At John Smeaton Academy, we believe that all young people, regardless of ability or need, can flourish in our outstanding environment. We are extremely proud of our Special Educational Needs and Disabilities (SEND) provision. The SENDCo, Mr Stuart, is responsible for the coordination of the offer we provide for our young people.
The department is keen to ensure that every young person makes outstanding progress, through a careful journey of support and personalisation. We aim to develop independent learners who are able to aspire beyond any limitations.
Where needed students are able to attend individual and small group programmes in the academy’s Personalised Support Centre which focus on the essentials of literacy, reading and social skills. Students are also able to socialise here during break and lunch, where they are supervised by members of staff. Students may access the Personalised Support Centre for plethora of reasons; our aim is to remove barriers to learning so access to lessons is re-established.
Partnership work with external agencies and Primary schools enables us to work closely with you as parents/carers, strengthening the support we can offer to young people.
What kind of help can be offered to pupils with Special Educational Needs and Disability?
A strong and experienced pastoral team
Differentiated materials in lessons
Personalised tasks within lessons
Teaching Assistant support
Individual and small group literacy programmes
Additional numeracy support
Help and advice from mentors
A variety of programmes to help pupils improve their social skills and their behaviour
Access to The Personalised Support Centre (PSC)
An after school Homework Club
Bespoke 1:1 intervention and/or small group intervention for literacy based concerns
Technology for access
We value the involvement of parents and carers, and offer them assistance through our Pastoral Officers and Safeguarding team.
How are children and young people included in the planning for their support and provision?
At John Smeaton Academy, excellent relationships are fostered between students and members of staff to ensure all young people feel comfortable and confident when having conversations about their education.
When a student requires additional provision, this will be explained to that young person as appropriate.
Every week, students receive an opportunity to speak one-to-one with their form tutor and voice any concerns or troubles they may be experiencing during the Positive Discipline lesson. The form tutor will then deal with this by any appropriate means.
When reviewing provision, students will meet as appropriate with the SENDCo, Year Team Manager, or form tutor to resolve any worries they may have and promote understanding.
At John Smeaton Academy we are committed to including and supporting pupils with Special Educational Needs and Disability (SEND).
We seek to meet the individual needs of all pupils and an extensive range of intervention strategies is available both inside and outside of the mainstream classroom setting.
Close co-operation with feeder schools will ensure that appropriate provision is in place when pupils start at John Smeaton Academy. Parents and carers are encouraged to provide relevant information about their child’s special educational needs and prior to transition to meet with the Special Educational Needs and disabilities Co-ordinator, Mr Stuart.
How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
If a student has an Education Health and Care Plan (EHCP), the school will ensure the student has access to the provision described in that document. The provision will be reviewed in partnership with parents along with the student to ensure it is suitable in enabling them to make good progress whilst at the same time taking responsibility for their own learning and development.
If the SENDCo wishes the student to be placed on the SEND Register, the student’s parents/carer will be invited into the academy to discuss the reasons for this and what its impact will have.
The impact will be measured through the student’s progress in lessons.
A member of the Senior Leadership Team will oversee and assure the quality of this process.
How will the school prepare and support my child/young person to join the academy, transfer to a new academy or the next stage of education and life?
If students have any additional needs, or are on the SEND Register, they may be selected by their school to attend additional transition days which will support the transition process and allow us to further identify any additional support a child may need.
For students with existing SEND, we invite parents to contact us if they wish to meet regarding the transition of their child.
Wherever possible, the SENDCo will attend to the annual review of all Year 6 students with existing statements of SEND or Education, Health and Care Plan. This will allow a dialogue between the academy and primary school.
In Year 6, all prospective students and their parents will be given the opportunity to attend a new intake evening (Covid-19 restrictions permitting), where the policies and procedures for the academy will be given.
Following this evening, all students are invited to attend a new intake day (Covid-19 restrictions permitting), when they will be introduced to elements of a ‘normal’ school day.
What specialist services and expertise are available at or accessed by the academy?
