Rook’s Nest Academy SEN Information Report

Rook’s Nest Academy SEND Information Report 2016 – 2017

 

This information provides parents and carers with an insight into the procedures and policies operated within Rook’s Nest Academy for SEND children. These actions contribute to the Wakefield Local Offer.

Rooks 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 scholars 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. Our aim is to give our pupils opportunities to become independent learners and therefore any support will be to this aim and not just in isolation.

The Wakefield Local Offer

This information has been set up in response to the SEND Code of Practice (January 2015). The Wakefield Local Offer 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. It will be produced by everyone who has an interest in or works with children with SEND and includes information and support on education, health and social care from birth to 25 years. Everyone can contribute to the Local Offer and provide their view on what is needed in Wakefield.

Admissions to the Academy

The Academy adheres to the Wakefield Local Authority Admissions Policy and follows their guidance for admission of all pupils.

SEN Support Staff

  • Ms K Dawson – Headteacher
  • Mr C Milfull – Deputy Headteacher
  • Mrs S Cooke – Assistant Headteacher, SENCO
  • Mrs P Corscadden – Associate SENCO
  • Mr D Smith – SEN Governor
  • SNS Support Assistants

 

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 areas and classrooms. 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.

Academy Medical Policy

The Academy Medical Policy can be found on the Academy website at www.rooksnestacademy.co.uk. Only prescribed medicines will be administered in accordance with this policy. Pupils with specific medical needs will have a Care Plan which is compiled in conjunction with specialist 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. All equipment provided by the Academy will belong to the child during their education at Rook’s Nest. The responsibility for providing the equipment will then move on to their next educational establishment. If the child remains in Wakefield Authority and the equipment has been bought by the Authority it may be transferred to the next school along with the child.

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 allocated annually based on the number of SEN children on the Academy’s SEN register. This budget is for the Academy to provide extra resources for those children who are having difficulty accessing the curriculum because of their specific needs. 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 funding based on their individual needs and this is used to meet their personal needs.

 

Special Education Needs Policy and Procedures

To see the pathway for this type of support please refer to the SEN Procedures Flowchart and SEN Policy on the Academy web site at www.rooksnestacademy.co.uk

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. We aim to ensure that every child has the opportunity and support to achieve all that they can and to gain independence in the time they are with us.

General Provision: Quality First Teaching enables all learners to make good progress alongside their peers and is used throughout classes

  Whole Setting /Academy /College Response. Universal Quality First Teaching
Learning Curriculum The different needs and learning styles of all pupils are taken into account following the Quality First Teaching strategies:

·      Pupils may demonstrate their knowledge in a variety of ways including drama, pictures, speaking and the use of ICT for filming and recording.

·      Clear structure to the lessons with objectives presented clearly both orally and visually

·      Work is differentiated for individuals but challenging to encourage high expectations

·      Feedback is provided, through marking, about the progress they are making towards learning targets, emphasising positives and providing clear next steps for improvement

·      Parent meetings are arranged every term for you to discuss your child’s progress. Teachers are available at any time to discuss any concerns or questions you may have and will contact you if they have any concerns

·      Adults are aware of the difficulties of individual children and language is adapted accordingly to ensure understanding

·      All information is provided with additional visual cues and kinaesthetic activities

Support Learners are well supported within lessons towards achieving objectives which are well matched to their abilities

·      Pupils are given opportunities through paired or group discussion to support each other in class.

·      Classes have additional adult support for literacy and maths and some for other lessons.

·      Resources are readily available for pupils to access independently

·      Opportunities to make written information clearer such as the use of highlighters

·      Classrooms are organised and labelled appropriately for age

·      The Academy may seek additional advice to enhance its provision to meet learning needs including providing appropriate training for staff.

Teaching Approaches Rook’s Nest Academy ensures that teaching and learning approaches are being implemented consistently and effectively by all adults

·      Multisensory teaching: Information is provided in several different ways, to ensure learners can access the information in the way they learn best, including additional visual cues and kinaesthetic activities

·      Teachers use smart boards and ICT resources to engage pupils

·      Learning is continually assessed throughout lessons to ensure all pupils understand using open questioning

·      Use of the ‘Joinit’ handwriting font to model and demonstrate correct letter formation and joins for all produced work

·      Additional reasonable adjustments are made in class to teaching approaches, the curriculum, resources and the environment that support independence and progress

·     Opportunities to develop independent learning skills

·     The environment is organised, structured and predictable in order to enable learning to take place.

