Assess, Plan, Do, Review
Information is used from a range of sources to identify Special Educational Needs. These sources can include:
- SATs results
- Testing completed within Primary School
- Standardised Tests
- Internal Assessments
- School Monitoring
- Teaching Staff Feedback
- External Agencies
Student assessment is ongoing and forms an essential part of teaching at All Saints Academy. If, despite high quality teaching targeted at the area of need, a student does not make good or better progress the SENCO will be informed and further support, or targeted assessment will be implemented.
We are keen to involve parents/carers as much as possible. Their views will be sought at the beginning of the process so that it can be ascertained if there are any external factors at play, that the Academy is not aware of, that might be hindering progress.
Further Information can be found using the following links:
All teaching staff at All Saints Academy work with and teach SEND students. It is primarily the responsibility of class teachers, with support from Faculty Leaders and the SENCO, to ensure individual needs are met.
Students with specific needs will have an allocated Key Worker from the SEND Team whose responsibility it is to keep staff informed of any changes in circumstance and how to best support the individual student.
Students on the SEND register will take part in the Assess, Plan, Do, Review cycle, during which they will work with their key worker to set themselves targets and review their progress.
All Saints Academy is a new building and as such is fully accessible to wheelchairs.
All Saints Academy offers a wide range of extra-curricular activities that are open to all students.
The SENCO/Learning Support Manager attends the Transition Guarantee Meetings of Y5/6 students when invited. Additional support/visits are put in place when needed.
All students at All Saints Academy follow the National Curriculum however, for students with Special Educational Needs it may be necessary to provide an enhanced level of provision that supports and develops their learning abilities. Support may take one or more of the following forms:
- The use of differentiated learning materials and/or specialised equipment
- In-class support
- Out of class support
- Small group Literacy/Numeracy intervention
- 1-1 Literacy/Numeracy intervention
- Access to external agencies, including LA services, for targeted support of individual students and/or advice on strategies, equipment and training.
- Staff development aimed at improving and updating classroom practice in relation to SEN issues.
Communication and Interaction
- Access to small group and/or individualised interventions to develop skills in communication, interaction, emotional awareness and flexible thinking.
- Access to a ‘safe area’ which provides a quiet, low stimulus area.
- Careful planning of transitions
- Access to additional aids/services
- Use of specialist outside agencies
Cognition and Learning
- Regular, individually focused intervention
- Increased access to small group support
- Practical aids for learning, e.g. table squares, time/number lines, pictures, photos, accessible reading materials.
- Increased access to ICT
- Adaptations to assessments to enable access, e.g. use of a reader, scribe, practical assistant
- Curriculum will be adapted to meet the learning needs of the individual student
- Work differentiated by the teacher
Social, Emotional and Mental Health Difficulties
- Access to time out/individual work area
- 1-1 sessions with Key worker
- Anger management groups
- Use of specialist outside agencies
- Allocation of a Students SEND Mentor
Sensory/and or Physical Needs
- School is fully accessible to all students
- Access to outside agency specialist teachers/LSA for the hearing/visually impaired
- Appropriate Access Arrangements such as a practical assistant, scribe, live speaker for exams where necessary.
The ‘Learning Zone’ within the school, provides a safe haven for students. It is an area where students can access help and support suited to their needs when appropriate.
Students with SEND are fully integrated into all areas of the curriculum, and the high quality teaching at All Saints Academy ensures that the majority of students, including those with Special Educational Needs, make good progress.
In-class support is provided where and when appropriate.
1 to 1 sessions are delivered by skilled Teaching Assistants, offering a wide range of individualised programmes to meet the needs of students.
SEND students are encouraged to participate in all school activities and have equal access.
Student assessment is an ongoing process at All Saints Academy. Data is collected regularly to track students’ progress and to ensure challenging targets are set.
The SEND team may also use a range of Educational and Cognitive Assessments to further assess a student’s Special Educational Needs.
Students on the SEND register will meet with the SENCO/Learning Support Manager/Key worker at least once per half term to discuss progress and set targets.
Statements and EHCPs will be reviewed annually.