SEND

Information Report

School Name Brayton Academy
Head teacher Al Moon
Senior Leader responsible for SEND Al Moon
SEND Manager Vicki Elliott
Director of SEND, The Rodillian Multi-Academy Trust Sayward Morley
Contact details: Doncaster Road

Brayton,

North Yorkshire,

YO8 9QS

Email (admin) [email protected]
Email (SEND Manager) [email protected]
Telephone (admin) 01757 707731
Age Range 11-16
“At the Rodillian MAT, we recognise the need to provide an inclusive, supportive and positive learning environment. The skill, enthusiasm and supportive attitude of the class teacher is the key to effective learning of all students, in particular those with SEND who need additional, targeted teacher input to meet their individual needs; improve their confidence and self-esteem; and enable them to achieve and maximise their full potential. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have SEND. Additional intervention and support cannot compensate for a lack of inclusive ‘quality first’ teaching. Our Trust emphasises ethical school practice underpinned by ‘Every Child Matters’ thereby sustaining a welcoming, effective and inclusive school culture.”

The Rodillian Academy Trust

How do we identify the pupils with additional needs?
Brayton Academy have a clear approach to identifying and responding to SEND. Our aim is to maintain a structured assessment process throughout Key Stage 3 that ensures early identification and intervention of SEND. Through our developing assessment programme we are able to identify any additional needs at the earliest possible stage and promptly implement effective provision to improve the long-term outcomes for all our learners.

The assessments enable us to build a comprehensive view of our learners covering 3 core elements of them as learners: Attainment, Ability and Attitudes. This provides the tools and insights to enable us to:

· Know every one of our learners well

· Tailor teaching and learning approaches accordingly

· Raise standards and maximise progress

· Help all our learners realise their full potential

Any learner who is not making adequate progress, despite access to high quality teaching targeted at their areas of weakness and intensive Wave 2 support, will be referred to the SEND department to identify any possible areas of SEND. SEND is assessed through a range of methods including:

· Information from feeder schools, including previous assessment data and reports from external professionals

· Analysis of academic data and progress, to identify learners making less than expected progress, given their age and individual circumstances, despite access to Inclusive Quality First Teaching.

· Diagnostic assessments from outside professionals, including the Educational Psychologist, Enhanced Mainstream School (EMS), ASSCOS Team, CAMHS and the Speech & Language Therapist.

· A range of SEND targeted assessments to explore areas including reading accuracy; reading comprehension; reading speed; writing accuracy, legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory or visual processing, or working memory); emotional literacy & SDQs; visual stress assessment; working memory; and more.

Where a SEND Assessment identifies an area of need based on the defined entry criteria for Wave 3 Support, a personalised support programme is put in place to meet this specific need led by the SEND Department.

How do we make sure all children reach their potential?
· SEND provision is made for students with learning difficulties resulting from a range of needs, including Communication and interaction, Cognition and learning, Social, emotional and mental health difficulties and Sensory and/or physical needs. The use of highly personalised support programmes aim to promote progress across the curriculum as well as within the specific area of need, and will vary according to the severity of need.

· All students have access to Inclusive Quality First Teaching (QFT) that is monitored by highly experienced leaders.

· Teaching staff have access to detailed individual SEND information to inform their Teaching & Learning. This includes generic information and strategies for a broad range of areas of need; individual Learner Profiles with shared teaching strategies that are effective and person centred information; and reports from external professionals e.g. Education Psychologist etc.

· Period 7s are used as part of an extended timetable to offer further teaching and support to maximise potential.

· Where necessary some learners have access to in-class support from a GTA which is effective in promoting the progress of SEND learners across the Academy in areas they might have difficulties.

· The progress of all SEND students is tracked by leaders & teaching staff as part of the Academy assessment cycle to ensure early intervention can be put in place.

· Professional dialogue about every child in school ensures any difficulties are identified early and suitable provision put in place. A clear referral process to SEND Support is in place to support this where the data has identified a potential area of need.

· Identified learners are assessed for Access Arrangements from year 9 onwards, for additional exam support including extra time, a scribe or further adjustments.

· A clear Pastoral structure with clear communication between Pastoral Leads and the SENCo to ensure the progress, attendance and behaviour of SEND learners is closely monitored and supported.