·     Resources are clearly labelled using visual and written prompts

·     Classroom supports (including timetables, prompt/instruction sheets, visually identified expectations) are in place

 

Physical and Emotional Learners are fully included in all aspects of the curriculum including extra -curricular provision and Academy visits.

·      The Academy is single level and open plan with easy access through wide doors and corridors.

·      All pupils have an equal opportunity to participate in extra- curricular activities with additional support arranged within Academy

·      Pupils are encouraged to speak to their Class Teacher, the Learning Mentor or any other adult they feel comfortable talking with, about any concerns or worries they may have. Alternatively they can write down their concerns and put it in the Worry Box, which is checked daily.

·      Any worries are dealt with sympathetically and quickly

·      Circle Time

Well Being Effective positive behaviour management strategies and anti-bullying procedures ensure that learners enjoy their time in the Academy and feel safe.

·      The Academy’s philosophy of ‘Respect, Believe, Achieve’ ensures mutual respect and acceptance of everyone’s differences, promoting self esteem

·      Positive language and praise are actively used throughout Academy to promote self-esteem and various levels of meaningful and effective reward are also used to recognise and promote individual, class or team achievement.

·      In FS pupils are given stickers for positive behaviour and work. In KS1 and KS2, individuals can earn team points for themselves and their team.

·      Termly team events which celebrate different skills such as sport, spelling, and singing contribute towards the overall team winners who take part in a fun activity at the end of each term.

·      Individual pupils set their own targets that they wish to achieve in a term and each class votes for their class target to work together towards.

·      All classes take part in the Celebrations Assembly when Scholar of the Week and Headteacher’s Commendations are presented to those who have done particularly well. Parents of Scholars of the Week are invited to attend the assembly and pupils receiving the Headteacher’s award are rewarded with afternoon tea with the Head teacher. Achievements gained outside of Academy and Birthdays are also celebrated in Key Stage 1 Commendation assembly.

·      Each class presents their own termly assembly to their parents in order to showcase the work that they have been doing.

·      Effort Grade cards are given to pupils in KS1 and KS2.

·      Defenders are Year 6 pupils trained to support and help pupils in the playground at lunch and break times. They are easily identified by their fluorescent waistcoats. Defenders encourage and enable pupils to solve low level problems, confidentially and informally within Academy with the help of mediation from a peer.

·      Staff from all aspects of Academy life have undertaken and maintain First Aid training

 

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 interventions may be over a set time period or for certain skills such as literacy or numeracy. To ensure the targets are specific, measured, attainable, realistic and time bound, a One Page Profile may be used.

  Targeted support for individuals or small groups. Short /medium term
Learning Curriculum Pupils may be given support and encouragement within the class by the teacher or teaching assistant in a small group such as:

·      Support with further differentiated learning outcomes

·      Someone to discuss their ideas with before they share with the class or record them.

·      Breaking down into smaller chunks, repeating, re-wording and simplifying or writing down information to help their understanding

·      Support to remain on task and focused

·      Checking understanding with open questions and prompts

·      To ensure the targets are specific, measured, attainable, realistic and time bound, a one page profile may be used and reviewed regularly in consultation with parents, class teacher, adult support and pupil by the Associate SENCO.

In addition, sometimes it is necessary to work on additional skills in small groups out of class. We try to make sure this work is done during registrations or assembly time to ensure continuous inclusion in the main curriculum

·      The progress is regularly reviewed and progress discussed with parents and pupils by the Class Teacher and/ or Associate SENCO

·      Programmes are continued if a positive impact is recorded. They can be reviewed if not or stopped when targets reached

·      Activities are delivered by adults with experience and appropriate training

·      The learning relates to class work and is reinforced in lessons

·      Provision is recorded on an individual provision map which is a chronological report detailing all support provided for a particular pupil.

·      Emphasis on particular skills such as Speech and Language, Communication  or Social interactions, Literacy or Numeracy

Examples include:

·      Literacy and Numeracy Booster Groups

·      Literacy and Numeracy Focus Groups to provide additional learning and support so that pupils can gain the skills for a particular attainment level

·      Phonological Awareness Training (PAT) programme 1:4 for 15 minutes per day, phonological spelling and reading scheme

·      Catch Up reading 1:1 twice a week

·      Lexia

·      Speed Up handwriting 1:2 once a week to improve fine motor skills which ensures handwriting technique is correct and automatic.

