TKA SEND Information Report 2017/18
TKA SEND Information Report 2017/18
This policy is written in line with the requirements of:
- Part 3 of the Children and Families Act 2014
- SEN Code of Practice 2014
- The Special Educational Needs and Disability Regulations 2014
- The Special Educational Needs (Personal Budgets and Direct Payments) Regulations, Section 49
- The Order setting out transitional arrangements, Section 137
- The Equality Act 2010
This policy should also be read in conjunction with the following policies: Admissions Policy, Anti Bullying Policy, Behaviour Discipline Exclusions Restraints and Searches Policy, Health and Safety Policy, Safeguarding and Child Protection Policy, Complaints Policy and Accessibility plan.
This policy was developed by the SEN Co-ordinator with the Head teacher and representatives from the Kingston Educational Trust Board and will be reviewed annually to include the views of parents of children with Special Educational Needs and Disability.
Definition of Special Educational Needs (SEN)
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty if they:
- Have a significantly greater difficulty in learning than the majority of others of the same age; or
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
1 The kinds of special educational need for which provision is made at the school
The Kingston Academy is a mainstream secondary school with a specialist resource provision for Autistic Spectrum Conditions (ASC). We firmly believe that every pupil should be given equality of opportunity to achieve their full potential – academically and socially. Each pupil, regardless of their ability, is entitled to a broad and balanced curriculum which is relevant to his/her educational needs.
At The Kingston Academy we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs/Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome and learning difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.
The school also currently meets the needs of pupils with a statement of special educational need/Education, Health and Care plan with the following kinds of special educational need: Autistic Spectrum Conditions, Speech and Language Needs and Specific Learning Difficulties. Decisions on the admission of pupils with a statement of special educational need/Education, Health and Care plan are made in conjunction with the Local Authority. The admission arrangements for pupils without a statement of special educational needs/Education, Health and Care plan will follow the usual school admissions procedures.
2 Information about the policy for identification and assessment of pupils with SEN
At The Kingston Academy subject teachers monitor and regularly review the academic progress of all pupils and the pastoral team monitor and regularly review the overall progress of all pupils. We also use a range of assessments with all the pupils at various points including Cognitive Ability Tests (CATs) tests in the Autumn Term of year 7, National Reading test and a series of end of unit assessments.
The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help. This is often put in place, even if special educational need has not been identified. This extra support should enable the pupil to catch up and make progress. Despite targeted quality first teaching, some pupils may continue to make insufficient progress.
Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. We run interventions in English and Maths primarily. Examples of extra support are spelling interventions, 1-1 or small group literacy support, 1-1 work with HLTA/TA, Handwriting, Study support and maths interventions.
Despite high quality targeted teaching some pupils may continue to make insufficient progress. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the learning strengths and learning difficulties of pupils. The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress
In many cases these underlying needs often explain inadequate progress or challenging behaviour. At times it may be necessary to consult with outside agencies to receive more specialised expertise. The school follows the Code of Practice with regard to identifying a pupil with SEN. The school will follow the graduated approach outlined in the Code of Practice. This draws on identification through assessment and, where a need is identified, planning of appropriate support will take place with the parent then support is implemented and reviewed. The parent is consulted throughout the process.
The purpose of this more detailed assessment and review is to understand what additional resources and different approaches are required to enable the student to make better progress. These will be shared with parents, put into a SEN support plan and reviewed regularly, and refined / revised if necessary. At this point because the student requires additional and extra provision we will have identified that the student has a special educational need. Some pupils will need specialist support and resources above and beyond those normally provided at school. In these cases, the school/parents may request a Statutory Assessment for an EHCP.
If the pupil is able to makes good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. However, these pupils may still be identified at a school level as requiring differentiation through quality first teaching. We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
3a How we evaluate the effectiveness of the provision made for pupils with special education needs with or without a statement of special educational needs / Education, Health and Care Plan
Each review of the support plan will be informed by the views of the pupil, parents and class/subject teachers and the assessment information from teachers which will show whether adequate progress is being made.
