SEN

Woodfield Academy – SEND Information Report

‘Helping everyone to reach their potential’

Our aim at Woodfield Academy, is to ensure all our pupils with special educational needs become happy and confident individuals. Furthermore, that they are able to achieve their full potential in learning and their ability to become independent and self-sufficient individuals.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her (SEN Code of Practice 2014- pg15).

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools… (SEN Code of Practice 2014 – pg16).

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him of her from making use of facilities of a kind generally provided for others of the same age in mainstream schools…(SEN Code of Practice 2014 – Pg. 15-16)

How are pupils identified as having SEND at Woodfield Academy?

A significant number of pupils with SEND transition into Woodfield Academy, with needs previously identified through their First School. Consequently, individual and personalised transitional plans are devised and implemented between Woodfield Academy and the relevant First Schools. This will help new pupils to identify key adults at Woodfield Academy before they make their journey of transition. There is a team of staff who ensure that all information is passed efficiently between schools, enabling the appropriate provision to be planned and in place for your child’s transition to our Academy.
Some pupils SEND become apparent later on in their childhood. Here at Woodfield Academy, concerns may initially arise through:

  • observations from teachers and LSA’s
  • the tracking of a child’s academic progress
  • outside agency investigations
  • parents/carers raising concerns about their child’s developmental progress with the SENDCo

Once a concern is raised, class teachers will initially review the impact of current learning strategies in place, and in consultation with the SEND team, classroom strategies may be identified, implemented and their impact monitored. If, despite appropriate differentiation and class based interventions a pupil is not showing improvement, further investigations will be completed by the SEND team. These investigations may include more detailed assessments, observations of the pupil and meetings with parents/carers and teachers. Once complete, a plan will be put in place that will identify the next steps ahead; this may include the need to place your child on the SEN register within school.


How will our Academy support your child?

At Woodfield Academy we are able to support pupils with a diverse range of Special Educational Needs. We categorise these special educational need into four groups: Sensory and Physical Needs; Social, Emotional and Mental Health difficulties; Cognition and Learning; Communication and Interaction. Pupils with complex needs may experience challenges within more than one category. We are able to provide a range of support, strategies, resources and experienced staff that are utilised in meeting your child’s needs.

Furthermore, we continually assess your child’s progress within the school:

  • Pupil’s academic progress is tracked and reviewed every term by all heads of department, the SENDCo and individual teachers.
  • Individual Education Plan (IEP) targets are set and reviewed termly by form teachers. These IEP’s will follow an assess, plan, do and review cycle.
  • Day to day observations by teachers and when requested, specific observation by the SEND team monitor progress.

Class teachers have the responsibility to create an appropriate learning environment with differentiated resources to suit the needs of all pupils in their class. Senior leaders, including the Head of Key Stage, SENDCo, and Heads of Literacy and Numeracy can provide more specialised advice and support as required. Provision is provided as a graduated response.
Where a pupils needs are more complex, more specific support and teaching may be needed. These interventions will be organised by the SENDCo and her team.
Pupils who require additional support, in accordance with the SEND Code of Practice (2014), follow a four-step cycle called the graduated response. The four steps are as follows:-

Assessment

Once a pupil has been identified as having SEND, their teacher and the SEND team will monitor the child’s progress half termly through either formal or teacher assessments in English and Maths. Other monitoring processes may also be utilised, when required, to track and monitor a pupil’s academic and social progress within school. These processes may include:

  • Teacher’s assessment and knowledge of the pupil
  • The pupils progress and attainment
  • The individual’s development in comparison to their peers and national data.
  • Pupils views and opinions
  • Parents/carers views and opinions
  • Advice from external services if necessary
  • Progress and outcomes from previous interventions
  • Observations of the pupil in school
  • Boxhall profiles
  • More specialised learning assessments, including (but not limited to) reading, spelling, phonic skills, maths.
  • For pupils with more complex needs, outside agencies (with the permission of parents/carers) may also conduct more specialised assessments. The outcomes from these assessments will be fed to the SENDCo and used to support the planning process below.

Plan

The teacher and SENDCo (and outside agencies where applicable), in consultation with the parents/carers, will agree what adjustments, intervention and/or support will be put in place. The expected impact of these actions will be identified recorded through a group provision map or individual pupil profiles.

This information will be shared with all the staff who teach the pupil and will be recorded on their pupil profile.

Do

The interventions will be put in place within school.

Review

All interventions will have a clear and expected outcome, progress during the interventions will be closely monitored by the intervention teacher. The impact of the intervention will be monitored against the pupil’s target. This will enable new targets to be set and next steps to be planned following the cycle of assess, plan do review.

The outcomes of the provision are recorded on group provision map or individual pupil profile and these are shared with parents/carers at parents evening or posted to parents/carers if they are unable to attend.


Who are the staff at Woodfield Academy that support pupils?

A current staff list is available on our staff list page.