·      1:1 reading once a week or more as necessary until fluent and expressive

·      Additional times tables practice

·      Auditory and Visual Memory and Sequencing 1:5 once a week to practice skills to improve recall of numbers, words and instructions

 

Support Pupils may be given support and encouragement within the class by the teacher or teaching assistant in a small group such as:

·      Someone to discuss their ideas with before they share with the class or record them.

·      Breaking down into smaller chunks, repeating, rewording and simplifying or writing down information to help their understanding

·      Adult support to remain on task and focused

·      Additional resources such as games and activities to help them understand a concept

·      Explaining key words and concepts before lessons

Teaching Approaches ·      Additional verbal or visual prompts to promote accuracy and to reinforce previous learning

·      Breaking down into smaller chunks, repeating, re-wording and simplifying or writing down information to help their understanding

·      Adult support to remain on task and focused

·      Encouragement and positive praise to promote self -esteem and enjoyment

 

Physical and Emotional ·      Fit to Learn is a programme of activities that promote and improve fine and gross motor skills and coordination

·      It’s in the Little Bag

·      It’s in the Bag

·      The Learning Mentor encourages and enables pupils to solve problems, confidentially and informally within Academy with the help of mediation from an adult both in small groups and individually

 

Well Being ·      Fit to Learn

·      Yoga is available to support pupils during SATs week.

·      Breakfast Club is held every year during SAT’s week for all Year 6 pupils. The pupils come early to Academy and have breakfast together followed by activities.

·       Conflict resolution and avoidance activities are undertaken in small groups or in a one to one situation depending on the child’s needs.

·      Nurture groups take part in activities to provide them with the opportunity to express themselves in a less formal environment.

·      FEET Workshops are held in the summer term for all new starters and their parents so that they become familiar with the Academy and daily routines.

 

 

In addition to Quality First Teaching some pupils need personalised targeted intervention for their specific needs, in which case advice and support will have been sought from various outside agencies that have specialised knowledge. Pupils will have a One Page Profile, My Support Plan or EHC Plan depending on the complexity of need.

  • Interventions may include specific programmes which are designed to overcome particular barriers to learning and are in addition and in conjunction with Quality First Teaching and group support
  • The learning is reinforced in class
  • Parents and pupils are consulted at each step and at each review
  • Provision is recorded in an individual timetable
  • Programmes are timetabled to reduce the impact on the main curriculum but occasionally it may be more beneficial for pupils to work 1:1 with an adult out of class.
  • Staff are trained by Advisory Teachers from specialised outside agencies to deliver specific interventions, activities and appropriate support or by attending relevant training courses.
  • Continuous support and advice is provided to the class teacher and teaching assistant working with your child by Advisory Teachers
  • The SENCO and Associate SENCO will review the progress of the pupil regularly and if necessary consult Advisory Teachers on future targets and provision
  • Encouragement and opportunities are provided for all children to develop independent learning skills and strategies

 

 

  Specialised individual support. Medium /longer term
Learning Difficulties ·      Advice, targets and additional activities provided by the Learning Support Service and Educational Psychologist and delivered by trained staff

·      Some pupils may need additional intervention to access the curriculum and will work 1:1 with an experienced adult on:

·      Intensive intervention working on basic maths and literacy skills.

·      Rainbow words intervention

·      Alphabet teaching and practice adapted from the Conquering Literacy Programme

·      Lexia intervention: computer based reading and spelling practice which assesses the pupil’s current skills and starts them where they need with certificates to recognise achievement of each level. This can also be accessed at home on a computer, laptop or tablet.

·      RM Maths

 

Specific Learning Difficulties In addition to the activities included above, a pupil identified as having specific learning difficulties such as those associated with ‘dyslexia’ and ‘dyscalculia’ may benefit from the following support;

·     Adults working in the Academy have an awareness of the needs of children with specific learning difficulties and the impact of these on learning and self esteem

·     Advice and additional activities provided by the Learning Support Service and Educational Psychologist

·     The Associate SENCO has undergone training enabling her to assess differences in learning and particular difficulties around  Dyslexia and provide activities and advice to staff.

