How we support SEND
Our SENDCO is: Miss Katy Aggus
At Windmill L.E.A.D Academy, we welcome children with special educational needs and disabilities and will make sure that children with individual needs have the same high expectations of social and academic achievement as all children.
We aim to provide an environment in the school where all children can access a broad and balanced education and achieve their full potential. We ensure that pupils are given the appropriate learning opportunities and that a range of provisions are put in place to engage pupils in a full range of activities and to overcome barriers to their learning.
We ensure that all pupils are fully integrated in the school community and engage in school activities and that reasonable adjustments are made so that children with SEND are not at a disadvantage compared to other pupils.
We offer the following support for children with Special Educational Needs and Disabilities:
We aim for early identification of any special educational needs and disabilities, and this process starts from the first day children enter our school. If a child is attaining lower than age related expectations or progress is slower than expected/usual for the child, but it is felt that the child doesn’t have any specific needs, then appropriate intervention is planned for within the classroom and are recorded in our intervention records.
If we suspect a child might have SEND, then we talk to the people who know the child best- the parents/carers. In that initial assessment meeting, the child, their parents and their class teacher are invited to share their opinions and discuss the child’s strengths, areas of difficult and hopes for the future. This forms the starting point for future support planning. We use the graduated approach detailed in the new Special Educational Needs and Disability Code of Practice 2014 of “assess, plan, do, review.”
Following the first meeting, if it is deemed appropriate, an IEP will be created for your child. This contains 2 or 3 specific, measureable, achievable and realistic targets, outlines appropriate support or intervention programmes and what the outcomes are expected to be. These targets will be reviewed and evaluated at the end of each term and new targets given.
In class, each child’s teacher will be finding ways to support your child to achieve these targets, such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
We track pupil progress through:
- Every day formative assessments, which tracks pupil progress against the descriptors for the National Curriculum
- Analysing pupil progress data and setting appropriate targets
- Using national curriculum testing
- Using tests such as the Year 1 phonics test, reading age and spelling age tests
- Gathering information from the child, parents, carers and professional from other agencies
Sometimes it is not appropriate to assess children with SEND against their current year group markers (as following our assessment policy). It is more appropriate to access the child against smaller steps to track progress better and allow for more detailed targets to be set. In these instances, we use ‘Besquared’ documents to track pupils from Nursery (FS1) through to Year 6.
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
If your child has Special Educational Needs our SENDCO will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with all other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
If a child’s needs are very complex and/or severe we/you may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. The SENDCO or Nottingham City Service will be able to advise you about this.
We encourage all children to participate in every activity, regardless of special educational need or disability. Where this might be difficult (such as in the case of P.E.) we strive to remove barriers and put measures in place to support children in their engagement of the activity.
Qualified and caring staff
The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for children with special needs and disabilities) is a whole school issue and a recognised aspect of all curriculum planning.
At Windmill L.E.A.D. Academy, we recognise that our greatest resource are our trained professionals. The work of our teaching assistants plays an important role in supporting and accelerating the progress of all children, especially our SEND children.
Staff have particular expertise in working with children with: behaviour, emotional and social difficulties; speech, language and communication difficulties; children with complex needs. We attend regular training to ensure we are kept up-to-date with policies, practices and changes.
We are fully committed to ensuring that all children can take part in any of the activities we offer in school.
- SEND Policy 2017-18
- Categories of SEND
- SEND Information Report 2017-18
- SEND Provision at Windmill
- Whole School Provision: SEND Categories
- Working with External Professionals