Individual Pupil Profile (IPP)

All pupils on the SEN register will have an Individual Pupil Profile which clarifies the pupil’s needs, the pupil’s targets for the term and any interventions or additional support that the pupil has received during their time at the Academy. IPP’s also display all additional support and strategies that has been put in place within and outside of the classroom. All staff have access to each child’s IPP, ensuring consistency in supporting a pupil’s needs.

Requesting further support of an Education, Health and Care Needs Assessment

For pupils with more complex needs, support will be sought from other agencies. At Woodfield Academy we work with a number of agencies, including (but not limited to):

  • Complex Communication and Difficulties Team
  • Speech and Language Therapist
  • Early Intervention Family Support
  • Clinical Psychiatrist
  • Educational Psychology
  • CAMHS
  • School Nurse
  • Learning Support
  • Occupational Therapy
  • Visual and Hearing Impairment Teams
  • Social Services
  • LIDMET
  • Behaviour Support – (The Forge KS3 / The Beacon KS2)

For some pupils the support and advice provided may not prove to be sufficient to enable the pupil to make expected progress. Higher Needs Funding may be sought for pupils whose needs are greater than the resources we ordinarily have available within the school.

Some pupils may require a high level of long term support that is beyond that ordinarily available within the school. For these pupils, it may then be necessary for the school, in partnership with parents/carers and any relevant external agencies, to consider whether an Education, Health and Care Plan request needs to be made. The SENDCo can make the application and will provide parents/carers with advice and guidance throughout the process.


Overview of SEN Provision

Area of Difficulty All pupils where appropriate

Wave 1

Catch –Up

Wave 2

SEN

Wave 3

Cognition and Learning Resources available including –

  • task management,
  • tasks can be scaffolded,
  • quality first teaching from all teachers,
  • differentiated tasks
  • IPad,
  • alpha smarts,
  • TA support in class to support targeted work.
  • Coloured overlays
  • Writing slopes
  • Pencil grips, special rulers, moulded scissors etc.
  • Word mats

 

 

  • Small group guided reading
  • Phonics groups
  • Read, write Inc
  • Memory skills intervention
  • Target maths groups
  • Target comprehension groups
  • Target Spelling and Grammar groups
  • Writing interventions
  • Handwriting support.
  • Daily reading 1:1
  • Lexion
  • Toe to Toe
  • Wordshark
  • 1:1 personalised programmes of work for pupils with complex learning needs.
  • Support and advice from learning support.
  • Support and advice from Educational Psychology.
  • Detailed assessments to identify specific areas of need and target support and intervention.
Communication and Interaction
  • TA’s experienced with pupils who have communication difficulties.
  • Task management.
  • Visual timetables.

 

  • Emotional literacy programmes
  • Nurture groups
  • A Teaching Assistant who is specifically supported and trained by Speech and Language Therapy to deliver SALT.
  • Pre-teaching of topic vocabulary

 

  • Key worker.
  • Learning Mentors who support pupils in their social understanding.
  • Access to Speech and Language Therapist.
  • Social stories.
  • Comic strip conversations.
  • PSP

 

Emotional, Behavioural and Social
  • Assessment strategies using the Boxhall Profile.
  • Comic strip conversations.
  • Visual timetables.
  • Preparing pupils for changes to the day.
  • Regular meetings with parents/carers.

 

  • Social and emotional literacy groups.
  •         

  • Nurture, both during the week or at playtimes to provide opportunities for structured play.
  • Learning mentors.
  • Personalised behaviour charts.
  • Individual behaviour plans /Personal Support Plans.
  • Social stories.
  • Referrals to Early Interventions Family Support Worker.
  • Key worker.
  • PSP
Sensory and Physical
  • Environmental sensory audit.
  • Equipment such as writing slopes, pencil grips, radio aids etc.
  • We will liaise closely with parents/carers to ensure that they are as fully included in school life as possible.

 

 

 

  • Movement group, daily.
  • Fine motor skills
  • Health care plans.
  • Support and advice from Occupational Therapy.
  •         

  • Support from the Visual Impairment or Hearing Impairment Support Teams.


What should I do if I’m not happy about the support my child is receiving?

It is our aim to always strive to do our best and we welcome your feedback regarding the support we provide. We would encourage you to raise your concern with your child’s class teacher in the first instance. The class teacher may be able to resolve your concern or recommend and arrange an appointment with the SENDCo. You can also request an appointment with the SENDCo to discuss your concerns. The Schools SEND and complaints policies, together provide a detailed description of further steps that may be taken to make a complaint about the special educational provision your child recieves should you feel that is necessary.

The Special Educational Needs and Disabilities Information and Advice Support Service (SENDIAS) are able to provide independent and neutral advice. You can access this information from their website.


Where can I access the Local Authority’s Offer?

Worcestershire Local Education Authority must publish a local offer, setting out in one place information about provision that is available for children and young people with Special Educational Needs and Disabilities.

This SEND Information Report is reviewed annually.

You can find this information at http://worcestershirelocaloffer.org.uk