·     Conquering Literacy Programme for pupils with difficulties associated with SpLD. Aspects of the Conquering Literacy Programme can be adapted to individual needs and age

·     Numeracy intervention for SpLD with maths

·     If a pupil has difficulty with visual distortion, buff paper is used for the whole class and Barrington Stoke Books, which have double spacing and buff paper, are available

·     Alternative methods for recording information including the use of tablets, diagrams, pictures or recording

 

Communication Difficulties ·      Adults working in the Academy have an awareness of the needs of children with communication difficulties and the implications of these difficulties for learning, behaviour and self esteem

·     Advice and activities are provided by the Communication Interaction and Access Team, Speech and Language Team, Occupational Therapists, Learning Support Service and Educational Psychologist, as needed.

·     Consideration by staff of the child’s language levels (e.g. adults reduce their language when giving instructions and help is given to help the child process language and classroom instructions)

·     The use of visual and written supports to enhance learning and understanding (e.g. timetables, prompts and clear presentation of tasks and activities)

·     The curriculum is differentiated and places a high emphasis on speech and language development or communication difficulties.

·     Some teachers, teaching assistants and lunchtime staff are trained in Makaton and therefore can:

·     Support 1:1 with signing and Makaton at all times in order to access the curriculum, and to interact and communicate with adults and peers. Repeat instructions and teaching using Makaton. Makaton and Communication books are used by SNA, teacher and pupil to help communication.

·     Additional members of staff are trained to ensure continuous provision through school

·     Access to flexible teaching arrangements to enable learning to take place

·     Time to Talk, Socially Speaking

·     Availability of CLiCKR 7, a computer based programme.

·     Consideration of the child’s interests and motivators when planning learning activities

·     Support to stay focused, to remain on task and to model and encourage communication with others.

·     Daily verbal and /or written communication with parents so that pupil can talk about their day such as who they have played with and what they have done.

ASD ·      Adults working in Academy have an awareness of the needs of children with social communication difficulties and the implications of these difficulties for learning, behaviour and self esteem

·      Advice and activities provided by the Communication Interaction and Access Team, Learning Support Service, Occupational Therapy Team, Speech and Language Team and Educational Psychologist

·      Classroom routines are clear and consistent and help is given in adjusting to and following routines

·       The environment is modified where possible to minimise sensory issues.

·      The curriculum is differentiated and places a high emphasis on speech and language development.

·      Consideration by staff of the child’s language levels (e.g. adults reduce their language when giving instructions and help is given to help the child process language and classroom instructions)

·      The use of visual supports to enhance learning and understanding such as: clear presentation of tasks and activities, individual symbol timetable and first /then board, individualised work station  with start/finish baskets, use of a timer to develop independent working

·      Opportunities are given to develop independent learning skills

·      Consideration of the child’s interests and motivators when planning learning activities

·      Access to flexible teaching arrangements to enable learning to take place

·      The curriculum is significantly modified and places high emphasis on social communication and social skills development.  Strategies include planned time for small group and individual working using targeted interventions such as:

‘It’s in a little bag’, ‘Fit to Learn’, ‘Time to Talk’, Social skills group

·      Specific teaching of social interaction skills within a structured programme

·      Social Development Monitoring Booklet: staff complete assessment and use to plan individualised small steps approach to teaching social communication skills

·      Specific teaching of language and communication skills within a structured programme

·      Colour coding programme daily (10 minutes) and resource time for ESA to work on sentence structure

·      Occupational therapy advice for sensory diet including sensory breaks built into the day

·      Adult support to guide and intervene during unstructured times e.g. play and lunch times

·      Staff closely monitoring and observing your child’s anxiety levels and using strategies to help to re-settle them including the use of a 5 point scale to encourage your child to begin to self-monitor their levels of anxiety so that staff can intervene before it reaches boiling point and the use of motivators, such as a quiet area for calming, preferred activity or computer.

·      Home and Academy work together to develop consistency with daily communication via book or verbally

·      Academy will consider using IT and specialist software with visual and auditory support to assist with recording and curriculum access and provide these if advised

·      Specific teaching of play skills, staff modelling play routines, activities and language – Daily with staff modelling play and language at every area

·      Adult support to guide and intervene appropriately during transition between activities (e.g. end of playtime, moving between the classroom and assembly, beginning of the afternoon.)

