SEND Information Report
SEND Annual Report
Leeds West 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. We have a legal and moral obligation to support all students regardless of the difficulties that they have. ‘If a child can’t learn the way we teach, then maybe we should teach the way they learn’. It is our duty to ensure that we find different ways to help students learn and meet their needs: every teacher is a teacher of SEN.
At Leeds West Academy there are currently two qualified Special Educational Need Coordinators who have completed the National Award for Special Educational Needs Coordination: Mrs Emma-Jane Ghataurhae and Mrs Lindsay Bishop-West. From October 2020 to April 2021, Mrs Emma-Jane Ghataurhae will be on maternity leave.
The Assistant SENCO, Donna Hobson can also be contacted via firstname.lastname@example.org who is the Lead Practitioner (Level 3) for students with Autism Spectrum Disorder (ASD).
SEN falls into four broad categories:
- Communication and interaction;
- Cognition and learning;
- Social, emotional and mental health difficulties;
- Sensory and/or physical needs.
Support for students
Leeds West Academy employ the following 10 Teaching Assistants to provide additional help and support for students with Special Educational Needs:
- 2 x Numeracy
- 2 x Literacy
- 1 x Speech, Language and Communication and Autism Spectrum Disorder (ASD)
- 1 x Dyslexia
We also have 4 in-class Teaching Assistants
All Teaching Assistants support students in exams who are eligible for access arrangements.
Where students require additional support to meet their needs, specialist intervention will take place; this can be by external agencies such as a Speech and Language Therapist or internally via the Additional Needs Team.
Currently, Leeds West Academy’s Additional Needs Team offer the following interventions:
- IDL Literacy
- IDL Numeracy
- 1:1 or small group Literacy or Numeracy intervention
- Intervention to develop fine motor skills
- Nurture Provision to support students with Social and Emotional development
- Read, Write Inc
- Word Wasp
- Guided reading
- Lego Therapy
- Relax Kids
Please see the SEN report for more detailed information regarding identification, support and referrals.
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.