The academy has strong ties with specialist services within the area. These include, but are not limited to:
Complex needs team
Speech and Language Therapist Team
Child and Adolescent Mental Health Service (CAMHS)
Hearing Impaired Team
This list is not exhaustive and John Smeaton Academy is committed to communicating and working with professionals involved with a child or family.
What support will there be for my child’s/young person’s overall well-being?
Pastoral support for all students will primarily be given by the student’s form tutor, Year Team Manager and Assistant Principal.
Throughout the academy, students will be part of the Positive Discipline system and be given regular and specific praise in lessons in the form of subject stamps. This system provides a consistent approach to behaviour.
If the child needs any further specific and personalised support, the SENDCo may, if appropriate, assign them a Teaching Assistant.
Attendance Officers monitor attendance and devise strategies for improving attendance.
PSHCEE/RSHE is delivered termly to all students through Be Smart days.
How will the curriculum be matched to my child’s/young person’s needs?
At John Smeaton Academy, teachers personalise teaching and learning to promote engagement and progress.
In English and mathematics, students are set by ability in order to maximise progress for all. The sets are regularly reviewed to ensure that no student is being restricted in their learning.
Although all students will receive quality first teaching, other interventions may be necessary, such as small group work or specific 1:1 intervention.
Teaching Assistants are deployed on a personalised, flexible basis to ensure a student has the necessary support to achieve whilst experiencing the freedom to become an independent, resilient learner.
How will academy staff support my child/young person?
All teachers at the academy are teachers of students with SEND and will support students in their classes by personalising their lessons in response to a student’s needs.
The SENDCo oversees the education programme on a day to day basis for students with SEND.
Each child is assigned a form tutor who is the main point of contact for any concerns or advice about a student’s education. Form tutors are managed by a Year Team Manager who can also be contacted via the academy’s main telephone number.
How does the academy know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
We speak with primary schools about each new student joining John Smeaton Academy in Year 6 in order to gather as much information as possible.
Most students requiring any additional support will be identified at this stage or sometimes earlier.
The SENDCo holds meetings with appropriate colleagues about any students who have a SEND and may then assess the student.
The SENDCo maintains strong relationships with outside agencies should a child need to assessed for SEND. These agencies will provide examples of good practice for the academy to follow.
Students are assessed on an individual basis to identify any extra help they may need.
If parents are worried that their child may have SEND, the SENDCo is the first point of contact.
How will we assess how your child/young person is doing and how will we help you to support my child’s/young person’s learning?
Every student in the academy is assessed formally on a termly basis and data is reported to parents along with information about whether or not your child is on track to achieve their target grade. Once per year this data is accompanied by summary comments from the form tutor and Year Team Manager.
At each Assessment Point the SENDCo, along with the Senior Leadership Team, analyses the data of students with SEND to ensure they are making progress in line with their peers. If students are not making, or are not on track to make expected progress, appropriate intervention and sourcing of any additional support will be put in place.
The Student Planner provides the opportunity for regular home-academy contact. Parents are able to see rewards received for good behaviour, comments about negative behaviour and homework.
There is a Parents’ Evening for each year group every school year, with an additional evening for Year 7 students to review the transition from primary school.
What kinds of Special Educational Needs does John Smeaton Academy cater for?
We are a mainstream secondary academy and welcome students with SEN in the following areas:
Communication and Interaction (For example: Speech and Language, or Autism Spectrum Condition)
Social, emotional and mental health difficulties (SEMH)
Sensory and/or physical needs (Inclusive of visual, hearing and multisensory impairment)
Cognition and learning
How can I contact the SENDCo?
The SENDCo is a qualified teacher, who works closely with the Senior Vice Principal and Principal to ensure that all students with SEND make excellent progress.
Strictly Necessary Cookies
Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.
3rd Party Cookies
This website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.
Keeping this cookie enabled helps us to improve our website.
Please enable Strictly Necessary Cookies first so that we can save your preferences!