SEN(D) Information Report

School Name John Smeaton Academy
Executive Head teacher Andy Goulty
Head Teacher Julian Snape
Senior Leader responsible for SEN(D) Carl Miller
SENCO Victoria Robinson
Governors with responsibility for SEN(D) Sarah Atkinson
Director of SEN(D), The Rodillian Multi-Academy Trust Sayward Morley
Contact details:

 

Smeaton Approach

Barwick Road Leeds

LS15 8TA

Email (admin) enquiries@johnsmeatonacademy.org.uk
Email (SENCo) robinsv05@johnsmeatonacademy.org.uk
Telephone (admin) 0113 8313900
Telephone (SEN(D) Department) 0113 8313900 ext 168
Age Range 11-18

 

John Smeaton Academy has an inclusive ethos where every child, regardless of any potential barriers to learning, is supported to reach their full potential. Learners with SEN(D) will access their learning and wider school life alongside their peers who do not have SEN(D), in a mainstream environment. We believe that Quality First Wave Teaching (in the classroom) is fundamental to achieving this and ensure that carefully targeted differentiation is evident in all planning. We also believe that targeted withdrawal interventions provide a powerful tool for supporting students and enabling them to access the curriculum. We work closely with the Complex Needs Service and Educational Psychologist as well as a range of other Outside Agencies to ensure that students with higher level needs are catered for. The Renew counselling and 1:1 service operates within the Academy and supports our students, some of whom have SEN(D).

Within the Resourced Provision children and young people with high level needs will access some of their learning and wider school life alongside their peers in the mainstream school environment. However they will also have access to more specialised support and resources to meet their specific needs than can usually be provided in other mainstream schools. The amount of time they spend in the mainstream environment and how they access it will depend on their individual needs and their personalised plan.

 

How do we identify the pupils with additional needs?

John Smeaton Academy has a clear approach to identifying and responding to SEN(D). Our aim is to maintain a structured assessment process throughout Key Stage 3 that ensures early identification and intervention of SEN(D). Through assessment programme we are able to identify any additional needs at the earliest possible stage and promptly implement effective provision to improve the long-term outcomes for all our learners.

The assessments enable us to build a comprehensive view of our learners covering 3 Areas of Need: Cognition and Learning, SEMH and Communication and Interaction. This provides the tools and insights to enable us to:

·      Know every one of our learners well

·      Tailor teaching and learning approaches accordingly

·      Raise standards and maximise progress

·      Help all our learners realise their full potential

Any learner who is not making adequate progress despite access to be high quality teaching targeted at their areas of weakness and intensive Wave 2 support will be referred to the SEN(D) department to identify any possible areas of SEN(D). SEN(D) is assessed through a range of methods including:

·       Information from feeder schools including previous assessment data and reports from external professionals

·       Analysis of academic data and progress to identify learners making less than expected progress given their age and individual circumstances despite

·       Diagnostic assessments from outside professionals including the Educational Psychologist, Leeds SEN & Inclusion Team (SENIT) and the Speech & Language Therapist.

·       A range of SEN(D) targeted assessments to explore areas including reading accuracy; reading comprehension; reading speed; writing accuracy, legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory or visual processing, or working memory); emotional literacy & SDQ; working memory; and more.

Where a SEN(D) Assessment identifies an area of need based on the defined entry criteria for Wave 3 Support, a personalised support programme is put in place to meet this specific need led by the SEN(D) Department.

 

How do we make sure all children reach their potential?

·         SEN(D) provision is made for students with learning difficulties resulting from a range of needs, including Communication and interaction, Cognition and Learning, Social, Emotional and Mental Health difficulties and Sensory and/or Physical needs. The use of highly personalised support programmes aim to promote progress across the curriculum as well as within the specific area of need, and will vary according to the severity of need.

·         All students have access to Inclusive Quality First Teaching (QFT) that is monitored by highly experienced leaders.

