SEND

Sen Information Report

The SEND information in this document marks our contribution to the Local Offer by Wakefield LEA. It will be updated throughout the year, as its content is further developed through consultation with staff, students, parents and carers.

School Name The Featherstone Academy
Executive Head teacher Mr A Goulty
Senior Leader responsible for SEND  
SENCo Mrs E Walker
Governors with responsibility for SEND  
Director of SEND, The Multi-Academy Trust Mrs V Elliot
Contact details: Pontefract Road
Featherstone
West Yorkshire
WF7 5AJ01977 722805
Email (admin) [email protected]
Email (SENCO) [email protected]
Telephone (admin) 01977 722805
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 Multi Academy Trust

 

How do we identify the pupils with additional needs?

The Featherstone Academy has 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 of SEND and enables intervention.  Through our clearly defined and staged 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 three core elements of them as learners: Attainment, Ability and Attitude.  This provides the tools and insights to that 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 area of weakness, and intensive Wave 2 support, will be referred to the SEND Department, where possible areas of SEND will be identified. SEND is assessed through a range of methods. These include:

  • Information from feeder school, including previous assessment data and reports from external professionals
  • Analysis of academic data and progress, which identifies learners who are making less than expected progress, despite taking account of their age and individual circumstances
  • Diagnostic assessments by outside professionals including the Educational Psychologist, the Communication and Interaction and Access Team (CIAT), Learning Support Services (LSS) and the Speech and Language Therapist
  • A range of SEND targeted assessments that explore areas such as reading comprehension;  reading speed; writing accuracy; legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory and visual processing; working memory); emotional literacy and 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 initiated to meet that specific need.  Its implementation and delivery is 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 issues; 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 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; and reports from external professionals, e.g. Education Psychologist, CIAT, LSS, etc.
  • Period 7s are used as part of an extended timetable to offer further teaching and support to maximise potential.
  • The use of Period 7 time for SEND joint planning with teachers and ISWs ensures that SEND learners can access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests.
  • Where necessary some learners have access to in-class support from an ISW 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 and 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 excellent communication between Pastoral Leads and the SENCo ensures that 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 – supports the SEND learners; generally, 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 the system is organised using KS2 and Base Line Assessments.  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.
  • Annual reviews for those students who have a statement of special educational needs or EHC Plan allow for clear objectives to be established any areas of targeted SEND support or reasonable adjustments to be established.
  • Students’ views are very important.  Students are invited to parents’ evenings, Annual reviews and reviews of their own Learner Profiles.
  • Where appropriate, the Academy will engage with external agencies to ensure the delivery of effective special educational needs provision.
  • Where possibly 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 that students with special educational needs are fully included in all aspects of school life.  This includes the whole curriculum, extra- curricular programmes and school visits.
  • Monitoring and evaluation of the Teaching and Learning of SEND is undertaken by the SENCo, who conducts regular learning walks to ensure teachers are supporting the progress of all learners.

 

How are parents involved with Featherstone 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.
  • Parents’ 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 are 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 invited to contribute to the twice annual review of their child’s Learner Profile.

 

How accessible is the school setting?

  • Featherstone Academy is one building with two floors. There is a lift to the upper floor.
  • The main doors and corridors are wide. 
  • Several of the corridors have ramps for wheelchair access.
  • There are disabled toilets on both floors and an EVAC chair on the main stairwell.
  • There is a care/physio suite.

      To view our accessibility policy please see our policies page

 

How do we support children in each area of need.
Specific Learning Difficulties (SpLD)
  • Active Literacy Kit (ALK) –an assessment and intervention programme originally developed for SpLD/dyslexic learners but can also be used for learners with more general literacy difficulties.
  • Toe by Toe – A highly structured cumulative and multisensory literacy programme to develop reading (decoding) and spelling skills.
  • Stride Ahead – A highly structured multi-sensory phonetic approach to literacy in order to
  • accelerate the reading age of an individual.
  • 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 overall development.
  • 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. 
  • Communication, Interaction and Access Team (CIAT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.
  • Personalised programmes with external professional input for those who need it.
Moderate Learning Difficulties (MLD)
  • Quality of teaching and learning well monitored by highly experienced leaders and the SENCo to ensure that it actively meets individual needs.
  • Some MLD students are placed on specialist programmes during morning registration and Period 7s, including basic comprehension skills, ALK, Toe by Toe, Stride Ahead and Numicon (see above).
  • Referrals to outside professionals for assessment and interventions – including advice on internal support programmes and suitable resources.
  • Information and support strategies are available in individual Learner Profiles for all staff to access
  • Information and support strategies are available on the SEND Register for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Access arrangements and exam support for those who qualify.
  • Communication, Interaction and Access Team (CIAT) referrals for additional support, observation and assessment. Their recommendations are used to inform internal strategies.
Severe Learning Difficulties (SLD)
  • Referrals to outside professions for assessment and interventions- including suitable resources
  • In class support from the ISW’s
  • Specialist one to one targeted support programmes with external professional input
  • One to one support in and around school where needed e.g. at social times or on school visits.
  • 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. 
  • Communication, Interaction and Access Team (CIAT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.
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 and Pastoral staff.
  • 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
  • Access to a broad range of external support agencies including counselling, CAHMS, etc..
  • 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 and 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, limited verbal reasoning, pragmatics 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 provide recommendations for internal strategies.
Autistic Spectrum Disorder (ASD)
  • Referrals to outside professionals e.g. STARS for one to one learners 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 with understanding 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
  • 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
  • Modified papers for lessons and examinations – colour of paper, size of font.
  • Magnifiers for use in lessons for specific students that need this.
  • Visual Stress 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 lift, leaving lessons early to avoid busy corridors, fire safety expectations etc.
  • Input and advice from Physiotherapists to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.
  • Buddy system to support movement around school.
  • Access to a lift key.
Medical Needs (MN)
  • Health & Care Plans and Risk Assessment where applicable.
  • First Aid provision offered for those that need 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, physio programmes etc.
  • Access to school nurse and referrals to outside medical professionals for additional support.
  • Alerts for all staff on individual records accessible for all staff.

