneat home.
  • TargetedYouthService

Whois responsibleforthe education ofmychild,whowillbeworkingwiththemand whataretheir responsibilities?

AsstatedintheCode of Practice(p88), ‘Teachersareresponsible and accountablefor theprogressand developmentofthestudentsin theirclass,includingwhere studentsaccesssupportfromteaching assistantsorspecialist staff.Highqualityteaching,differentiatedforindividualstudentsisthe first stepinrespondingtostudentswhohave or mayhave SEN.Additional interventionand support cannotcompensatefora lackof goodqualityteaching’.

Eachchild ontheSEND Registerwill have theirown allocatedKeyWorker. Thiscould bea subject teacher, member oftheCollegeteamoramember oftheAdditional Needs team dependentuponindividual need. TheSENDCo, Senior Tutor Complex Needs and Leader of Special and Complex Needswill maintaintheoverviewand beresponsiblefor resolvingany issuesthatmayarise.

ProvisionforchildrenwithSpecial Educational Needs(SEN) isamatter for theacademyas a whole.All staffareresponsibleforhelping tomeetanindividual’sspecial educational needs andfor followingthe academy’sproceduresforidentifying, assessingandmakingprovision to meet thoseneeds.

Class teachersareresponsiblefor:

  • Theprogressof theeach child in their lessons, including students with special educational needs and/or a disability,in theclassroom, andforprovidingan appropriatelydifferentiatedcurriculum.Theycandrawon theSENDCo/Leader of Complex Needs/Senior Tutor Complex Needsforadvice onassessmentand strategies tosupport inclusion.
  • Planningand deliveringindividualisedprogrammesforSENDstudents, taking intofull account thepupils’ Passport to Learning to ensuretheneedsofthechild aremet.
  • Whererelevant, makingappropriateuseof the TeachingAssistant.The TeachingAssistant isthereto assist; responsibilityfor theclassisinthehands oftheteacher.
  • Being familiarwith theneeds ofstudents intheir class whohave SEN,and to befamiliarwith all informationasset out in thePupil Passport.
  • Contributing tothechild’sPassport to Learning targets(asrequired).
  • Making themselves awareofpolicyand proceduresfor theassess,plan, do, reviewgraduatedresponse
  • Givingfeedbackto parentsofstudentswith SEN.

Subject / Curriculum Leaders areresponsiblefor:

  • Ensuring that therequirementsofSENDstudentsaremet in theSchemes of Workandthatanyexamination coursefollowed takesintoaccount theneeds of thestudents.
  • Ensuring thatprogressismadeforall SENDstudentsintheir subject area

Head of Houses / Assistant Principalsare responsiblefor:

  • Ensuring thatsubjectleadersaremeeting therequirementsofSENDstudentsin theirlessons.

The Academy Councilwillensurethat:

  • SEND provisionisanintegral partof theacademyimprovement /developmentplan thenecessary provisionis madeforanystudentswith SEND
  • All staffareawareoftheneed toidentifyand provideforstudentswith SEN
  • Studentswith SEN join in academyactivities alongsideotherstudents,asfaras is reasonablypractical andcompatible with their needs andtheefficient education of other students
  • It reportstoparentsontheimplementation of theacademy’sSEND policy
  • It hasregardtothe requirementsof theSENDCode ofPractice (2014)
  • Parents arenotifiediftheacademydecidestomakespecial educational provisionfor theirchild
  • It isfully informedabout SEN issues,sothat itcan playa majorpartinacademy self-review
  • It sets upappropriatestaffingandfunding arrangements,andoverseestheacademy’s workfor studentswith SEN
  • ThequalityofSENDprovisionis monitored
  • Theyapprove theSEND policy and reportonanannual basis

The Principal isresponsiblefor:

  • Themanagement ofall aspectsoftheAcademy’swork, includingprovisionforall studentswith SEN
  • Keeping theAcademy Council informedabout SEN issues, including:: progressofSEND students
  • Workingcloselywith theSEND personnel within theAcademy
  • Ensuring theimplementationofpolicyand proceduresto dowith SEND

The Vice Principal for Behaviour and Safety(SENDCo) isresponsiblefor:

Ensuring that theComplex Needs Team, Houses,TAs andteachingstaffare meeting the requirementsofSEND students

  • Resolvinganycomplaints,wheretheLeader of Complex Needs / Senior Tutor Complex Needshasbeenunabletodoso
  • Keeping theSenior LeadershipTeaminformedaboutSENDissues
  • Managementof theLeader of Complex Needs / Senior Tutor Complex Needs
  • Overseeing theday-dayoperationofSEND policyand procedure.