·         Teaching staff have access to detailed individual SEN(D) information to inform their Teaching & Learning. This includes details of individual student needs on the SEN(D) Register as well as generic information and strategies for a broad range of areas of need; individual Learner Profiles with person centred information and shared teaching strategies that are effective; and reports from external professionals e.g. Education Psychologist, feedback from the SENIT etc.

·         Period 7s are used as part of an extended timetable to offer further teaching and support to maximise potential.

·         The use of Period 7, examples of SEN(D) Period 7’s are 1:1 tutoring with a Masters Level Intervention Assistant for Maths, 1:1 tutoring with an Intervention Assistant trained in the use of Active Literacy Kit, homework support and reading support.   Time for SEN(D) joint planning with teachers and IA’s ensures that SEN(D) learners have access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests.

·         Where necessary some learners have access to in-class support from an IA which is effective in promoting the progress of SEN(D) learners across the Academy in areas they might have difficulties with.

·         The progress of all SEN(D) students is tracked by leaders & teaching staff as part of the academy assessment cycle to ensure early intervention can be put in place.

·         Professional dialogue about every child in school ensures any difficulties are identified early and suitable provision put in place. A clear referral process to SEN(D) Support is in place to support this where the data has identified a potential area of need.

·         Identified learners are assessed for Access Arrangements from year 9 onwards, for additional exam support including extra time, a scribe or further adjustments.

·         A clear Pastoral structure with clear communication between Pastoral Leads, the Safeguarding Team and the SENCo to ensure the progress, attendance and behaviour of SEN(D) learners is closely monitored and supported.

·         A Positive Discipline system provides a very clear, structured process that includes the use of sanctions and rewards at all levels, both in class and around school which supports the SEN(D) learners as they respond well to a clear, consistent approach.

·         Pupils are in sets for English, Maths and Science. Subject Leaders have their own criteria but initially it goes on KS2 and Base Line Assessments. Sets are also determined by target grades and performance throughout the year – it is rare for a set not to change during a year to maximise individual progress for all. Some non-core subjects are grouped mixed ability or gender. Subject specific individual targets are set for all students.

·         There is a tiered approach to pastoral support ranging from the Deputy Director of Key Stage, Group Tutors, Key Stage Workers, Subject Teachers, Assertive Mentors, and allocated Year 12 mentors as well as nurture support.

·         Person Centred Annual reviews for those students who have a Statement of Special Educational Needs or EHC Plan allow for clear objectives to be established and any areas of targeted SEN(D) support or reasonable adjustments to be made.

·         Student’s views are very important. Students are invited to parent’s evenings, Annual Reviews and students with a Statement of SEN or EHCP fill out a student voice questionnaire annually.

·         Where appropriate, the Academy will engage with external agencies to ensure the delivery of effective Special Educational Needs provision.

·         Where possibly the Academy will aim to encourage independent learners. Alternative provision and additional resources (including staffing) may be put in place if absolutely necessary to ensure students with Special Educational Needs are fully included in all aspects of school life, including the curriculum, extra- curricular programme and school trips.

·         Monitoring of the Teaching & Learning of SEN(D) is the responsibility of the assigned Deputy Director of Learning (DDL) for SEN(D) and learning walks are carried out to ensure teachers are supporting the progress of all learners by all DDLs and Subject Leads.

·         A Coaching and Monitoring Cycle allows for the SENCo and Manager of the Resourced Provision to share information with Heads of Department and SEN(D) Second in Departments as well as perform termly learning walks to identify areas of strength and development with Teaching and Learning of SEN(D) students. A reverse learning walk timetable allows for the sharing of good practice.

 

How are parents/carers involved with John Smeaton?

·         When working with parents of students with special educational needs, the academy will give support, advice and reinforcement as well as share information and agree targets in order to enable progress.

·         The SENCo maintains strong communication between the Academy and parents/carers of SEN(D) learners with regular telephone updates and termly meetings.