 

Sensory Difficulties ·      Adults working in Academy have an awareness of the needs of children with sensory difficulties and the implications of these difficulties for learning, behaviour and self-esteem.

·      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.

·      Consideration of the child’s interests and motivators when planning learning activities

·      Access to flexible teaching arrangements to enable learning to take place

·      Occupational therapy advice followed for sensory diet including sensory breaks  built into the day

·      Staff closely monitor and observe your child’s anxiety levels and use strategies to help to re-settle them such as the use of motivators (a quiet area, preferred activity or computer), quiet area for calming areas. the use of a 5 point scale to encourage your child to begin to self-monitor their levels of anxiety so that staff can intervene before it reaches boiling point

·      Adult support to guide and intervene during unstructured times (e.g. play and lunch times) – Daily

·      Adult support to guide and intervene appropriately during transition between activities (e.g. end of playtime, moving between the classroom and assembly, beginning of the afternoon.)

·      Class visual prompt for noise level

Physical Difficulties: Hearing Impairment ·      Adults working in Academy have an awareness of the needs of children with the difficulties associated with visual impairment and the implications of these difficulties for learning, behaviour and self-esteem

·      Advice and activities provided by the Children’s Sensory Impairment Team through a named Qualified Teacher for Hearing Impaired, Healthcare professionals and the Speech and Language Team

·      Positioning within class is monitored to ensure the best listening position and to maximise their ability to lip read if necessary including facing the speaker and away from external noise sources. For auditory work such as French, the teacher provides verbal repetition. During mental maths, questions are read to the whole class rather than using a CD.

·      Teachers will make sure that they stand still and face pupils when talking to also ensure they can lip read and their voice is not distorted through movement

·       Use of a radio aid if necessary

·      During group work, everyone takes turns so that the pupil can focus on the speaker.

·      Background noise is kept to the minimum.

·      Trained and experienced  teaching assistants support pupils with hearing impairment through specific interventions and minor maintenance of radio aids

·      Adult support and encouragement to continue to use hearing aids and radio aid.

·      Visual prompts to look at the speaker.

·      Support during literacy and numeracy, working in a small group within class when appropriate for task.

·      The SNA may encourage your child to verbalise answers prior to putting their hand up to answer to ensure correct understanding and articulation and promoting self confidence in class

·      Adult support in class to check hearing, and therefore understanding, of instructions and information using open questioning.

·      Specific prompts and modelling from all adults to promote correct articulation

·      Key words are discussed before their use in the lesson.

·      Trained experienced Teaching Assistants in delivering speech and language intervention during assemblies and registration where possible

·      Sessions with trained Teaching Assistant to work on targets set by outside agencies such as the Children’s Sensory Impairment Team , Speech and Language Team or hospital departments

·      Additional practice using the Oxford Literacy Programme

·      Opportunities to be independent of adult support

 

Physical Difficulties: Visual Impairment ·      Adults working in Academy have an awareness of the needs of children with the difficulties associated with visual impairment and the implications of these difficulties for learning, behaviour and self- esteem.

·      Advice and activities provided by the Children’s Sensory Impairment Team through a named Qualified Teacher for the Visually Impaired and if necessary a Qualified Habilitation Specialist and Healthcare Professionals

·      Trained, experienced adult to support the use of Braille and touch typing and to reformat work appropriately

·      Braille labels. Full time support from the SNA to help with board work, copying from the classroom board, supplementary verbal information or descriptions, pre and post teaching of new concepts if required and assisting your child with locating the correct position of relevant text to maintain pace with their peers and the work.

·      Work including texts, worksheets, reading books, text books and test papers, reformatted into appropriate larger, bold font, of good contrast and access to writing and mathematical paper with bold lines and well-spaced, 3d models or hands on experience when appropriate, own copy of enlarged books and worksheets.

·      Additional resources such as a laptop to access work displayed on the Smartboard. and specialist equipment such as larger ICT computer screen, magnifiers, ruler, and Perkins Brailler borrowed from CSIT as advised

·      The most appropriate class position for access is used for example back to bright light and a glare free environment, close proximity to demonstrations with verbal reinforcement provided.

·      Continued consideration of safety issues and risk assessment during playtimes, practical activities and new environments.