The Leader of Complex Needs (withsupport fromthe Senior Tutor Complex Needs), inlinewiththerecommendationsin the SENDCode ofPractice2014, isresponsiblefor:

  • Ensuring thatanagreed, consistentapproachisadopted
  • Co-ordinatingprovision forchildrenwithSEN
  • Liaisingwith and advising otherstaff
  • Supportingclassteachersand Academyteams in devisingstrategies, drawinguppupils’ Passports to Learning, setting targetsappropriatetothestudents’needs, advisingon appropriateresources and materialsforusewith studentswith SEN and onthe effective useof materialsand personnel within theclassroom
  • Maintainingthe Academy’sSENDRegisterandrecords,togetherwithmonitoring and evaluatingtheAcademy’sprovisionofsupportandprogressofchildrenwith SEN (ensuring agraduatedapproach)
  • Liaisingwithparentsofchildrenwith SEN(in conjunctionwith Academyteams, class teachersandTAs)
  • Contributing tothein-service trainingof staff
  • Keypointofcontactwithexternal agenciesespeciallytheLocal Authority
  • Liaisingwith SENDCosin other academiesto helpprovidea smoothtransitionfromone academytotheother
  • Keepingawareof thelatestlegislation,guidanceand best practiceregardingSEND
  • Organising thedailyactivities of TAs
  • Timetablingof TAs
  • Helpingtoproducepupils’Passports to Learningandmonitoring their completion
  • Trackingstudent’sprogress
  • Carryingout reviewsand appraisal ofTAs
  • InductingnewTAs
  • Supporting therunningofboth internal andexternal examinations
  • Advise on thedeploymentof theAcademy’sdelegatedbudgetshareforSENDand other resourcestomeet students’needseffectively
  • Co-ordinating and leading Annual Review meeting and monitoring/evaluating students’ and parents’ views

TeachingAssistants(TAs):

  • Asanacademywe employthree levelsof TAs: TALevel 1, TA Level 2 and Higher Level Teaching Assistants.Whilsttheir roles are similarthere isanexpectation that, ifonthehigher grade, TAswill actasKey Workers.
  • TAsplaya majorrole inthesupportof studentswith EHCP/Statements. Theyare managedby theLeader of Complex Needs.

Theyshould:

  • Befullyawareofthe SEND policyand theproceduresforassess, plan,do, reviewin supportingstudentswith SEN.
  • Actin accordancewith academy policies especially those inrelationtochild protection and behaviour
  • Assistwith theplanningand preparation ofactivities
  • MonitortheneedsofSEN studentsasoutlined in thepupils’ Passportto Learning and report any issues tothe KeyWorker
  • Keep records asrequired (includingrecordsofanydiscussionin relationtotargetsfor any studentsfor whom theyact asKeyWorkers)
  • Use the Academy’sproceduresforgivingfeedback toteachersabout students’ responsestotasksand strategies

The Student Support Advisor for Complex Needsisresponsiblefor:

  • Keeping records
  • Planningand publishingsupportforstudentsin examperiodsandapplyingfor accessarrangements(together with theAcademyexamsteamandAdditional Needs Administrator)
  • Monitoring andupdatingofexam concessiondatabase and communicatingwith parents,studentsand stafftoensurefull entitlement.
  • Providingappropriate information toenabletimetabling.
  • Keeping thecalendarand appointmentsupto date.
  • Communicating with all involvedin reviewprocess (staff, parents,students,external agenciesand County)
  • Co-ordinatingactionfollowingexternal agencyreports.

Whattrainingarethestaff supporting childrenand young peoplewithSEN havingorhave had?

Annual trainingcoveringvarious aspects ofSENDisofferedtoall staff aspart oftheAcademy’s trainingprogramme.

Oursupport staff have significantexperience insupportingSENDstudents within lessons with awidevarietyofdifficulties. Inaddition,support staff have receivedandcontinueto receive trainingin anumberofareas:

  • Literacyand numeracy intervention
  • Trainingwith specialist teachersforthe visually impairedto assist theminthe alterationandadjustmentof reading materials
  • Use ofhearingimpairmentaids andhearingloops.
  • Examaccessarrangements
  • Speechand LanguageTherapy(SALT)
  • Autisminacademies
  • Social Stories
  • FirstAid
  • Manual Handling
  • Diabetics support

Specific Training:

Sher Alam

National Award in Special Needs Co-ordination (NASCO)

JackieLenton

Foundation DegreeinLearningSupportLoughboroughUniversity

OCR CertificateforTeachers of Learners withSpecific LearningDifficulties(Secondary) Foundation Award forTeachingAssistantsUniversity of Leicester