· A Positive Discipline system provides a very clear, structured process that includes the use of sanctions and rewards at all levels- in class and around school. This systems supports our SEND learners as they respond well to a clear, consistent approach.

· Pupils are in sets for English, Maths and Science. Subject Leaders have their own criteria but initially data from KS2 and Base Line Assessments are used. Sets are also determined by target grades and performance throughout the year – it is rare for a set not to change during a year to maximise individual progress for all. Some non-core subjects are grouped mixed ability or gender. Subject specific individual targets are set for all students.

· There is a tiered approach to pastoral support ranging from the Director of Key Stage, Subject tutors and SLT mentors.

· Annual reviews for those students who have a statement of special educational needs or EHC Plan, allow for clear objectives to be established and the need for any areas of targeted SEND support or reasonable adjustments to be made.

· Student’s views are very important. Students are invited to parent’s evenings and Annual Reviews and have their opinions shared as part of the Learner Profile.

· Where appropriate, the Academy will engage with external agencies to ensure the delivery of effective special educational needs provision.

· Where possible the Academy will aim to encourage independent learners. Alternative provision and additional resources (including staffing) may be put in place if absolutely necessary to ensure students with special educational needs are fully included in all aspects of school life, including the curriculum, extra- curricular programme and school trips.

· The monitoring of the Teaching & Learning of SEND is conducted by the assigned Director of Learning and SENCo. Learning walks and observations are regularly conducted in order to ensure that teachers are supporting the progress of all learners.

How are parents/carers involved with Brayton Academy?
· When working with parents of students with special educational needs, the Academy will give support, advice and reinforcement as well as share information and agree targets in order to enable progress.

· The SENCo maintains strong communication between the Academy and parents/carers of SEND learners with regular telephone updates and termly meetings.

· Parent and Carer evenings and reports provide updates on the academic achievement and well-being of their child. The SENCo is available at these to provide further support for the parents of SEND learners.

· Parent’s views are important to us. As part of the parents evening process, parents complete a questionnaire and the Academy has parent and SEND Governors.

· The Academy will work in partnership with parents to ensure every student with special educational needs and disabilities is well supported. At all stages of the special needs process, the school will keep parents fully informed and involved and parents are encouraged to make a full and active contribution to their child’s education.

· Parents are actively included in the annual review process, parents complete a questionnaire and take part in the new person-centred reviews. This information is then used to update the EHC Plans.

· Parents are encouraged to provide information to be included on the Learner Profile.

How accessible is the school setting?
· Brayton is one building with two floors and has lifts to each floor.

· The main doors are electronic and all doors on the main corridor and loop are pinned back to support access.

· The corridors are wide with two disabled toilets on each main corridor.

· There are evacuation chairs on every stairwell.

· Where appropriate, some students have a Personal Evacuation Plan (PEEP)

· There is a care suite.

· There are two physio rooms.

· Ramps are in place in one courtyard and on access to the school entrance.

To view our accessibility, SEND and managing medicines policies, please see our policies page

How do we support children with
Specific Learning Difficulties (SpLD) · The Reading Intervention Programme – a highly structured 12 week programme which is personalised for each student.

· Small group literacy – personalised intervention programme to help learners structure their experiences of literacy.

· Numicon – A visual and kinaesthetic tool that uses action, imagery and conversation to help learners to structure their experiences of numeracy, which is such a vital skill for both their mathematical and their overall development.

· Small group working memory intervention – a personalised intervention programme to support learners to develop strategies to develop working memory.

· Personalised programmes with external professional input for those that need it.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

· Barlby Enhanced Mainstream School (EMS) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Moderate Learning Difficulties (MLD) · Quality of teaching and learning is well monitored by highly experienced leaders and the SEND Manager, to ensure that it actively meets individual needs.

· Some MLD students are placed on specialist programmes during morning registration and intervention sessions during the school day which may include Numicon, Success with Arithmetic and Working Memory interventions.

· Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use, to inform Wave 1 Inclusive Quality First Teaching.

· Access Arrangements and exam support for those that qualify.

· Barlby Enhanced Mainstream School (EMS) referrals for additional support, observation and assessment to inform recommendations for internal strategies

Severe Learning Difficulties (SLD) · Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.