The SEN Code of Practice (2014) describes adequate progress thus:
- Is similar to that of children of the same age who had the same starting point
- Matches or improves on the pupil’s previous rate of progress
- Which allows the attainment gap to close between the pupil and children of the same age
For pupils with or without a statement of special educational needs / Education, Health and Care Plan this year there will be a review of the provision made for the child, at the end of the spring and summer terms which will enable an evaluation of the effectiveness of the special provision to be made. In the future provision arrangements should be monitored and reviewed and adapted each term. The collation of all review evaluations of effectiveness will be reported at least annually to the Trust Board.
3b the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs
Every pupil in the school has their progress tracked three times per year. In addition to this, pupils with special educational needs may have more frequent and detailed assessments to inform targets and to measure small steps of progress both personally and academically. If these assessments do not show adequate progress is being made, the support plan and detailed outcomes will be reviewed and adjusted accordingly.
3c the school’s approach to teaching pupils with special educational needs
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2014)
We will work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children/young people. Some children/young people need educational provision that is additional to or different from this. This is special educational provision.
In meeting the requirements of The National Curriculum Framework, the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring, mentoring, small group teaching, use of ICT software and learning packages. These are often delivered by additional staff under the close direction of teachers employed through the funding provided to the school. This is known as ‘notional SEN funding’. The class/subject teacher will remain responsible for working with the pupil on a daily basis.
3d how the school adapts the curriculum and learning environment for pupils with special educational needs
At The Kingston Academy we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.
As part of our requirement to keep the appropriateness of our curriculum and learning environment under review the Trust will seek advice on how practice and provision may be improved which may relate to one or more of the following aspects: the school building and development of the school site, the curriculum offer and training of staff.
3e additional support for learning that is available to pupils with special educational needs
As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring special educational provision. The amount of support required for each pupil to make good progress will be different in each case. In very few cases a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide additional top up funding to the school.
3f activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum
All clubs, trips and activities offered to pupils at The Kingston Academy are available to pupils with special educational needs either with or without a statement of special educational needs / Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity
3g support that is available for improving the emotional and social development of pupils with special educational needs
At The Kingston Academy we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance all pupils participate in weekly Aspire SMART tutor sessions which enable them to broaden their understanding in a range of skills including academic, social and personal. Pupils have the opportunity to meet and discuss their progress with teachers daily and can also consult with their tutor and head of house.
For some pupils with the most need for help in this area we also can provide the following: a school based mentor, access to the school nurse, referral to Child and Adolescent Mental Health services (CAMHs) and support from the pastoral team.
Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately. This will usually require additional and different resources, beyond that required by pupils who do not need this support.
4 The name and contact details of the SEN Co-ordinator
The SENCo is Daniel Byrne, who is a qualified teacher and holds the National Award for SEN Co-ordinators. He is currently studying for a Postgraduate Award of Proficiency in Access Arrangements. Daniel has a BSc Accounting and Management.
Daniel Byrne is available via email at email@example.com.
The leader of the Specialist Resource Provision for pupils with ASD is Carly Briggs, who is a qualified teacher and holds the following qualifications: National Award for SEN Co-ordination and BSc Sports Science and Psychology and a Master’s Degree in Professional Studies and Education.
Carly Briggs is available via email at firstname.lastname@example.org.
The Inclusion Team and SRP are both line-managed and overseen at a strategic level by Mr Tom Brook, Deputy Headteacher, who has extensive experience of SEND having previously held the post of SENCO in another Secondary School and operated 3 Specialist Resourced Provisions in Kingston LA. Tom has a BA in Education.
5 The expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured
All teachers and teaching assistants have had the following awareness training:
Providing appropriate provision for ASD pupils;
Dyslexia training: How to enable learners;
How to appropriately deploy support staff in the classroom.
Promoting positive learning experience for pupils with SEND.
Differentiating homework tasks to encourage independent learning.
In addition the following teachers, have received the following enhanced and specialist training:
Daniel Byrne: National Award for SEN Co-ordinators, currently studying for a Postgraduate Award of Proficiency in Access Arrangements, Mental Health awareness, Mental Health first aid training and Level 3 Safeguarding Training..