RWInc training

Elkan –Speech Languagesupportfor11–16year olds

JoHinson

City andGuilds Certificatein LearningSupport

EnglishHLTA

UsingICT tosupportlearningNVQ4

RWInc training

SueBluff

City& Guilds Level2NVQforTeachingAssistants

NAAInvigilatorTraining

OCR Level1Certificate forIT(New Clait) WordProcessing

LizMarshall

British SignLanguageLevel1BSD LearningSupportLevel1CityGuilds

SupportingTeachingLearningNVQ3Cityguilds

UnderstandingtheAutismSpectrumOpen UniversityLevel4

FacilitatingSocial Stories

Aspergers–InterventionStrategies in Educationicepe.com

Takingaleadin Autism– Higherlevel3(AutismOutreachLeics)

NickyFenn

TeamTeach

ModifyingMaterials for a VisuallyImpaired Student SafeguardingChildren inEducation(Academybasedtraining) Autism, AspergerSyndromeCourse

EALTraining

Eclips

TracyBlades

Department ofEducationSecondaryTeachingAssistant

UnderstandingAutismAsperger’s

Eclips

Autism, AspergersSemantic Programmedisorder

Attention DeficitHyperactivityDisorder

ModifyingMaterials for a VisuallyImpaired Student

SueEvans

City andGuilds Certificatein LearningSupport

AutismandAsperger’s training

How will bothyouand Iknowhowmychildisdoing?

Progressisthecrucialfactor in determining theneedforadditional support. Assessment documentationissent homeregularlyand Progresseveningsare heldduring the year where youcandiscuss thiswith staff. Inrelationto progressmadeagainstPassport to Learningtargets, aftereachmeetingyouwill receive anupdatedcopyof thedocument.

Inasituationwhereastudent continuesto makelessthanexpectedprogress,ameetingtakesplace between theparent(s)of thestudent andtheir HouseLeader/ Leader of Special and Complex needs.Parentsarealsoinvited todiscuss any concernstheymayhave,atanystage oftheirchild’s education atStamfordWellandAcademy. Teachingstaffareall trainedtobeable toidentify, andrespondappropriatelyto,anysigns of achild strugglingwith theirlearning, or anyother concerningsigns.

Howdoestheacademy judgewhetheranyadditionalsupporthashadan impact?

Eachchild is regularlyassessedandthedataisanalysed. Targetsenteredin pupils’Passports to Learningarereviewedand,wheretheyaremet,newtargetswill be discussed and decided upon bythe youngperson,Academyand Parents/Carers.

Progressisthat which:

  • Narrows theattainmentgapbetweenstudents andpeers
  • Isequivalenttothat ofpeersstarting from thesame baselinebutlessthan the majorityofpeers
  • Equalsorimproves uponthe student’spreviousrateofprogress
  • Ensuresfull curricularaccess
  • Showsanimprovement in self-helpand social or personal skills
  • Showsimprovementsinthestudent’sbehaviour

Progressmaybe trackedinthefollowingways:

  • Analysisofassessmentdatarelating to individualstudents,intermsof curricularattainment, reading& spellingages, and progressmadeagainst specificintervention
  • Analysisofinternal datapertaining tobehaviour (as required)
  • Analysisofinternal datapertaining toattendance (asrequired)
  • Scrutinyofpupils’Passports to Learning andtargets presented inthesedocuments
  • Minutes ofAnnual Review meetings
  • Reportsbyexternal agencies
  • Monitoring ofclassroom practicebytheSENDCo/Leader of Special and Complex Needs/Senior Tutor Complex Needs,Academy observation team, andsubject leaders
  • Discussionswith KeyWorkersandrecords of ReviewMeetings
  • Samplingindividual studentwork, where appropriate
  • TheAcademies annualSENDreview,which evaluatesthesuccessofpolicyand procedures,andsetsnewtargetsfordevelopment
  • TheAcademies improvement plan,which is usedforplanningandmonitoring provision
  • VisitsfromLocalAuthoritypersonnel and Ofstedinspection arrangements
  • Visitsfromthelinkacademy council
  • Feedbackfromparentsandstaff, bothformal andinformal,followingmeetings toco-produce pupils’Passports to Learning andtargets, revise provision,and celebrate success
  • Students’ individual files, whichwill recordthesteps takentomeet student’s individual needs.TheSENDCo/Leader of Complex and Special Needs/Senior Tutor Complex Needswillmaintaintherecordsand ensureaccesstothem
  • Informationfromother agencies

Whatopportunitieswilltherebeforme todiscuss hisorherprogresswiththe staff andbeinvolved in planningmychild’seducation?