· In class support from the GTA team when appropriate.

· Assessed using PIVATS – A system to inform target setting for pupils whose performance is outside national expectations and tool to support curriculum development for learners working below the equivalent of NC level 1.

· Specialist one to one targeted support programmes with external professional input

· One to one support in and around school where needed e.g. break & lunch or school trips.

· Support programmes to develop fine and gross motor skills for those that need it.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Social, Emotional and Mental Health (SEMH) · The consistent use of the Academy’s Positive Discipline system provides a very clear, structured process that includes sanctions and rewards at all levels- in class and around school. The stamps that the pupils are given work towards rewards that include off site activities.

· Intensive pastoral support for those that need it from Form Tutors, Directors of Key Stage, Mentors and members of the SEND support team.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

· Experienced and qualified staff giving one to one and small group support such as Social Stories; Targeted Emotional Literacy assessments and intervention programmes; and programmes to help with a range of issues for example self-esteem and managing emotions.

· Access to an external support agencies including CAMHS.

· Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Speech, Language and Communication Needs (SLCN) · Referrals to outside professionals including specialist Speech & Language Therapists for assessment and interventions- including advice on internal support programmes and suitable resources.

· Experienced and trained staff provide one to one and small group support on specialist programmes including understanding spoken language, expressive language and social skills etc.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

· Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Autistic Spectrum Disorder (ASD) · Referrals to outside professionals e.g. ASCOSS for one to one learner support, parental support, advice on internal support programmes and suitable resources

· Access to one to one and small group work e.g. social communication and interaction.

· Support on the understanding of conflict, emotions and social situations using social stories when needed.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Hearing Impairment (HI) · Support from the HI Team to offer advice on strategies and support.

· Hearing Aid Loop.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Visual Impairment (VI) · Support from the VI Team to offer advice on strategies and support.

· Modified papers for lessons and examinations- where required e.g. colour of paper, size of font.

· Resources such as Laptops and IPad for use in lessons for specific students that need this.

· Lucid Rapid assessments to provide coloured overlays for those that need it.

· Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Physical Disability (PD) · Accessibility plans and individual risk assessments to outline details for movement around the building including use of the lifts, leaving lessons early to avoid busy corridors, fire safety expectations etc.

· Input and advice from Physio Therapists to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.

· Support at break and lunch, if and when appropriate.

· Buddy system to support movement around school.

· Access to a lift key if/when appropriate.

Medical Needs (MN) · Health & Care Plans and Risk Assessment where applicable.

· First Aid provision offered for those that needs this and specific First Aid training for staff from NHS professionals.

· Interventions to support medical needs e.g. leaving lesson early, toilet passes, support at break & lunch if applicable etc.

· Access to school medical assistant and referrals to outside medical professionals for additional support.

· Alerts for all staff on individual records accessible for all staff.

How does Brayton Academy support the overall well-being of a child?
· Pastoral support in both key stages

· PD Sessions with Form Tutor

· Safeguarding training for all staff

· Trained Designated Safeguarding lead in school

· Referrals to outside professionals including Educational Psychologist, School Nurse etc.

· The SEND Student Support Centre as a safe, supportive environment

· Peer and Staff mentoring for identified pupils

· Leadership Team presence in and around the Academy at all times

· Pastoral meetings to monitor and identify any individuals that need additional support

· Close links to the North Yorkshire Collaborative and Featherstone Academy for referrals for external support where needed

How do we support
Literacy Numeracy
· Specialist ATAs and teachers work with individuals and small groups

· The Reading Intervention Programme for identified students

· Accelerated Reader programme for year 7 and 8 students.

· Successmaker for all year 7 and 8 students and identified KS4 students.

· Specialist English P7 Intervention for year 11 pupils.

· Referrals to outside professionals.

· An identified member of staff in English has the responsibility for literacy across the curriculum.

· 1:1 specialist programmes overseen by a General Teaching Assistant for identified students.

· Specialist ATA and teachers work with individuals and small groups who are targeted through close monitoring of assessment data.

· All assessment data is tracked and gaps in knowledge are the focus of all lessons.

· Numicon is used as a visual resource to support students with SEND

· Referrals to outside professionals

· 1:1 specialist programmes carried out by a General Teaching Assistant for identified students.

