Rook’s Nest Academy SEND Information Report 2018 – 2019
This information provides Parents and Carers with an insight into the SEND procedures and policies of Rook’s Nest Academy. This guidance is part of the Wakefield Local Offer whose details are available on the council web site at www.wakefield.gov.uk/sendlocaloffer.The Local Offer provides information on services available to children and young people with SEND, and their families, within the Wakefield district.
Rook’s Nest Academy believes in encouraging and supporting all children. Our ethos statement states that we believe our pupils deserve to learn within a rich, inclusive and stimulating environment which has high expectations for all. We work together to challenge, motivate and inspire our children to become independent, enthusiastic and resilient. The community of Rook’s Nest Academy endeavours to foster respect, belief and achievement, where children will ultimately leave our care with a genuine love of learning.
The Academy has a fully inclusive curriculum for children of all ages and abilities. We recognise that some children need more support than others to enable them to succeed and access the curriculum in a safe but challenging environment. Any decisions made about their education will be made in conjunction with the child, teachers, parents and other professionals involved in the child’s life. Any support offered for a child will be reviewed regularly and may be for varying periods of time. Extra-curricular opportunities are available to all pupils.
At Rook’s Nest Academy we can provide an inclusive educational setting for children who are identified on the SEND register with the following needs:
– SPLD specific learning difficulties
– MLD moderate learning difficulties
– SLD severe learning difficulties
– SEMH social emotional mental health
– SLCN speech, language and communication needs
– PD physical difficulties
– ASD autistic spectrum disorder
– HI hearing impairment
– VI visual impairment
Admissions to the Academy
The Academy adheres to the Wakefield Local Authority Admissions Policy and follows their guidance for the admission of all pupils.
Access to Academy
There are two footpaths which give access to the Academy, both have a ramp for disabled access. The main entrance has push pads on the door for easy access and the Academy is on one level with open plan shared areas. There is also a disabled parking space in the Academy car park. Within the Academy there are two disabled toilets. The Academy is accessible for wheelchairs where a suitable care plan has been prepared in conjunction with Occupational Health.
We support all pupils with medical needs. The Academy has a Medical Officer and Staff receives training from healthcare professionals to manage a range of medical treatment. The Academy will only administer medicines prescribed by a Doctor and on completion of the relevant medication request form (See Medical Policy at www.rooksnestacademy.co.uk )
Pupils with specific medical needs will have a Care Plan which is compiled in conjunction with specialist staff and training is given to staff as appropriate. Teaching staff receive Epi pen training annually from the Academy Nurse. Named First aiders are displayed in prominent places around the Academy.
Auxiliary Aids and Equipment
Under the 2010 Equality Act Rook’s Nest Academy has a duty to provide auxiliary aids and equipment as needed for children from the Academy budget. However, where that equipment costs over £1,000 the Local Authority can be asked to buy the equipment if a request is submitted from an external support agency. Equipment provided under this heading may include specialised equipment related to the child’s specific needs.
Special Education Needs Budget
The Academy’s delegated SEN budget is for the Academy to provide extra resources for those children who are having difficulty accessing the curriculum because of their specific needs including pupils with an EHCP. The money can be used at the Academy’s discretion in consultation with parents, pupils and outside agencies for a range of strategies including Support Assistants, Teaching Assistants, specific training, specialised equipment or auxiliary aids. Children within the Academy who have an Education Health Care Plan receive additional top-up funding based on their individual needs and this is used to meet their personal needs.
Special Education Needs Policy and Procedures
We understand that any child may experience difficulties with some aspects of their learning at any time in their Academy life. This may not be due to a special educational need, it may, for example, be due to a difficulty in understanding a particular skill or concept, or circumstances or changes in other parts of their life.
Our first strategy to address all children’s needs is Quality First teaching enabling all learners to make good progress alongside their peers. This includes:
- A multi-sensory and challenging approach to learning
- A differentiated curriculum to meet pupils needs
- Positive feedback to pupils through effective use of the Academy Marking and Assessment
- The provision of a dedicated Teaching Assistant in every class each morning to support Literacy and Numeracy
- Opportunities for independent learning
In addition to Quality First Teaching, some pupils may require additional support and provision to help them make progress to reach their learning targets or to catch up to age related expectations. These early intervention targets will be specific, measured, attainable, realistic and time bound.
Targets are reviewed regularly through Pupil Progress Meetings between the Head teacher, Class Teacher and SENCO.
Additional support may be sought from outside agencies that have specialised knowledge e.g. the Educational Psychologist and Learning Support Service.
In the case of:
- Learning difficulties – support may involve using additional interventions such as Rainbow words, Lexia, Conquering Literacy, Auditory and Visual memory sequencing
- Physical difficulties- support may involve following specific programmes such as Fit to Learn or it’s in the bag.
