SEN Information Report
Maiden Beech Academy's Local Offer of SEN Provision
Lyme Road, Crewkerne, Somerset, TA18 8HG
Tel: 01460 72677 | Email: email@example.com
Lyme Road, Crewkerne, Somerset, TA18 8HG
Tel: 01460 72677 | Email: firstname.lastname@example.org
Here at Maiden Beech, we are a middle academy academy who value every child as an individual and are keen to develop good working relationships with parent carers. We value parent carer knowledge and support, and aim to develop our current local offer of provision with them.
We pride ourselves on our reputation as a welcoming and friendly academy and would encourage any potential parents who are unfamiliar with the academy to come and visit.
A. What is SEN?A child or young person is said to have a Special Educational Need (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory academy 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 or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream academys or mainstream post-16 institutions.
There are four broad areas of SEN which give an overview of the range of needs. The purpose of identifying which area of SEN a child has difficulties in, is to work out what action the academy needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.
The four areas of SEN are:
- Communication and Interaction, including children with speech, language and communication needs, and those with Autistic Spectrum Disorder (ASD)
- Cognition and Learning, including children and young people who learn at a slower pace than their peers, even with appropriate differentiation and those with a specific learning difficulty such as dyslexia, dyspraxia and dyscalculia.
- Social, Emotional and Mental Heath Difficulties including children and young people with attention deficit disorder, attention deficit hyperactive disorder and attachment disorder.
- Sensory and/or Physical Needs including children and young people with vision impairment (VI), hearing impairment (HI) multi-sensory impairment (MSI) or physical disability (PD) which requires specialist support and/or equipment to access their learning.
Close contact is maintained with all staff, so that any mismatch in pupil ability and achievement that is not identified through the above procedure, can be discussed, and any necessary course of action can be implemented. Initial specific assessments may be carried out with a child to aid the referral to the correct external agency (and provide more information for the referral if necessary). If it is then deemed appropriate, advice is sought from external agencies (see Section C 'Who are the other people providing services to children with an SEN in this academy?') who may agree to meet and assess a child, following information being provided by academy/home.
Those pupils with behavioural problems will also be identified and supported accordingly. A separate Student Services team, deal directly with these students on a daily basis, who present with behaviour issues which impact on their learning. In accordance with the academy's Achievement Folder, students who get 20 behaviour points over 5 consecutive days placed on a PIP (Personal Improvement Plan) and monitored on a daily basis.
Who are the best people to talk to in this school about my child's difficulties with learning/Special Educational Needs?
- The Special Educational Needs Coordinator (SENCO) Debbie Wright has the overall responsibility for provision for those with Special Educational Needs.
- Coordinate all the support for children with special educational needs (SEN) and develop the academy's SEN Policy to make sure all children get a consistent, high quality response to meeting their needs in academy.
Ensure that you are:
- involved in supporting your child's learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing
- part of planning ahead for them.
- Liaise with all the other people who may be coming into academy to help support your child's learning e.g. Speech and Language Therapy, Educational Psychology etc...
- Update the academy's SEN register (a system for ensuring all the SEN needs of pupils in this academy are known) and make sure that there are excellent records of your child's progress and needs.
- Provide specialist support for teachers and support staff so they can help your child, (and other pupils with SEN in the academy) achieve the best possible progress in academy.
- Check on and monitor the progress of your child and identify any additional help your child may need, letting the SENCO know as necessary.
- Use Pupil Passports when planning for your child's lessons.
- Oversee the day to day management of all aspects of the academy which includes the support for children with SEN.
- Give responsibility to the SENCO and class/subject teachers but is still responsible for ensuring that your child's needs are met.
- Make sure that the Governing Body is kept up to date about any issues in the academy relating to SEN.
- Make sure that the necessary support is made for any child who attends the academy who has SEN.