What Specialist Services and expertise are available or accessed by the school?
Educational psychologist Physio therapist
Barlby EMS School Nurse
ASCOSS Visually Impaired Team
CAMHS Hearing Impaired Team
Social Services North Yorkshire Police
Speech & Language Therapist Collaborative Support
Occupational therapist Targeted Youth Support
Prevention Team Youth Offending Service
The Rubicon Harrogate PRS
How will we include children in activities outside the classroom including school trips?
· Extra staff are deployed for trips to meet the stringent requirements of our risk assessments and pupil to adult ratios.

· One to one GTA support for those that need this.

· Parents/carers consulted prior to trips for advice and guidance.

· We provide students with step by step learning so that they acquire the relevant skills associated with a safe school visit and are able to participate.

How do we support transition from year 6 into High School?
· Transition is very important for the year 6 students transferring into High School. There is a highly structured Transition programme with a range of events including transition days, a Year 6 information evening and induction days during which all SEND learners and their parents have an opportunity to meet the SENCo.

· Visits to the feeder schools by Director of Key Stage and/or the SENCo including extra one to one visits for vulnerable/SEND learners to speak with primary staff and conduct observations.

· SENCo attendance at Annual Review meetings.

· Tours, visits and additional transition days in order for students to familiarise themselves with their environment and to meet the SEND team.

· A Resilience Curriculum is embedded in the timetable for all Year 7s.

What types of support are available?
· Wave One – Inclusive Quality First Teaching for all

· Wave Two -Additional interventions to enable children to work at age related expectations or above including Period 7s

· Wave Three – Additional Highly Personalised SEND Support and Interventions

How do we allocate resources?
The Director of SEND works across the Rodillian Multi-Academy Trust linking with the Senior Leader responsible for SEND. Within the SEND Department, there are 7 General Teaching Assistants who work within the classroom, run small groups and offer 1:1 intervention. The GTA team support students with an academic/medical/physical statement of Special Education needs or EHC Plans. A range of other students benefit from this support due to ability setting within the groups.

Support and resources are allocated proportionate to the 4 areas of need for those on the SEND Register. Further resources are allocated across the whole school and this is readjusted annually in line with our analysis of the current cohort to ensure the schools’ universal Wave 2 offer is relevant to need. Additional resources are allocated to those with medical needs and to support learners who require access arrangements.

The North Yorkshire Local Offer can be found at http://www.northyorks.gov.uk/article/23542/SEND—local-offer

Policies

To view our accessibility, SEND and managing medicines policies, please see our policies page

Information and services for parents

Core Assets Children’s Services are currently working with the Council for Disabled Children to deliver the new Independent Support Service in York and North Yorkshire, providing free, independent help and support to families and young people finding their way through the changes to the Special Educational Needs and Disabilities (SEND) system.

This applies particularly to children and young people who currently have a Statement for Special Educational Needs or Learning Difficulties Assessment that will be converting soon to the new Education, Health, Care (EHC) plans, or anyone due to go through the assessment process for a brand new EHC plan.

They offer free independent support sessions and information to all those within North Yorkshire, along with a standalone information and training session for parents/carers and young people, as well as individual support sessions with a trained independent supporter within the home, community venue or school

Information leaflet can be viewed below.

York and North Yorkshire Independent Support Service

Core Assets Children’s Services are currently working with the Council for Disabled Children to deliver the new Independent Support Service in York and North Yorkshire, providing free, independent help and support to families and young people finding their way through the changes to the Special Educational Needs and Disabilities (SEND) system.

This applies particularly to children and young people who currently have a Statement for Special Educational Needs or Learning Difficulties Assessment that will be converting soon to the new Education, Health, Care (EHC) plans, or anyone due to go through the assessment process for a brand new EHC plan.

They offer free independent support sessions and information to all those within North Yorkshire, along with a standalone information and training session for parents/carers and young people, as well as individual support sessions with a trained independent supporter within the home, community venue or school

Information leaflet can be viewed below.

Independent Support Service

Information and Services for Parents

Dyslexia Information Leaflet

10 Summer Learning Apps and Games for Tweens and Teens

Flying High newsletter Spring 2015

Spectrum Youth Group Tadcaster Introduction Letter

NYPACT News Winter 2015

The Brayton Academy