SEN & Disabilities

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs and/or disabilities (SEND)?

	ENCO (Special Educational Needs Coordinator) Dave Luck dluck@allsaintsib.org 01642 754 650		SEND Link Governor Kay Coverdale
	Learning Support Manager Elizabeth Gaughan egaughan@allsaintsib.org 01642 754 650		Teaching Assistants

The SEND Team is responsible for:

• Coordinating all the support for students with special educational needs and/or disabilities (SEND) and developing the school’s SEN Policy to make sure all students get a consistent, high quality response to meeting their needs in school.
• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
• Updating the school’s SEN register (a system for ensuring all the SEN needs of students in this school are known) and making sure that there are excellent records of your child’s progress and needs.
• To provide specialist support for teachers and support staff in the school so they can help your child (and other students with SEN in the school) achieve the best possible progress in school.
• Ensuring class teachers and pastoral staff are aware of the needs of individual students
• Advising class teachers and pastoral staff of recommended strategies to support individual students with SEN
• Ensuring 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.

The Class Teacher is responsible for:

• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SEN Team know as necessary.
• Communicating specific targets and sharing and reviewing these with parents at Parents' Evenings and Academic Review Days
• Providing specific feedback to your child on what they have achieved and how they can progress through regular marking of your child’s work
• Knowing the needs of the students and planning their lessons accordingly to meet these needs

The SEND Governor is responsible for:

• Making sure that the necessary support is made for any child who attends the school who has SEN.

What should I do if I think my child has Special Educational Needs?

Initially you should speak to your child’s Head of House and explain your concerns. They will be able to advise you of your child’s current progress and whether there is an issue that needs to be dealt with by the SEND Faculty.
If you are still concerned then you can contact the SENCO, Mr Dave Luck directly.

How will the Academy address my concerns?

We will listen to your concerns and discuss the situation.
If a longer meeting is needed, this will be arranged.
Your concerns will be looked into over an agreed length of time, with the sharing of information between school and home.
A follow-up meeting will then be arranged to discuss the next steps.

How will the Academy decide if my child needs extra support?

The decision will be made by the class teachers and/or the SENCO based on evidence of your child’s academic and personal progress in the Academy.
You and your child will be involved in deciding the next steps, and in setting targets to support your child.

What will the Academy do to support my child?

We will agree on specific targets for your child to work towards. These will be discussed at a formal meeting between the SENCO, Head of House and the parents/carers.
Additional support, if required, will be organised by the SENCO. This could be individual work, small group work or the use of specific resources.
Any additional support will be recorded on the school provision map, showing support provided across the school.
A review cycle will then be followed and reviewed a minimum of once a term.

Who will support my child in school?

Your child will continue to be supported through the pastoral system within the Academy.
The Learning Tutor will continue to have regular meeting with the student to discuss progress and set targets for the coming term.
The Head of House, supported by a House Assistant, will continue to monitor the student half-termly following the Academy wide Data Freeze.
The SENCO will liaise closely with the HoH and offer additional support as needed.
Teaching Assistants may be used in lessons to support your child. Additionally they offer small, targeted intervention groups.

Who else might be involved in supporting my child?

Where appropriate, outside agencies will be asked to support your child and the staff who work with them.
These include:

• Educational Psychologist
• CAMHS
• Occupational Therapist
• Speech and Language Therapist
• School Nurse
• Specialist Learning Team
• Youth Directions

How will my child be able to contribute his/her views? How will my child be involved in the process?

Your child will be asked to contribute to the cycle of ‘assess, plan, do, review’ at all stages.
His/her views will be taken into account at all review meetings.
This will be through a variety of ways, depending on the age, abilities and needs of your child.
These could include: discussion with a teacher or the SENCO, completing Student Views Questionnaires as well as feeding back directly in the Review meetings.

How will the curriculum be matched to my child’s needs?

Students with additional needs will be offered an alternative curriculum if needed.
Some students will take fewer subjects at Key Stage 4 and spend more time doing Maths and English lessons.

How does the school know how well my child is doing?

We track all student’s progress closely over the year. We measure the amount of progress made in every subject on three separate occasions, known as Data Freeze. Staff record in a central area each student’s current working level, attitude to learning and whether they are on, above or below target.
We assess children using Key Assessments and Assessment for Learning throughout the school year. All of these are used to provide a clear and detailed picture of your child’s progress and attainment.
All children have individual targets to support them in their next steps of learning in every subject area.
Students who are having particular difficulties will be tested by the SENCO using a range of Standardised Cognitive Tests.