·         Parent and Carer evenings and reports provide updates on the academic achievement and well-being of their child. The SENCo is available at these to provide further support for the parents of SEN(D) learners.

·         Parent’s views are important to us. As part of the parents evening process, parents complete a questionnaire and the Academy has parent and SEN(D) Governors.

·         The Academy will work in partnership with parents to ensure every student with Special Educational Needs and disabilities are well supported. At all stages of the special needs process, the school will keep parents fully informed and involved and parents are encouraged to make a full and active contribution to their child’s education.

·         Parents are actively included in the Annual Review process, parents take part in the new person-centred reviews. This information is then used to update the EHC Plans.

 

How accessible is the school setting?

 ·       John Smeaton Academy is one building with three floors with lifts to each floor.

·       The main doors are electronic.

·       The corridors are wide with two disabled toilets and evacuation chairs on all stairwells.

·       There is a medical room.

 

How do we support different areas of need?
Specific Learning Difficulties (SpLD)

 

·         Active Literacy Kit (ALK) –an assessment and intervention programme originally developed for SpLD/dyslexic learners but can also be used for learners with more general literacy difficulties.

·         Toe by Toe – A highly structured cumulative and multisensory literacy programme to develop reading (decoding) and spelling skills.

·         Stride Ahead – A highly structured multi-sensory phonetic approach to literacy in order to accelerate the reading age of an individual.

·         Accelerated Reader – Personalised learning for students at all reading levels.

·         Personalised programmes with external professional input for those that need it.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·         Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Moderate Learning Difficulties (MLD)

 

·         Quality of teaching and learning is well monitored by highly experienced leaders and the SENCo to ensure that it actively meets individual needs.

·         Some MLD students are placed on specialist programmes during morning registration and period 7s including basic comprehension skills, ALK, Toe by Toe, Stride Ahead (see above).

·         Referrals to outside professionals for assessment and interventions – including advice on internal support programmes and suitable resources.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·         Access Arrangements and exam support for those that qualify.

·         Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Severe Learning Difficulties (SLD)

 

·         Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.

·         In class support from the Complex Assistants.

·         Assessed using PIVATS – A system to inform target setting for pupils whose performance is outside national expectations and tool to support curriculum development for learners working below the equivalent of NC level 1.

·         Specialist one to one targeted support programmes with external professional input.

·         One to one support in and around school where needed e.g. break & lunch or school trips.

·         Support programmes to develop fine and gross motor skills for those that need it.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·         Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Profound and Multiple Learning Difficulties (PMLD) ·         Admission to the Resourced Provision is through the Children’s Leeds SEN Pupil Placement Team based at Adams Court. John Smeaton Academy mainstream Resourced Provision is named on a student’s Statement of Special Education Needs or Education Health Care Plan.

·         The Resourced Provision is an integral part of John Smeaton Academy. We aim to ensure that the students are fully supported in all aspects of their development and that their individual pathways enable them to realise their potential in becoming independent young adults.

·         We consider the holistic needs of the child and their family and work in partnership with parents and carers. We also engage actively with any other professionals that form the support team for the child and work towards the delivery of outcomes identified in the child’s Statement or EHCP.

Social, Emotional and Mental Health (SEMH) ·         The consistent use of the Academy’s Positive Discipline system provides a very clear, structured process that includes sanctions and rewards at all levels – in class and around school. The stamps that the pupils are given work towards rewards that include off site activities.

·         Intensive pastoral support for those that need it from Form Tutors, Heads of Year, Key Stage Workers, Deputy Directors of Key Stage, Intervention Assistants and Nurture assistant.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·         Experienced and qualified staff giving one to one and small group support such as Social Stories; Targeted Emotional Literacy assessments and intervention programmes; and programmes to help with a range of issues for example self-esteem.

·         The academy has Renew in school which provides a counselling service and 1:1 support around a range of issues such as OCD and SEMH.

