Rook’s Nest Academy SEN Information Report

Rook’s Nest Academy SEND Information Report 2021-22


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 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






Continuing Arrangements in relation to COVID-19

Children will be organised into a Key Stage approach linked to their class and cohort, for example:

  • Nursery, Reception (Early Education Phase)
  • Years 1 and 2 (Key Stage 1)
  • Years 3 and 4 (Key Stage 2)
  • Year 5 and 6 (Upper key stage 2)

Children will have access to all provisions as listed on individual Supporting Me to Learn Plans and Education Health care Plans. These will include:

  • Group activities and interventions (in Key Stages) linked to outcomes.
  • Visual support such as visual timetables, task boards and now and next task cards.
  • Coloured overlays, ear defenders and sensory boxes.
  • Technology where appropriate such as laptops and I. Pads.
  • Access to the pastoral room to support emotional-well-being, and as a break out space should any children require time out of their classroom for any reason relating to their SEND needs.
  • Online provision such as Lexia, Timestable Rockstars and Prodigy.
  • Children will have individual behaviour support plans/risk assessments should they need one.

As Covid, restrictions are lifted the academy will review and decide if EHCP and any Supporting Me to Learn Plan review meetings will be held in school with parents and professionals invited. Virtual meetings can continue to be held with professionals if required. This will be updated in line with any further changes to government guidelines.

Transition: We are aware that transition for all of our pupils with SEND has for a second year been greatly affected by the current situation. All class teachers have engaged in handover with the SENCO and previous class teacher. Changes have been made for September with 1:1 teaching assistants so that children do not become reliant on one adult and are included and integrated into their class, handover of information has been thorough. Some pupils with SEND may require specific help and preparation for the changes in routine that this will involve, so teachers, teaching assistants and the pastoral team will plan to meet these needs and give emotional support where necessary through example social stories.

Admissions to the Academy

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

For additional information, please see the school website, policies section and admissions policy.

Access to the Academy

There are two footpaths (and a further field gate), 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.

For additional information, please see the school website, policies section and accessibility policy and plan.


Medical Needs

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. 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 and asthma training annually from a member of the Wakefield school nursing team. Named First aiders are displayed in prominent places around the Academy.

For additional information, please see the school website, policies section and medical policy.


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

For additional information, please see the school website, policies section and SEND policy.

We understand that any child may have trouble 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.

Wave 1: Inclusive Quality First Teaching: 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. (SMART)

Targets are reviewed regularly through Pupil Progress Meetings between the Head teacher, Class Teacher and SENCO.


Wave 2: Additional Interventions: Additional support may be sought from outside agencies that have specialised knowledge e.g. the Educational Psychologist and (WISENDSS) Wakefield inclusion and SEND 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 Pastoral team who use Emotional Literacy techniques.
  • Well-being – opportunities are available within the Academy to support pupils through Rook’s Nest Flyers (before and after school), time with the Pastoral team and Year 6 Breakfast Club during SAT’s week.


Wave 3: Additional Highly Personalised Interventions: 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 WISENDSS, which includes 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 WISENDSS, which includes 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 WISENDSS which includes 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 Pastoral team to address their needs. These pupils maybe given a Behaviour/Pastoral support plan instead of a supporting me to learn plan. The Social, Emotional and Mental Health Team who can support school through observations and planned interventions may also provide support.
  • With permission of parents families can also be referred and seek help and advice from the Wakefield Early Help team, Future in Minds and CAMHS (Child and adolescent mental health services). This advice and support can be for in and out of school.  For further information please refer to


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.
  • 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.
  • Transition to primary, secondary or special school: The Academy works closely with local Schools to ensure that there is a smooth transition. The school staff work closely with secondary SENCO’s to ensure all paperwork is passed on and all needs are discussed and identified. The majority of secondary schools will provide additional transitional visits with some also holding pupil centred transition meetings.


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.

  1. 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 Profile.
  2. Children will be placed on the SEND register and Individual targets will be set through a Supporting Me to Learn Plan.
  3. 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 CP, Educational Welfare or Social Care, and act as a liaison between staff and parents.
  • The SEND Governor has an overview of SEND policy in the Academy, meets with, and is provided with regular updates from the SENCo. The governor provides continuing support to the SENCo.
  • 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




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. Work is marked showing an indication of the support a child has required.
  • 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 not 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 the Academy?

  • Every child will receive an Annual Report.
  • Parents Consultation Appointments are available twice a year.


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 P Brennan – SEND Governor
  • Special Needs Support Assistants
  • Mrs J Hampshire – Learning Mentor
  • 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. It provides advice on issues related to health, education, social care, and budgeting. It also offers targeted short-term support along with workshops and training for parents of children.

Contact number is 01924 304152 and website is



Which staff are trained to help my children?

  • Teachers
  • Head teacher, SENCO, Learning Mentor, Associate SENCO
  • Teaching Assistants
  • Some Teaching Assistants also act as Special Needs support at lunchtime.
  • 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 school council, with an allocated member from each class.


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.

Complaints procedure

The majority of concerns from parents, carers and others are handled under the following general procedures. The procedure is divided into three stages

The Informal stage aims to resolve the concern through informal contact at the appropriate level in school.

Stage 2 is the first formal stage at which written complaints are considered by the head teacher or the designated governor, who has special responsibility for dealing with complaints.

Stage 3 is the next stage once stage two has been worked through. It involves a complaints hearing panel comprising of at least three people one of whom will be independent of the management and running of the school. An anonymous concern or complaint will not be investigated under this procedure, unless there are exceptional circumstances. To enable a proper investigation, concerns or complaints should be brought to the attention of the school as soon as possible. In general, any matter raised more than 3 months after the event, being complained of, will not be considered

For additional information, please see the school website, policies section and complaints procedure


Questions a young person might ask

Who should I talk to if I think I need help?

  • Talk to your Class Teacher first, 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 school council or house team leaders who can liaise with the Learning Mentor on your behalf.
  • Talk to your friends so that they can help you to get support.

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.


Additional useful policies that can be referred to on the school web site:

  • Exclusions policy
  • Inclusion policy
  • Disability Equality policy

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 as not all children require support all of the time.


School Information Report Updated September 2021: S.Brooks (SENCo)


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