Carly Briggs: Masters in professional studies and Education, National Award for SEN Co-ordination, Diploma in Autism Awareness and Level 3 Safeguarding Training.
Tom Brook: BA in Education, Dyslexia Awareness Training, NAS Enhanced Training in Autism, Level 2, Level 3 and Advanced Level Safeguarding Training.
Anna Linch: Dyslexia awareness training, Level 1 and 2 BSL
David Stenning: Higher Level Teaching Assistant qualification
Richard Allport and Zoe Dark: Currently studying for Higher Level Teaching Assistant qualification
Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are Achieving for Children, Educational Psychologists, Speech and language therapists, occupational therapists, physiotherapist, dyslexia specialists. The cost of training is covered by the notional SEN funding.
6 How equipment and facilities to support children and young people with special educational needs will be secured
Where external advisors recommend the use equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC CAT team.
7 The arrangements for consulting parents of children with special educational needs about, and involving them in, their education
All parents of pupils at The Kingston Academy are invited to discuss the progress of their children on two occasions a year and receive a tracking report once a year. In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need.
If following this normal provision improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs better. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.
In addition to this, parents of pupils with a statement of SEND/ Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.
8 The arrangements for consulting young people with special educational needs about, and involving them in, their education
When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning. A person centred approach is about ensuring someone with a SEN is at the centre of decisions which relate to their life. As such, pupils are invited to meet with the SENCo to discuss their support plans. Pupil view is recorded on the support plan. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.
9 The arrangements made by the Trust Board relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school
The normal arrangements for the treatment of complaints at The Kingston Academy are used for complaints about provision made for special educational needs and disability. We encourage parents to discuss their concerns directly with Daniel Byrne the SENCo, or with Carly Briggs the SRP Lead (as appropriate) and where this does not resolve the issue, with the Deputy Head who line manages them, Tom Brook before making the complaint formal. The procedures set out in the Complaints and Suggestions Policy should be followed and a copy is available on the policies page of our website.
10 How the Trust Board involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils
The Trust Board have engaged with the following bodies:-
- We have bought private Educational psychology provision from ‘Headways’ and so we are very lucky to be supported by an in-house EP one day per week throughout the academic year.
- Access to local authority ‘service level agreement’ with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupil with requirement for direct therapy or advice
- Standard level membership to SPARK (the School Performance Alliance Richmond and Kingston)
- School nurse
- Ability to make requests for advice from CAT Team
- Membership of professional networks for SENCO e.g. National autistic society, SENCO forum, etc
11 The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)
KIDS, a local voluntary sector organisation, delivers the Parent Partnership Service and provides free, impartial, confidential, advice, support and options around educational issues for parent/carers who have children with special educational needs or disabilities. The Parent Partnership Service aims to ensure that parents and carers are empowered and can play an informed role in planning provision to meet their child’s special educational needs. The Parent Partnership Service aims to build partnerships between parents and carers, the Local authority and schools. The service also encourages parents and carers to be involved in the development of local SEN policy and practice.
They can be contacted on:
HELPLINE: 020 8547 6200
12 The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living
At The Kingston Academy we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer is a seamless as possible. The SENCO attends Annual Reviews and consults with the parents/guardians, primary school teacher and all other relevant external agencies involved with that pupil; to build a detailed case study in order to best prepare the teaching staff for the new academic year.
Year 6 pupils are invited to take Cognitive Attainment Tests (CATS). The tests take place on a Saturday morning in the summer term. Pupils who are due to transfer to us and are considered to have a high level of need are invited to attend a range of transition activities in the Summer Term in addition to the borough transition day. Before transition each pupil is invited with their family to meet a member of the leadership team. This is a chance to discuss tutor group friendships and to discuss pupil, parents/carers and school expectations.
We have developed good links with local colleagues and other post 16 providers. We will contribute to a pupils’ onward destination by providing information to the next setting.
13 Information on where the local authority’s local offer is published.
The local authority’s local offer is published on https://www.afcinfo.org.uk/local_offer and parents without internet access should make an appointment with the SENCO for support to gain the information they require.
Next review: October 2018
Approved by the Kingston Educational Trust Board: 11 December 2017