- Emotional difficulties will be supported through work with the Learning Mentor who uses Emotional Literacy and Thrive techniques.
- Well-being – opportunities are available within the Academy to support pupils through Rook’s Nest Flyers (before and after school), time with the Learning Mentor and Year 6 Breakfast Club during SAT’s week.
In addition to the opportunities included above;
- A pupil identified as having specific learning difficulties such as ‘dyslexia’ and ‘dyscalculia’ may benefit from additional support. The Associate SENCO has undergone training enabling her to assess differences in learning and particular difficulties around Dyslexia.
- A pupil with communication difficulties may receive support and advice provided by the Communication, Interaction and Access Team or Speech and Language Team, Occupational Therapists, Learning Support Service and Educational Psychologist, as necessary. Some teachers, teaching assistants and lunchtime staff are trained in Makaton.
- A pupil identified as ASD may receive advice and activities provided by the Communication, Interaction and Access Team, Learning Support Service, Occupational Therapy Team, Speech and Language Team and Educational Psychologist. The environment is modified where possible to minimise sensory issues. Visual supports are used to enhance learning and understanding.
- Pupils with Sensory difficulties may be supported through advice and activities provided by the Communication, Interaction and Access Team, Learning Support Service, Occupational Therapy Team, Speech and Language Team and Educational Psychologist. The environment will be modified wherever possible to minimise sensory issues.
- Pupils with a Hearing impairment will be supported, where appropriate, through the Children’s Sensory Impairment Team, Speech and Language Team and other Healthcare professionals. If necessary a radio aid may be used.
- Pupils with a visual impairment will also be supported by the Children’s Sensory Impairment team, Habilitation specialist and healthcare professionals.
- Pupils with Behaviour, social and emotional difficulties are given the opportunity to work with the Learning Mentor to address their needs. She is also a trained Thrive Practitioner and may use some of these strategies during her work. These pupils maybe given a Behaviour/Pastoral support plan instead of a one page profile.
Frequently asked questions from parents
How does the Academy know if my child needs help?
- All children are assessed on entry to the Academy.
- Teachers will identify pupils who need extra support through their continuous use of assessment in the classroom, review of work and/or changes in behaviour.
- Pupil Progress Meetings between Class Teachers and Senior Leadership Team mean that children needing greater support are identified and their needs addressed.
- Parental concerns can be raised at any time by contacting the Class Teacher in the first instance.
- External agencies may identify pupils with extra needs, often through referrals from the family G.P
- There is a Worry Box in the main corridor which the children are able to access freely. Their concerns will be addressed by the Learning Mentor, Mrs Hampshire, or SENCO Mrs Brooks, in the first instance.
- Children are able to request a meeting with the Learning Mentor to discuss their problems.
- The Academy’s SEND team meet with parents and outside agencies to work together to ensure pupils have a successful transition to the Academy
- The Academy works closely with the North West Early Help Hub and with your consent may hand over information about your child to enable us to support them in Academy.
- The Academy works closely with local Secondary Schools to ensure that there is a smooth transition for Year 6 children. In some instances extra transition visits can be arranged.
What should I do if I think my child needs help?
- Approach your child’s Class Teacher in first instance by ringing the Academy on 01924 870700 and asking for an appointment with them.
- A further meeting can then be arranged with the Associate SENCO, SENCO or the Learning Mentor.
- Arrangements can be made for parents to meet with the Academy Medical Officer.
- You may seek advice from your GP, your Social Worker (for adopted or foster children) or external agencies e.g. Speech and Language.
How will Rook’s Nest Academy support my child?
At Rook’s Nest Academy we follow a process to ensure all children’s needs are identified and met.
- Pupils with needs that are different to and from will be identified at an early stage and monitored before being placed on the SEND register through a Learner’s Profile.
- Children will be placed on the SEND register and Individual targets will be set through a Supporting Me To Learn Plan.
- For children requiring additional support, resources and where school act upon advice from outside professionals a My Support Plan or EHC Plan may be put in place and reviewed yearly with the class teacher, parents, child, outside agencies and school SENCO, depending on the complexity of their need.
- Your child’s individual behaviour plan or Supporting Me to Learn Plan will be reviewed regularly.
- Appropriate intervention strategies will be put in place to meet your child’s needs.
- Support Assistants are available to assist in the carrying out of support plans and for doing intervention activities with pupils.
- The Head teacher, SENCO and Learning Mentor will organise and manage meetings related to CAF, Educational Welfare or Social Care, and also act as a liaison between staff and parents.
- The SEND Governor has an overview of SEND policy in Academy and does SEND support within Academy.
