Leeds West Academy

SEND Information Report

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The SEN information in this document marks Leeds West Academy’s contribution to the Local Offer by Leeds Local Authority (which can be found at http://www.leeds.gov.uk/residents/Pages/Leeds-Local-Offer.aspx).  This document will be updated throughout the year, as its content is further developed through consultation with staff, students, parents and carers.

We hope you find the information below useful.  If you think your child may have Special Education Needs, please contact our SENCo, Keely Chaffe, on 2295454, ext. 241, to arrange a meeting to discuss your views.

 

Ethos

 

Leeds West Academy has an inclusive ethos where every child, regardless of any potential barriers to learning, is supported to attain their full potential.  We believe that outstanding classroom teaching is fundamental to achieving this, so we ensure that carefully targeted differentiation is evident in all planning.  We also believe that targeted interventions provide a powerful tool for supporting students and enabling them to access the curriculum.  We work closely with SENSAP based at Adams Court and the Educational Psychologist, as well as a range of other outside agencies, to ensure that provision is in place for students with higher level needs. 

 

The academy supports the principles of the Equality Act 2010, and will make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent students being put at a substantial disadvantage.

 

 

 

Identification of SEN

SEN falls in to four broad categories (please see appendix for more details):

  • Communication and interaction;
  • Cognition and learning;
  • Social, emotional and mental health difficulties;
  • Sensory and/or physical needs.

 

Some students’ Special Educational Need will be apparent on admission to the Academy.  For others, the need may become apparent at a later time. There are several ways a need might be identified:

  • Concerns raised by parents or the student themselves
  • Data and information about the student from their previous school.  For example, students who enter the academy with a key stage 2 score in English and Maths that is well-below average will be considered for inclusion in the Foundation Group to ensure a smooth transition and enhanced support.  All students who enter below expected levels in English and Maths are eligible for additional support through our Level Up Programme.  Please note for students who are in year 8 and above, the Foundation Group was considered for students with KS2 results below Level 3b in English and/or Maths, and all students below level 4 in English and or Maths received support through the Level Up Programme.  
  • Students will be tested for their reading age when they come to the academy and those with a reading age below 8 years will access the ‘Read write Inc. Fresh Start’ programme. All students will access the Accelerated Reading programme in years 7 and 8.
  • Initial assessment by subject teacher(s).
  • Review of progress data throughout the year.
  • SEND/LDD forum – Half termly reviews of SEND progress involving all subject areas.
  • Student Progress Forum - weekly student review meetings involving the Pastoral Behaviour/Inclusion and SEND teams.
  • Teaching Assistants – working with students around the academy
  • Coaches – who can raise concerns from tracking positive discipline in the student planner and reviewing progress data

 

 

 

Implementation and Monitoring of SEN

Once a student has been identified as potentially needing SEN support, the following cycle, known as a graduated approach, will be followed:

1)      Assess: The SENCo and other relevant staff will carry out an analysis of the student’s needs.  This will always take into consideration the views of parents/carers and students.  Where relevant the advice of specialists will be sought.

2)      Plan:  Where it is decided to provide a student with SEN support, parents/carers will be formally notified.  Working with the parents/carers and the student, the SENCo will agree the interventions and support that will be put in place, and the expected impact on progress, and other outcomes.

3)      Do:  All staff working with the student will be aware of the plan, and excellent classroom teaching will be the main driving force for improvement, supported by the planned interventions.

4)      Review: At the agreed date, but at least every term, the progress of the student will be reviewed, and the impact and quality of the support and interventions will be evaluated.  The views of parents/carers and students will be carefully considered.  The process of Assess, Plan, Do and Review will then start again.

 

At any time, with the parent/carer’s consent, relevant outside agencies may be contacted for support and, where there is need, an Education, Health and Care Plan (previously known as a Statement of Special Needs) can be requested.