C. How could my child get help at Maiden Beech Academy?Children in Maiden Beech Academy will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve other members of staff within the academy, staff from the Local Authority central services or staff from outside agencies such as the Occupational Therapy Service.
Quality First TeachingQuality First Teaching is Maiden Beech Academy's provision made available to all students and recognises that all teachers are teachers of Special Educational Needs (SEN). Most students will make progress through the normal differentiated 'Quality First Teaching' curriculum offered to all students which includes national literacy, numeracy and social inclusion initiatives to raise achievement. Quality First Teaching ensures that the teacher has the highest possible expectations for your child and all pupils in their class and will ensure that all teaching is based on building on what your child already knows, can do and can understand. Teachers will put in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning and specific strategies suggested by the SENCO or outside staff. Teachers may feel that a child is best supported in a smaller group for spelling or mental maths lessons and may ask a support assistant to work in a small group with those selected pupils.
SEN Support (SS)When a child needs support additional to or different from the normal differentiated curriculum and Quality First Teaching, SEN support will be provided. This may be provided in a number of ways, depending on the specific needs of the child:
Access to Learning and the Curriculum
- Specific and targeted support from a Learning Support Assistant within the classroom environment
- Speech and Language Therapy work delivered by support staff following Speech and Language Therapist advice
- Focused reading lessons, with group or paired reading
- Individual Literacy Intervention (ILI)
- Pupil Passports
- Maths Counts
- Care plans for students with medical needs
- Small Curriculum Access Group (Causeway)
- Members of staff allocated as class tutors
- Lunchtime clubs
- 1:1 Mentoring with Student Services Staff for anger management, self-esteem, behaviour and social difficulties.
- Transition support, visits and events
- Regular contact and liaison with parents as necessary
- academy sanctions and reward system as set out in academy Behaviour Policy
- Personal Support Plan (PSP) report process
- Quiet areas/bean bag room to go at break and lunch times
- Pupil Passports
- Social skills integrated into the small curriculum access group (Causeway).
Increasing accessibility - getting about safely
- Maiden Beech Academy's site is completely wheelchair accessible, with a lift available for use to the top floor of the main building
- Maiden Beech Academy's site is adapted with white markings to aid the access and mobility of those with visual impairment
- Advice of professionals disseminated and followed
- Use of any recommended equipment
- Specialist equipment as required on an individual basis to access the curriculum
Specific Individual SupportThe Education, Health and Care plan is available for children and young people from age 0-25 who have severe, complex and lifelong special educational needs and disabilities, and will be issued following a detailed assessment of education, health and social care needs, agreed by a multi-agency group of professionals. Individual support will be provided for those children with an EHC in accordance with the guidance set out in the plan regarding the child's needs, targets and the specific provision required.
- If you have concerns about your child's progress you should contact your child's tutor.
- If you are then not happy that the concerns are being managed and that your child is still not making progress you should speak SENCO
- If you are still not happy that the concerns are being managed and that your child is still not making progress you should speak to the Headteacher - Carl Winch
- If you are still not happy you can speak to the academy SEN Governor - Rev Stephen Gray.
At Maiden Beech Academy all children have termly reports formulated, of which parents receive a copy. From these reports, progress is scrutinised by Heads of Departments which are in turn, closely monitored by the Senior Leadership Team. Once a year, parents are also given the opportunity to come into academy for a Parent Consultation Meeting where they can meet with their child's form tutor to discuss their progress.
Although these procedures are in place, if a parent has any questions about their child's progress, they are more than welcome, at any time, to contact the academy and ask to speak to the relevant members of staff (laid out in the previous section).