 

How does The Featherstone academy support a Childs overall well-being?

  • Pastoral support in both key stages
  • PD Sessions with Form Tutor
  • Safeguarding training for all staff
  • Trained child protection officers in school
  • Referrals to outside professionals including Educational Psychologist, School Nurse etc.
  • The SEND office as a safe, supportive environment
  • Mentoring by Pastoral staff 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
  • Fortnightly meetings between SENCo and Pastoral Team where information is shared

 

How do we support
Literacy Numeracy
  • Teachers and trained support staff work with individuals and small groups
  • Rise and Read for year 7 students
  • ALK – Basic accuracy, fluency and automaticity in reading and spelling

·         Fresh Start (Read, Write Inc.) programme a dynamic literacy programme based on the rigorous teaching of synthetic phonics.  It is specifically designed for Year 7 pupils who have not made expected progress in reading and writing.

  • Toe by Toe- A highly structured multi-sensory reading manual.
  • Stride Ahead- it is the careful progression through particular skills, together with the timing incentive that makes stride ahead so successful.
  • Referrals to outside professionals.
  • 1:1 Specialist programmes carried out by Inclusion Support Workers on identified students. 
  • An identified member of staff in English has the responsibility for literacy across the curriculum.
  • All assessment data is tracked and gaps in knowledge are the focus of all lessons.
  • Inclusion Support Workers allocated to specific students and groups within the classroom
  • Numicon is used as a visual resource to support students with SEND
  • Referrals to outside professionals
  • 1:1 Specialist programmes carried out by Inclusion Support Workers on identified students. 

 

What Specialist Services and expertise are available at or accessed by the school?
Educational psychologist EMAT
SENSS School Nurse
SENART The STAR Team
CAMHS CIAT
Learning Support Services Physiotherapy Suite with fully trained staff
Dept. of Speech and Language Therapy  

 

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 ISW support for those who 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
  • Independent travel training to include theory such as reading timetables, money, time and practical experience in using public transport

 

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 a Year 6 information evening, and induction days during which all SEND learners and their parents have an opportunity to meet the SEND Department staff.
  • Visits to the feeder schools by the SENCo, including extra one to one visits for vulnerable/SEND learners to speak with primary staff and conduct observations
  • 3 additional SEND transition days for the Year 6 SEND learners.
  • 2 weeks Summer school available to all Y6 learners
  • First day of term is for year 7 only

A Resilience Curriculum is embedded in the timetable for all Year 7s and includes a Resilience Camp.

 

What different levels 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.  Includes 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. The SENCo leads the day to day management of the SEND department, supported by the Assistant SENCo.  The SENCo monitors Teaching & Learning for this area, while the Assistant SENCo manages a team of two ISWs.  The ISWs work within the classroom, run small groups and offer 1:1 intervention. Almost all the team are post graduates who have achieved at least a C grade GCSE in English and Maths. The ISWs support students with an academic/medical/physical EHC Plan. 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.  Additional resources are allocated for those with medical needs and to support learners who require access arrangements.

 

What training have support staff received?
Training Provider Relevance to needs
Safeguarding
(Whole School)
Wakefield LEA Safeguarding and good practice
Autism Level 1
(Whole School
Tracey Laverick (EP) Making sense of Autism
Understanding the new SEND CoP Tracey Laverick (EP) Impacts of the new legislation in the classroom
SENCo Training SENART Understanding and implementing the new COP
SEND Panel SENART First-hand experience of how the new EHCP applications are assessed and provision evaluated
Bridging the Gap SENART/LSS Completing My Support Plans using new guidelines
SEND Reform SENART Implementing the new reforms
Making it Happen (1) SENART/LSS Target setting and short/long term objectives for new format My Support Plans
Making it Happen (2) SENART/LSS
Accelerated Literacy Kit (ALK) training Rodillian MAT Initial assessments and delivery of ALK to support literacy intervention
Intervention training for new ISW SENCo and
Asst. SENCo
Training new staff to deliver programmes of intervention

 

 

The Featherstone Academy