What opportunities will there be for me to discuss my child’s achievements? How will I know how my child is progressing?

During the year you will be invited to attend two Academic Review Days. You and your child will be asked to make an appointment with the Learning Tutor to discuss progress made to date and to set targets for the coming term. It is essential that your child attends the appointment with you so that meaningful targets can be set during the meeting.
You will also be able to attend a Subject Review Day where there is a possibility to speak with all of your child’s class teachers.
In addition to these times, you will be able to contact the relevant Head of House or House Assistant at any time to discuss any concerns you may have.

How will my child be included in activities outside the classroom including school trips?

The Academy run after school clubs (Period 6) until 4pm Monday to Friday. All students are welcome to attend these clubs and we will endeavour to provide additional support if required to enable all students to attend.
We have a regular programme of school trips, including trips related to current topics and other curriculum areas. Again, all students are encouraged to take part in trips and additional support will be included as needed.

How will the school prepare and support my child to join the school?

All students with identified Special Educational Needs will be visited in their primary school by the SENCO or Learning Support Manager. They will speak to the class teacher and the SENCO as well as spending a short time with the student.
If necessary additional transition visits will be arranged. These usually begin with a visit after school and move on to short visits during key times during the school day – break time, lunchtime, and change of lessons.
In addition to this students with SEN will be allocated a Student SEND Mentor who will be responsible for helping make the transition as smooth as possible. SEN students will be given the email address and some addressed postcards so that they can contact their SEND Mentor with any questions or concerns. SEND Mentors will also spend the Transition Days with their allocated students in order to build up a relationship before September.

How will the school prepare and support my child to transfer to a new setting or school?

At All Saints Academy we have a robust transition programme in place to support students moving into Further Education or into the Workplace.
Pupil Premium students have a one-to-one meeting with a representative from Youth Directions in Year 8 in which they are encouraged to think about their future ambitions. During this meeting options for post 16 will be discussed.
In Years 10 and 11 students take part in a number of activities to help them decide on what to do after leaving All Saints Academy. These include:

• Visits to local 6^th Form Colleges
• Discussions with Apprenticeship providers
• Help with College applications
• Support writing a CV
• Mock Interviews with local employers/colleges

How can I be involved in supporting my child in school?

You can support your child by:

• Attending Parents’ Evenings and Academic Review Days
• Encouraging your child to use Go4Schools to keep up to date with homework
• Ensuring your child attends school regularly and is on time
• Keeping school informed of any change of circumstances that may impact on your child’s wellbeing.

How can I access support for myself and my family?

If you feel you need extra support, please contact Mr Dave Luck who will be able to advise you.
Alternatively you can contact SENDIASS Tel: 01642 527158

Who can I contact for further information?

For more information please contact Mr Luck (SENCO) 01642 754650; dluck@allsaintsib.org

How do I complain if i am not happy with the provision my child is recieving?

In the first instance we would urge parents to contact Mr D Luck, the SENCO on 01642 754650 or dluck@allsaintsib.org 

For more information on how to complain to the school you should read the Trust complaints policy in full. It can be found at Policy - Dales - Complaints.pdf (dalesmat.org)

Please use the link below to view Stockton Local Authority's SEND Offer

SEND Local Offer directory listings - Stockton Information Directory

Special Educational Needs and Disability Information, Advice and Support Service (SEND IASS)

Stockton-on-Tees Special Educational Needs and Disability Information, Advice and Support Service (SEND IASS) (formerly Parent Partnership Service) is a free, impartial and confidential service.

We provide advice, information and support on all matters relating to special educational needs and disabilities (SEND) to:

• parents or carers of children and young people with SEND
• young people up to the age of 25 with SEND

If you think your child or young person has Special Educational Needs and disabilities (SEND) - Stockton-on-Tees Borough Council

Assess

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
• Parents/Carers
• 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.

As a parent/carer if you have concerns regarding your child and Special Educational Needs please contact Mr Luck, SENCO on 01642 754650 or dluck@allsaintsib.org

Further Information can be found using the following links:

Access Arrangements, Reasonable Adjustments and Special Consideration (JCQ Website)

SENDIASS

SEND Code of Practice

Stockton’s Local Offer

Plan

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.

Do

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.

Review

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.