 

 

 

Leadership

 

 

 

 

 

 

 

The SENCo at Leeds West Academy is a qualified teacher with extensive experience of planning for and teaching students with additional needs.  She manages a team of Higher Level Teaching Assistants (HLTAs), who are all experienced in working with students with SEND and provide intervention for literacy, numeracy and speech and language therapy for small groups and individuals.  The academy also employs a team of Teaching Assistants (TAs) who support individual students and small groups identified as SEND within the classroom.  We monitor, review and evaluate our SEND provision every term and amend accordingly, taking account of the views of students and parents/carers. 

 

 

 

Collaboration with Students and Parents

Every student on the register has a ‘Pupil Support Plan’, which sets out individual needs and agreed short term outcomes, as well as offering advice to staff about how to meet individual needs and support that student.  We review targets, progress and interventions with every student on the SEND register and their parent or carers, three times a year. This year review meetings will take place on the 8th December 2016 and 23rd March 2017.

 

Education, Health and Care Plans (EHC Plans) are provided for students who would previously have had Statements of SEND, and are reviewed annually with parental involvement.  Annual Reviews are held in accordance with statutory guidance, and emergency reviews take place when it is felt by parents and/or professionals that amendments need to be made to the EHC Plan. 

 

Annual reports are shared with the Governing Body, showing what provision looks like across school and how children with SEND are performing in school.

 

Feedback from parents and students with SEND is sought and collated at every PSP review day.

 

 

 

 

Budget

The SEND budget in the Academy is used in a number of ways to support students with additional needs.  A proportion of the budget is spent on staffing, including 11 Teaching Assistants, all of whom support small groups or individuals with additional needs. Additional resources are purchased using the SEND budget.  These include overlays for dyslexic students, resources to support the Read Write Inc. and Catch up Literacy reading interventions, and assistive technology, site licences for supportive technology and software to further enhance access to the curriculum, for example laptops for students identified as having Dyspraxia and reading pens for students with Dyslexia.  Access arrangements, to support students who need extra support with their exams, are also paid for using SEND budget.

 

Our budget is also used to fund a Service Level Agreement with the Educational Psychologist and the Speech and Language Team (SALT), who attend the Academy to assess, and carry out, programmes with individual students. 

 

Finally, the SEND budget is used to support students who need alternative provision for some or all of the week.

 

 

 

Policies

 

The following policies and reports are reviewed annually and are available on our website:

 

SEND Policy

Admissions policy   

Behaviour Policy                            

Attendance Policy                      

Homework Policy

Pupil Premium Strategy and Catch-Up Funding Report  

Curriculum Overview           

 

    

 

Curriculum, teaching and learning

 

Our curriculum at Leeds West Academy ensures that every student achieves their potential and has the opportunity to engage with subjects that interest them, from Year 7 upwards.   

 

In years 7 and 8 our Foundation classes provide additional support in literacy and numeracy to ensure that students have all the skills they need to access the curriculum.  Additionally, students who enter the academy below expected levels in English or Maths are part of the Level Up Project and are able to access additional classes in the holidays and on Saturdays.  There are several pathways available at Key Stage 4, and some students benefit from the Enterprise and Initiative Pathway.  Students on this pathway gain additional lessons in key skills, and do lots of exciting activities to prepare them for further training and employment.

 

In Year 9, 10 and 11 students are given the opportunity to focus in on areas of interest by taking Option subjects in addition to their core subjects.   All students study English, English Literature, Maths, Science and RE, and all students take the European Computer Driving Licence.  The vast majority of students also study History or Geography.

 

We have effective teaching across the academy which is monitored closely by Heads of Department and Senior Leadership.  Pupil Support Plans are reviewed termly by teaching staff as well and new targets are suggested.  The SENCo and her team provide additional objectives and strategies to assist staff who teach students with Education, Health and Care Plans (previously known as Statements of SEND).  The SEND department supplies key information and support to all teachers of students with SEND, and shares good practice and advice from Outside Agencies. 