·      Promotion and encouragement for the use of Braille in lessons

·      Verbal prompts and additional time during mental maths work

·      Additional time for completion of work such as reading comprehension and in tests and examinations

·      Facilitate access to a class or group activity for PE and Games, participation in sporting activities, such as swimming

·      Teaching assistant to scribe Brailed work for teacher assessment and marking.

·      Additional SNA support with activities on trips

·      Opportunities to be independent of adult support

·      Additional reinforcement of Braille skills from trained Teaching assistant using exercises and books provided by VI Service

·      Additional reinforcement and practise of touch typing skills

Behaviour, Emotional and Social Difficulties including Mental Health ·      Daily support from the Learning Mentor to provide skills and strategies for  anger management,

·      Sessions with Learning Mentor to discuss issues and topics such as feelings, family values, positive attributes, friends, dealing with behaviour, and trust particularly for those pupils who have low self-esteem, lack confidence or have difficulties with anger or positive behaviour.

·      Support from the Learning Mentor following disputes to encourage resolution and develop social skills for pupil and others involved.

·      Daily communication with home to encourage and recognise positive behaviour

·      Advice and activities provided by the Educational Psychologist

·      Behaviour Management Plan with specific targets for progress

·      Regular reviews with parents and pupil and adaptation of plan

·      Use of the Thrive  programme by the Learning Mentor to support emotional and mental health and well-being

 

Medical Needs Advice and support provided by the Academy Medical Officer and Healthcare Professionals

·      Doctor prescribed medications can be administered by an experienced member of staff following completion of  a form available from reception detailing amounts and times

·      All medications are kept in the reception or in a locked fridge during the Academy day.

·      Daily liaison with parents, when necessary

·      Rewards are varied to take into account dietary requirements

·      All lunchtime staff are made aware of specific dietary requirements of pupils and a visual reminder is displayed in the kitchen

·      All staff will receive Epi-pen training annually.

·      Individual Health Care Plans are discussed with all relevant Academy staff by a trained nurse and include instructions for emergency treatment.

·      Healthcare professionals attend Academy to provide training, support and advice to members of staff.

 

 

 

 

 

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.
  • A pupil may make a request or express concern about their ability to access areas of the curriculum.
  • External agencies may identify pupils with extra needs, often through referrals from the family G.P.
  • Trained Defenders are on the playground at breaks and lunchtimes so children may approach them at any time to raise concerns. These can then be reported to the Learning Mentor.
  • There is a Worry Box in the main corridor which the children are able to access freely. These concerns will then be addressed by the Learning Mentor, Mrs Hampshire, or Assistant Headteacher, Mrs Cooke, in the first instance.
  • Children are able to request a meeting with the Learning Mentor to discuss their problems.
  • Your child may have already been assessed or observed by the Pre-5 Service /Portage Team during your child’s time in Pre-School or Lower Foundation. This team and the Academy’s SEND team meet with parents and outside agencies to work together to make sure your child has a successful transition to the main Academy by ensuring all necessary provision and strategies are in place.
  • 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 and asking for an appointment with them.
  • A further meeting can then be arranged with the Associate SENCO, Assistant Headteacher 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), External agencies e.g. Speech and Language.

 

 

How will Rook’s Nest Academy support my child?

 

  • The SENCO, Associate SENCO and Class Teacher will oversee your child’s education plan. This could be in the form of an, individual behaviour plan, one page profile or provision map. They can liaise with outside agencies e.g. SEND, S&L, SENSS, Hospital, CAMHS
  • Teachers will adopt a range of teaching strategies in classroom. Teachers will also have regular Pupil Progress meetings with the Senior Leadership team.
  • Support Assistants are available to assist in the carrying out support plans and for doing  intervention activities
  • The Learning Mentor will have meetings with both the child and parent where there is a need. Intervention/ Support activities will be carried out as appropriate to meet the child’s need.
  • The Assistant Headteacher will organise and manage meetings related to CAF, Social Care, and also act as a liaison between staff and parents.
  • The SEND Governor has an overview of SEND policy in Academy and at present does SEND support within Academy. He also raises issues at Governors meeting.
  • 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 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.
  • Each child will be supported for varied periods of time to encourage independence and this will be dependent on their specific need.
  • Medicines are administered in accordance with the Academy Medicines policy. Staff will be trained and involved in the child’s care plan and administration of medicines as necessary.
  • 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 three times a year.
  • There will also be Review meetings for those children who have EHCP, CAF, one page profile or My Support Plan

How will the Academy help me to support my child?

