The Holgate Academy

The Academy's Climate for learning structure ensures that any student who requires additional support receives this through normal timetabled provision. In addition to this there is a team of experienced Teaching Assistants (TAs) who provide individual and small group support to students. Teaching staff all practice quality first teaching and scaffold appropriately, to ensure that individual student's needs are met and that all students achieve their academic potential. A range wide of special educational needs and disabilities are catered for.

Students with SEND are identified in a number of ways. To aid transition at the end of KS2 the SENCO or nominated person attends the annual review of any student with an Education Health Care Plan in Y6. There is also close liaison with primary schools, a transition meeting with Y6 teacher and SENCO and additional visits by the SEND team. In the Spring and Summer terms leading up to transition, students with SEND will also be discussed at Springboard meetings, so that appropriate information is shared. Special educational needs may also be identified in transition/admission meetings with parents, or through referrals made by teaching staff.

The SENCO coordinates the support and provision for children with special educational needs through liaison with parents, education and health care services, feeder primaries and subject staff. All students’ progress is continually monitored and if students are identified as not making sufficient progress through quality first teaching then appropriate interventions are implemented through the SEND team. If parents are concerned their child has a special education disability then they should raise this with their child’s Form Tutor or Head of House. The student will then be monitored/assessed appropriate.

SEND support is subject to close scrutiny through senior leadership team and Academy Governors. The success of provision may be monitored through:

• feedback from students/parents/staff
• consultation evenings
• parent, student and staff surveys

Students are regularly assessed through their subject teachers.

Provision for students will regularly be monitored/evaluated to ensure that students are making progress.

The academy has a sophisticated data assessment system in place which records, monitors and predicts outcomes for each individual student. At various assessment points throughout the year, students progress will be tracked and monitored, allowing school to analyse progress and communicate this with home. Parents are welcome to arrange a meeting with a member of staff in the pastoral team to discuss their child’s progress and any concerns they may have. They will also have the opportunity to meet with subject staff, heads of Year and Tutors at parent’s evenings.

In line with the SEND Code of Practice 2014 the class teacher will provide scaffolder learning opportunities which will both challenge and support students. Every effort will be made to educate students alongside their peers but if a student requires additional support which a class teacher is unable to provide through quality first teaching in the classroom then additional support may be provided through:

• TA support within the classroom
• 1:1 support or small group work in the SEND Department

Within the Academy all teachers use a range of teaching styles and resources that aim to meet student’s different learning styles and needs. All staff have access to the SEND Register. This identifies the students that may need reasonable adjustments within the classroom and strategies that may be relevant to all teaching staff.

The decision to implement support will be taken by the SENCO, in consultation with the SEND Team and staff involved with individual students. If parents feel that a student needs further support they are welcome to contact the SENCO and discuss appropriate strategies that may be implemented.

In line with the SEND Code of Practice all students will be included in activities outside the classroom. Reasonable adjustments can be made to meet a young person’s need.

Form tutors and Year Leaders are the first point of contact with regards to a student’s well-being but all staff have a duty of care to all students at the Academy. If a student has a specific emotional and social need then it may be necessary for external agencies to advise staff on the appropriate support that is needed. All staff are trained appropriately. For students that may need it, there is a school counsellor who can support with mental health/emotional needs.

Miss Michelle Berry SENCO

Tel: 0115 963 2104 

mberry@holgate-ac.org.uk

The SENCO attends all relevant, up to date training on a regular basis. All Teaching Assistants also attend training and individual CPD is encouraged and assisted.

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.

Our school may operate the following training programmes:

• Family SEN training and moderation
• Annual Safeguarding training
• SEN Local Authority Conference
• DAT TA conference
• Whole school safeguarding training
• Academy CPD training on SEN and SEMH

The SENCO attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.

A range of agencies and specialist services may be called upon to support the Academy with the needs of our students.

These may include:

• CAMHS
• School and Family Specialist Services
• Targeted Support Services
• Social Care
• Educational Psychology Service
• Health Related Education Team
• Early Help service
• Small steps service

The SENCO liaises with key staff from the LA and Family of schools through Springboard and family moderation meetings to secure additional funding for SEN students.

The SENCO also liaises with the following additional funding where appropriate:

• Through Pupil Premium sources
• Care packages in liaison with Health agencies
• Bidding into the inclusive technology resources

 The school complies with all relevant accessibility requirements

We aim identify students with Special Educational Needs as soon as possible.

If a member of staff has concerns about a student they will discuss these with the SEND team. If necessary they will contact parents to discuss these concerns and appropriate action will be taken. This may include:

• Consultation with all subject staff
• Monitoring by the SEND team
• Assessments
• Intervention within school
• Assessments/observations by outside agencies

 Parents will be kept informed throughout this process and be invited to discuss results/findings. Once a student is identified as having special educational needs, parents will have the chance to discuss and evaluate provision on a termly basis.

Students are informed throughout the assessment and monitoring process. They are included in any target setting that is implemented.

A student’s views are taken into account through:

• Student voice
• Child Centred meetings
• Meetings with the children and parents

We will ensure that students and their parents/carers are involved in discussions and decision making regarding their support and provision.

The first point of contact for a parent to discuss general concerns would be the Head of House. If a parent has still has concerns then the SENCO would be the next point of contact or any other member of the Leadership Team. Parents who are dissatisfied with any provision should put their concerns in writing as per the policy (see school website).

Holgate Academy meet and report back to the governing body on a regular basis. This will include a report on partnership working with all outside agencies and the Termly Springboard Meeting with the Educational Psychologist.

The Academy has a pastoral Team who have extended experience in signposting parents and students to all relevant outside agencies who may be able to support individuals and families.

The SENCO attends the Annual review of any student with an Education Health Care Plan in Year 6.

All students on transition take part in a transition programme towards the end of the Summer Term.

Students who are vulnerable at the point of transition have the opportunity to take part in an enhanced transition package, which involves students coming to an after school programme for a number of weeks. Some students may have further visits throughout the summer term to ensure they are fully prepared/supported to transition to the academy.

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEN; those with Education, Health and Care Plans and those without.

The Academy runs a transition programme to support students from KS2 to KS3. This is run in partnership with our feeder primary schools and can include:

• Additional visits for students with SEN to the Academy
• Attendance at review meetings during year 6 by Academy staff
• Summer School
• Parental visits

Transition between secondary and Post 16, or alternative progression routes is also supported.

Progression routes are tracked throughout Key Stages to ensure appropriate options are taken and for transition from KS4 to KS5. Students with SEND are supported with extra Post 16 provision planning and support, to help them find and apply for suitable courses.

Further information can be accessed through the school website.