 

We provide an extensive transition programme for Year 6 students, which includes a Summer School and a Taster Day, as well as additional days for our more vulnerable students, including those with SEND.

 

 

 

Assessment

Assessment is on-going and takes place within every lesson.  Teachers use the marking policy and formative assessment to inform their planning.  There is a calendared assessment timetable which ensures that summative assessments take place every term.  Regular progress checks are carried out by staff, and the outcomes shared with parents and pupils.  Quality First Wave Teaching is a minimum, with work differentiated to meet the needs of all children.  Where additional support needs are identified through assessment, teachers inform the SEND team, who will initiate appropriate interventions, monitoring their impact termly.  The SENCo is responsible for organising Access Arrangements for external examinations in year 10 and year 11.

 

 

 

Training

 

Teachers are encouraged to develop their own expertise, and are offered training in areas that will support the learning of students.  Working groups such as the Teaching and Learning Group research ideas and deliver sessions to all staff, demonstrating good practice.  HLTAs receive training from the Local Authority and the SEND team attend regular SENCo Forums and Networks, as well as a range of courses provided by the Local Authority to ensure they are up-to-date with current policies and procedures for students with SEND.

 

We regularly invite speakers in who represent different types of SEND, such as members of the STAR team.  We train new members of staff in our SEND policies and best practise on arrival to the academy and regularly update through the SEND forum. All departments have a representative at the forum who ensure that tracking and intervention plans are in place for SEND students not yet making expected progress.

 

 

 

Partnerships

 

Leeds West Academy is part of the White Rose Academies Trust and works collaboratively with Leeds East Academy and Leeds City Academy, hosting joint training sessions for teaching staff, pastoral staff and within the SEND departments.  In 2016, a partnership with the Gorse Academies Trust has added an extra dimension of support.  We engage with a number of groups and agencies including the Children’s Social Work Service, SENSAP (Special Educational Needs Statutory Assessment Process), the Bramley Cluster, CAMHS, School of Nursing, the STAR team, SALT, SENIT(Special Educational Needs Inclusion Team), Social Services, Paediatricians, education transport, Transport training specialist service, Dyslexia Action, Dyslexia Yorkshire, Specialist Transition Team, IGEN, Educational Psychologists, Julie Pocklington (CLA Rep) at the Virtual School for CLA, DAHIT (Deaf And Hearing Impaired Team), VIT (Visual Impairment Team), School Nursing Service, Occupational therapy, Physiotherapy, Diabetes team and the Epilepsy team.

Frequently Asked Questions:

What do I do if I think my child may have special educational needs?    

Contact the SENCo (Ms Chaffe) She will discuss your concerns with you and put everything in place to assess whether you child needs SEN support.

If we feel further support is appropriate, we will refer your child to the Integrated Children’s Services based at Adams Court.

How will school support my child?

Leeds West Academy will support your child in all aspects of academic and social development.  We have a highly skilled team of teachers who provide quality first wave teaching in fully inclusive classrooms.  To further support students who are identified as requiring additional support, we also have a team HLTAs and TAs, who have experience of working with students with SEND.  Our HLTAs deliver a number of intervention groups providing additional support for English in Read, Write Inc. - Fresh Start and Catch Up Literacy. They also deliver 1:1 sessions and small group interventions for a range of targeted areas of need such as speech and language therapy, fine motor skills, phonics, numeracy, and exam practice amongst many others.  The SEND team oversees interventions and evaluates their impact termly.  The process will be shared with parents by either the HLTA, SENCo, or both. 

How will the curriculum be matched to my child’s needs?

The curriculum will be matched to your child’s needs through, in the first instance, Quality First Teaching and appropriate differentiation.  Certain resources might be allocated to support and make learning easier, e.g., a Visual Timetable or a Laptop Computer. Additional interventions might be appropriate – this might be 1:1 or small group work.

How will I know how well my child is doing and how will you help me support my child’s learning?