·         Access to a broad range of external support agencies including CAMHS, Willows, Platform, The Market Place etc.

·         Educational Psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Speech, Language and Communication Needs (SLCN) ·         The Academy has a traded Speech and Language Therapist in-house for one day fortnightly to provide assessment, programmes, resources and training for staff.

·         Experienced and trained staff provide one to one and small group support on specialist programmes including understanding spoken language, expressive language, limited verbal reasoning, pragmatics and social skills etc.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·         Educational Psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Autistic Spectrum Disorder (ASD) ·         Referrals to outside professionals e.g. STARS for one to one learners support, parental support, advice on internal support programmes and suitable resources.

·         Teachers and CA’s in the Resourced Provision are trained in supporting the learning of students with ASD.

·         Access to one to one and small group work e.g. social communication and interaction.

·         Support on understanding of conflict, emotions and social situations using social stories when needed.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Hearing Impairment (HI)

 

·         Support from the HI Team to offer advice on strategies and support.

·         Information and support strategies are available on the SEN(D) Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Physical Disability (PD)

 

·         Personal Evacuation Plans to outline fire safety expectations etc.

·         Input and advice from Physiotherapists to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.

·         IA/CA support for movement around school.

·         Buddy system to support movement around school.

·         Access to a lift key.

Medical Needs (MN) ·         Health & Care Plans and Risk Assessments where applicable.

·         First Aid provision offered for those that need this and specific First Aid training for staff from NHS professionals.

·         Interventions to support medical needs e.g. leaving lesson early, toilet passes, support at break & lunch if applicable etc.

·         Access to school nurse and referrals to outside medical professionals for additional support.

·         SEN(D)/Safeguarding Bulletin to alert staff as to how to deal with individual needs.

 

 How does John Smeaton Academy support a Childs overall well-being?

·       Pastoral support in all 3 key stages.

·       PD Sessions with Form Tutor.

·       Safeguarding training for all staff.

·       Trained child protection officers in school.

·       Referrals to outside professionals including Educational Psychologist, School Nurse etc.

·       The SEN(D) Department as a safe, supportive environment.

·       Nurture mentoring for identified pupils.

·       Leadership Team presence in and around the academy at all times.

·       Pastoral meetings to monitor and identify any individuals that need additional support.

·       Renew counselling and 1:1 service in the academy.

·       Close links to the Seacroft/Manston Cluster and referrals for external support where needed.

 

How do we support
Literacy Numeracy
·         Within the Learning Support Unit, specialist HLTAs and teachers work with individuals and small groups.

·         NFER testing for year all 7 students.

·         Accelerated reader for year 7 and 8 students.

·         ALK – Basic accuracy, fluency and automaticity in reading and spelling.

·         Toe by Toe- A highly structured multi-sensory reading manual.

·         Stride Ahead- it is the careful progression through particular skills, together with the timing incentive that makes stride ahead so successful.

·         Accelerated Reader – Personalised learning for students at all reading levels.

·         Specialist English and Maths 1:1 Intervention for year 11 pupils.

·         Referrals to outside professionals.

·         1:1 Specialist programmes carried out by Intervention Assistants with identified students.

·         Specialist HLTA works with individuals and small groups who are targeted through close monitoring of assessment data.

·         All assessment data is tracked and gaps in knowledge are the focus of all lessons.

·         Intervention Assistants allocated to specific students and groups within the classroom.

·         Referrals to outside professionals

·         1:1 Specialist programmes carried out by Intervention Assistants on identified students.

·         A Masters level Intervention Assistant has been employed to support students who have barriers in Maths.