- We have a dedicated member of staff who will give out prescribed medicines in accordance with the academy medicines policy which can be found on the Academy website www.rooksnestacademy.co.uk
How will the curriculum be matched to my child’s needs?
- All teachers use quality first teaching strategies. These include differentiation of work, varied stimuli, resources and visual aids.
- Support Assistants are in every class each morning for Literacy and Numeracy. Additional intervention takes place in groups or individually to meet needs of the child or focus group.
- Some children with special educational needs can be given additional dispensations to enable them to participate in official tests. The Academy will apply for this special dispensation as and when it is appropriate.
How will I know how well my child is doing in Academy?
- Every child will receive an Annual Report. Key stage 1 and 2 children will receive Effort grade cards three times a year. Parents Consultation Appointments are available twice a year.
- There will also be Review meetings for those children who have EHCP, CAF, Supporting Me to Learn Plan or My Support Plan
How will the Academy help me to support my child?
- Parent, Carers and Pupils can request a meeting with Class teacher/Learning Mentor or SENCO as appropriate.
- Children are given a PCT or extra transition visits when transferring to secondary school.
- Teacher transition meetings are held in Academy at the end of each Academic Year to hand over useful information about specific children.
- If your child needs additional support a member of the Academy staff will arrange to meet with you to explain how you can support them at home.
How are the Academy’s resources used to support my child?
- Decisions about the use of Academy Funding are made in the best interests of all our pupils. For those pupils requiring specific support or equipment money will be allocated from their EHCP funding or the Academy’s budget.
How is the decision made about how much support my child will get?
- It is joint decision in Academy between Parents, SENCO, Associate SENCO, Class teacher, Senior Leadership Team and Head based on knowledge from Academy and advice from external agencies.
- Parents are involved where appropriate and usually informed of any actions taking place.
Who can I contact for further information?
You can contact:
- Ms K Dawson – Head teacher
- Mr C Milfull – Deputy Head teacher
- Mrs S Brooks – SENCO/Inclusion manager
- Mrs P Corscadden – Associate SENCO
- Mr R Overton – SEND Governor
- SNS Support Assistants
- Mrs Hampshire – Learning Mentor
- Outside agencies through GP or referral from Academy
- Local Authority web site www.wakefield.gov.uk/sendlocaloffer
- Parent Partnership
- SENDIASS: Wakefield’s Early Support, Advice, Information and Liaison Service provide information and support for parents and carers of disabled children or those with an additional need. Website: www.kids.org.uk Telephone: 01924 379015
Which staff are trained to help my children?
- Head teacher, SENCO, Learning Mentor, Associate SENCO
- Teaching Assistants
- Support agencies
- The Academy has a named SENCO and a Learning Mentor who can support children and help with their emotional wellbeing.
- The Academy runs a successful Peer Mentoring system run by Year 6 pupils known as Defenders. All Defenders are Year 6 pupils who have volunteered and been interviewed for the role before undertaking training to help them develop a positive approach to the role.
Who should I speak to if I am not happy with the advice I am being given?
- In the first instance we would like you to contact the Academy on 01924 870700 to discuss your concerns with the Class Teacher. Should you need further support contact the SENCO, Associate SENCO and/ or Head teacher. If you still have concerns you may speak to the SEND Governor. Alternatively you may contact Parent Partnership or SENDIASS.
Questions a young person might ask
Who should I talk to if I think I need help?
- Talk to your Class Teacher first of all as they are the ones who plan and monitor your work.
- Talk to the Teaching Assistant in your classroom who may be supporting you in class.
- Talk to your parents and tell them that you are having difficulties with your work at Academy.
- Talk to the Learning Mentor, Mrs Hampshire, or SENCO Mrs Brooks, for support.
- Talk to the Defenders who can liaise with the Learning Mentor on your behalf.
- Put a note in the Worry Box so the Learning Mentor or Assistant Head teacher can come and find you.
- Talk to your friends so that they can help you to get support.
Who will help me in the Academy?
- Everyone who works in Academy will offer you support if you tell us you need help.
How will I know if I am doing as well as I should?
- You will get verbal feedback in lessons from your Class Teacher or Teaching Assistant.
- You will get feedback from marking in your books and your teacher will set you a target to improve on.
- You will be given opportunity in literacy and numeracy lessons to level your own work so you understand which level you are working at and what you need to do to improve.
- Three times during the year you will receive your Effort Grade card.
Please Note: This information will be continually updated or adapted in line with the Academy policy, Wakefield Council policy and advice and Government guidelines. This information covers examples of the possible support available within the Academy but not all interventions will happen all the time. Not all children need all of the support all of the time.
School Information Report Updated November 2019