  • Individual meetings can be arranged with relevant members of staff.
  • Parent, Carers and Pupils can request a meeting with Class teacher/Learning Mentor or Assistant Headteacher/SENCO as is 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.
  • The Learning Mentor may use of Boxall Profile or Thrive to analyse a child’s emotional needs and assess the effect of any intervention activities. These will be discussed with you and advice given on strategies for you to use at home.
  • Lexia progress outcome sheets are available on a regular basis. Lexia progress outcome sheets are provided so you can measure your child’s progress. This shows their progress through the use of Lexia both at home and at Academy.

 

How are the Academy’s resources used to support my child?

  • Staff can be covered to enable Individual meetings with your child, yourselves as parents, and any external agencies needed.
  • We can arrange extra transition to visits to secondary school and the Learning Mentor will accompany your child on some of these visits.

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.
  • Reassessment for programmes e.g. Lexia, Boxall profile and Thrive take place at intervals and the child’s progress is monitored.

Who can I contact for further information?

  • You can contact
  • Ms K Dawson – Head teacher
  • Mr C Milfull – Deputy Head teacher
  • Mrs S Cooke – Assistant Headteacher/SENCO
  • Mrs P Corscadden – Associate SENCO
  • Mr D Smith – SEND Governor
  • Outside agencies through GP or  referral from Academy
  • Local Authority web site
  • 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: kids.org.uk Telephone: 01924 379015

 

Which staff are trained to help my children?

  • Teachers
  • Headteacher, Assistant Headteacher/SENCO, Learning Mentor, Associate SENCO
  • Teaching Assistants
  • Support agencies
  • The Academy has a named Assistant Headteacher/SENCO and a Learning Mentor who can support children and help with their emotional wellbeing. They use a range of strategies including Yoga, Drawing and Talking, Mentoring, individual and Nurture group activities, specialised reward systems, restorative justice. Parents can contact them on the Academy telephone number 01924 870700 or call in and see if they are available for drop-in or to make an appointment.
  • 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 to discuss your concerns with the Class Teacher. Should you need further support contact the SENCO, Associate SENCO and/ or Headteacher. 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

How does Academy decide if I need help?

  • The Class Teacher will identify if you need help by monitoring your work and assessments.
  • Your parents may ask to talk to your teacher as they have concerns about your work or, if you have expressed concerns to them about your work.
  • External agencies may contact the Academy if you have been seeking support from them.

 

 

 

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 Assistant Headteacher, Mrs Cooke, 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 Headteacher can come and find you.
  • Talk to your friends so that they can help you to get support.

 

Who will help me in Academy?

  • Everyone who works in Academy will offer you support if you tell us you need help. We can make arrangements for you to be supported appropriately e.g. By Teachers, Teaching Assistants, Learning Mentor, Assistant Headteacher/ SENCO, Associate SENCO, friends, outside agencies. If we cannot help you we can talk to your parents or arrange for external agencies to come in and help you.

What should I do if I am worried about something? Who should I talk to?

  • Talk to the Learning Mentor, Mrs Hampshire or Assistant Headteacher, Mrs Cooke.
  • Talk to your Class Teacher or Teaching Assistant.
  • Talk to the Dinner Ladies.
  • Put a note in the Worry box so the Learning Mentor can come and see you.
  • Talk to your parents and ask them to arrange to come in to Academy on your behalf.
  • Talk to your friends and ask them to help you tell someone.
  • Talk to the Defenders and ask them if they can help you sort out your problem.

 

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. Your Parents will be invited to attend a Parents Consultation Evening three times a year. At the end of the academic year you will receive your Annual Report.

 

How will I be involved in planning for my needs and who will explain it to me?

  • Your Teacher and/or Teaching Assistant will help you with day to day support in lessons. If you have specific needs, your parents, class teacher and the SENCO will meet every term to discuss how you are getting on and plan future targets. In KS2 you can attend this meeting as well, if you would rather not you will be asked your views before the meeting. Once a year a bigger meeting will be held if you have an EHC Plan, when everyone who supports and helps you meet with you and your parents. You will be able to put your views at the meeting and to record them beforehand. Any plans will be discussed with you by your Class Teacher

                                                                                                                                               

 

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.

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