 

What Specialist Services and expertise are available or accessed by the school?
Educational psychologist Physio therapist
SENIT School Nurse
STARS Youth Offending Service
CAMHS Hearing Impaired Team
Social Services Renew Counselling and 1:1 Service
Speech & Language Therapist West Yorkshire Police
Occupational therapist John Smeaton Resourced Provision
Cluster Support TAMHS
Willows Platform
Targeted Youth Support Family Interventions Service

 

How will we include children in activities outside the classroom including school trips?

·         Extra staff are deployed for trips to meet the stringent requirements of our risk assessments and pupil to adult ratios.

·         One to one IA support for those that need this.

·         Parents/carers consulted prior to trips for advice and guidance.

·         We provide students with step by step learning so that they acquire the relevant skills associated with a safe school visit and are able to participate.

·         Travel Training to include theory such as reading timetables, money, time and practical experience in catching public transport.

 

How do we support transition from year 6 into High School?

·        Transition is very important for the year 6 students transferring into High School. There is a highly structured Transition programme with a range of events including transition clubs, a Year 6 support event, a Year 6 information evening and induction days during which all SEN(D) learners and their parents have an opportunity to meet the SENCo and the IA’s.

·         Visits to the feeder schools by Transition Manager and/or SENCo including extra one to one visits for vulnerable/SEN(D) learners to speak with primary staff and conduct observations

·         Tours and visits to meet the SEN(D) team for Year 6 SEN(D) learners.

·         First day of term is for year 7 only

·         Welcome Breakfast for year 7 parents/carers and students

Easter/Summer School for Year 6 students.

 

What types of support are available?

 ·         Wave One – Inclusive Quality First Teaching for all

·         Wave Two -Additional interventions to enable children to work at age related expectations or above including Period 7s

·         Wave Three – Additional Highly Personalised SEN(D) Support and Interventions

 

How do we allocate resources?

The Director of SEN(D) works across the Rodillian Multi-Academy Trust linking with the Senior Leader responsible for SEN D. A SENCo leads the day to day management of the SEN(D) department and a Deputy Director of Learning is allocated to SEN(D) to oversee Teaching & Learning for this area. Within the SEN(D) Department, there are 3 Intervention Assistants who work within the classroom, run small groups and offer 1:1 intervention. The team are all post graduates who have achieved at least a C grade GCSE in English and Maths. The ISW’s support students with an academic/medical/physical statement of Special Education needs or EHC Plans. A range of other students benefit from this support due to ability setting within the groups.

Support and resources are allocated proportionate to the 4 areas of need for those on the SEN(D) Register. Further resources are allocated across the whole school and this is readjusted annually in line with our analysis of the current cohort to ensure the schools’ universal Wave 2 offer is relevant to need. Additional resources are for allocated those with medical needs and to support learners who require access arrangements.

 

What training have support staff received?
Training Provider Relevance to needs
National SENCo Award Leeds Metropolitan University Training included Autism
The Role of the SENCo in Managing SEN in an Inclusive School SENSAP Covered all aspects of SEN(D)
Lowering Language Barriers Chalmers and Byrne Training To develop strategies to support our EAL cohort
Speech, Language and Communication interventions Educational Psychologist To develop programmes/share resources for Communication and Interaction 1:1 and small group
Active Literacy Kit, Toe by Toe, Stride Ahead Rodillian Academy To support learners with literacy difficulties
GOALS framework Educational Psychologist To break down EHCP outcomes into measurable goals
Provision Mapping Educational Psychologist To identify gaps in provision
Designated Teacher (CLA) training Virtual School Portrait of a Designated Teacher, SMART Target setting, Pupil Premium Plus, student opt-in
Diabetes Training Diabetes Team Nurse To train staff on monitoring of an insulin pump
Safeguarding Raminder Aujla (EYST) Level 1 Safeguarding required for all staff every 3 years
Targeted Emotional Literacy and TAMHS TAMHS To identify areas of strength and development for SEMH students

SEN(D) Policies

John Smeaton Academy, SEN(D) Policy

JSA Accessibility Plan 2016-18

Managing Medicines Policy 2016-19


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