- Educational Psychologist - Leylla Mulisa
- Learning Support Service Advisory Teacher - Wendy Birkett
- EAO (Education Attendance Officer) - Jane Wetherall
- academy nurse - Avril Gordon
- Advisory Teacher for Autism & Communication – Jo Dennis-Minns
- PFSA (Parent Family Support Advisor) - Lesley Cable (Key Stage 2), Deborah Wakeman(Key Stage 3)
- Visually Impaired Support Service
- Hearing Impaired Support Service
- Integrated Therapy Service:
- Paediatric Occupational Therapist
- Paediatric Physiotherapists
- Paediatric Speech and Language Therapist
- Therapy Support Practitioners
How are the teachers at Maiden Beech Academy supported to work with children with a SEN and what training do they have?The SENCO's job is to support the teachers in planning for children with SEN and the academy has a training plan for all staff to improve the teaching and learning of children including those with SEN. This includes whole academytraining on SEN issues such as ASD, dyslexia etc. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the Hearing Support Service, NHS.
As aforementioned, children that have SEN support will also have an Pupil Passport. This will be reviewed throughout the academic year to assess whether targets have been met, and set new ones. The progress of children with a EHC Plan is formally reviewed at an Annual Review with all adults involved with the child's education (including parents). The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
Members of the Student Services Team are available to meet with you to discuss your child's progress or any concerns/worries you may have:
- SENCO – Debbie Wright
- SENCO & Child Protection Officer - Barbara Dale
- Pastoral Care Coordinator & Deputy Child Protection Officer - Kate Stubbins
- Student Support Assistant - Sam Paull
How will we support your child when they are leaving Maiden Beech Academy, OR moving to another Year?We recognise that 'moving on' can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible. Kate Stubbins (Pastoral Care Coordinator) oversees the transition of children entering Maiden Beech in Yr 5 from first academys and also the transfer of our Year 8 pupils to chosen secondary academys. Through close liaison with other academys, the opportunity is available for children to have additional visits both to Maiden Beech and Wadham (our catchment secondary academy). The SENCO meets with both first academy and secondary SENCOs and class teachers to discuss the pupils and their needs. Where it is deemed to be helpful (and where possible) the academy can provide a child their timetable for September during the summer holidays. academy can also provide visual timetables and are happy to meet with parent carers prior to their child starting with the academy. Maiden Beech also provide the opportunity for parent carers to attend a 'Meet the Team' evening where they can become more familiar with key members of staff, putting a face to the name, (Headteacher, Student Services team) and ask any questions they may have.
What extra opportunities can you offer, for my child to play a full part in Maiden Beech Academy life?Maiden Beech offers a number of opportunities to encourage children to develop themselves in extra-curricular activities. We provide Gifted and Talented opportunities .e.g. 'The Big Bang' project in Science, Geography events/trips and additional English workshops.
Citizenship and Personal Social and Health Education (PSHEE) is also included in our curriculum. It promotes the spiritual, moral, cultural, mental, emotional and physical awareness of all pupils. Citizenship gives the pupils the understanding, knowledge and skills to play an effective role in society. It helps them to become responsible citizens and have an awareness of their duties and rights. We endeavour to help pupils become more confident and responsible both in and beyond the classroom by encouraging them to play an active role in Maiden Beech Academy life, their neighbourhood, community and the wider world.
We hope that children will develop self-discipline, self-reliance and self respect as well as respect for their peers, adults and those in authority.
As Citizenship permeates throughout Maiden Beech Academy, it offers many interesting opportunities for pupils to experience. Classes have visits from the police liaison officer and outside visitors for Alcohol and Bullying presentations, theatre visits and they embark on educational visits. We support various charities and have an evolving student council where elected members discuss issues concerning Maiden Beech Academy and the community. 3 times yearly, a whole day is dedicated to 'Citizenship and Personal Social and Health Education' where the children learn through fun activities all about democracy, charities, fundraising, cultural awareness, staying healthy, economic awareness, safety, cultural diversity and careers.
Children can also have the opportunity to be a guinea pig monitor, to enter sports teams, to become a Year 8 prefect and run for election as academy council representative, Head Girl or Head Boy.
A full list of extra curricular activities provided at break, lunch time and after academy (sports, music, drama, dance.etc) is available for all children.