In addition to normal reporting arrangements, there will be opportunities to discuss your child’s progress with the SENCo, or another experienced member of staff, at least three times a year.  A Pupil Support Plan will be drawn up in collaboration with you and your child at the meeting, in order to keep staff fully informed about your child and to enable us to track their progress together.  We offer a number of other opportunities for you to be involved with school life – these include Meet the Coach Days, Open Days, and Parents’ Evenings. 

What support will there be for my child’s overall well–being?

We place your child’s well-being at the centre of our school.  This is reflected in the fact that we have invested in an effective and extensively trained Intensive Support Team.  Students who are referred to this service will be offered a personalised package to help them with any problems or difficulties they have.  Key members of the inclusion team can initiate a referral to the Support and Guidance team for the Bramley cluster in collaboration with parents/carers and their child

We have implemented a Positive Discipline system and have all appropriate policies in place. We will always apply reasonable adjustments for students with SEND who require additional support in adhering to the PD policy.

What specialist services and expertise are available or accessed by the school?

Our staff can offer a variety of support.  Our Pastoral Support team and Intensive Support Mentors are fully trained to deliver a variety of social, emotional and behavioural support.  Some of the key organisations we work with are:

SALT- who deliver and train our staff in Speech and Language Therapy

The STAR team- who support our students on the autistic spectrum

IGen- who help students to access information about careers

Lisa Blanchette – specialist careers advisor

CAMHS- who support with Social, Emotional and mental health issues.

Dyslexia Action- which provides both students and staff with support and advice.

What training are the staff supporting children with SEND having/had?

Training is on-going and revisited on a regular basis.  Staff have been trained to support children with a range of additional needs, including Autistic Spectrum Disorders and Speech and Language Difficulties.  Staff who support children with SEND are also trained in the interventions they deliver.  Training for supporting students with Dyslexia is planned for autumn 2015.  If further support with an individual student is needed, we can request referral to the relevant service, e.g. STAR team, SALT, SENIT, etc.

How will my child be included in activities outside the classroom?

All children take part in activities and school visits.  Planning and consultation with parents/carers would ensure all the appropriate support and resources are in place so that any child can access what the school has to offer. Individual risk assessments are carried out when necessary.

How accessible is the school?

The Academy has excellent disabled access and facilities, including lifts to all floors.  If additional facilities and equipment were needed, we would seek support and advice from the Local Authority.

How will the school help my child on transfer to the next phase of education?

Transition arrangements and plans will be discussed at the review meetings which take place on a regular basis and the parents/carers and student would be fully involved in this.  We offer one to one meetings with a careers advisor, and make sure that each student is fully aware of the post-16 opportunities available.  We also offer guidance and support from a specialist careers advisor including arranging visits at FE Providers and help with the application process.

How are the school’s resources/funding allocated and matched to children’s needs?

If your child needs additional support and resources, then the SENCo, Head Teacher, Parent/Carer and, if necessary, advice from SENSAP will be sought in order to make sure the correct amount of support is in place.  The local authority requires the SENCo to hold Annual funding reviews for students who receive top up funding.

How are parents involved in the school and how can I be involved?

The Academy holds regular Parent Panel meetings to discuss a variety of issues.  If you would like to be included in one of these, please contact Yvonne Hare at Leeds West Academy.  You can also raise any concerns or discuss any ideas you have to improve the academy at Meet Your Coach Days and Consultation Evenings.

Who can I contact for further information?

First point of contact would be the school administration team.  If you wish to discuss your child further, then a meeting can be arranged with the relevant member of staff.  This might be your child’s Coach, Subject Teacher, School Manager, School Leader or the SENCo. 

November, 2015

Appendix 1:  Areas of Need

Communication and interaction

 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

 Children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.

 

Cognition and learning

 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behavior so it does not adversely affect other pupils.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment. Information on how to provide services for deafblind is available through the Deafblind guidance.

 

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.