Name of School: Rossington All Saints Academy Date of Report: September 2023
SEND INFORMATION REPORT
The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014.
The information required is set out in the Special Educational Needs and Disability Regulations 2014 (and in the updated 2015 Code of Practice).
The SEN Information Report must include the following information and be cross-referenced to the School’s SEND Policy, Accessibility Plan and how the school meets its duties under the Equality Act 2010 (and updates issued in 2012).
| Definitions of SEND |
| The code of practice defines SEN as follows; “A child or young person has SEN if they have a learning difficulty or disability which calls for a special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has significantly greater difficulty in learning than the majority of children 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 schools or Post 16 institutions. For children aged two or more, special educational provision is educational or training provision that is additional to or different from that generally made for other children. |
| The kinds of special educational needs and disabilities that are provided for in school |
| Rossington All Saints Academy is a mainstream school, which is part of the Delta Academies Trust. Rossington All Saints Academy provides support for the following special educational needs: Autism – ASD, Attention Deficit Hyperactivity Disorder – ADHD, Attachment Disorder, Global Development Delay, Dyslexia, Dyspraxia, Speech and Language, Literacy support, Numeracy support. Special educational needs are categorised into four areas of need; -Cognition and Learning -Communication and interaction -Social Emotional Mental Health -SEMH Sensory and/or physical Rossington All Saints Academy has achieved the Autism Charter Award. Rossington All Saints passed the Inclusion Quality Mark (IQM) Assessment in October 2020. |
| The name and contact details of the SENCO (mainstream schools) and further contacts where parents and carers may have concerns |
| Miss Kimberley Wainwright – Assistant Principal – Deep Support & SENCO 01302 562542 Wainwrightk@theallsaints.net |
| Policies for identifying children and young people with SEND and assessing their needs |
| The academy uses a range of methods to accurately identify and assess student’s needs. During the Y6 transition process the academy’s SENCO meets with the SENCO from the feeder schools and attends review meetings in Y5/Y6 to gather information, meet the student and parents/carers. In addition, the academy has access to the following assessments: dyslexia screening tests, GL assessments (literacy and numeracy), reading and spelling tests and my star assessments. The tests take place to identify those students who may require additional support. We also have procedures in place to identify those students who may require additional pastoral support through the bridge and PLC provision. If teaching staff have concerns regarding a student, they inform the SENCO immediately to initiate further action. The academy also regularly utilises services provided by outside agencies such as CAMHS, Educational Psychologists, Autism Specialist Team (ASCETS), School Nurse, Speech and Language, General Development Assessment pathway, Behaviour Outreach Service (BOSS) as well as the hearing and visual impairment teams. As a result, student needs are identified accurately and are continually assessed and reviewed to ensure support and provision is bespoke. |
| Later identification |
| A student’s performance at Rossington All Saints Academy may give sufficient reason for monitoring and additional support. These may fall into the following categories: ( a) Prolonged periods of disturbed or unacceptable behaviour; b) frequent absences which necessitate the involvement of outside agencies; c) inability to cope with the normal curriculum for whatever reason e.g. concerns with communication skills, issues with concentration, concerns regarding personal organisation; d) students who have a disability which requires a modified curriculum; e) students whose home language is not English; f) students who have come from a different educational system and may need time to readjust. Where possible, additional needs of most students can be met by appropriate differentiation of the normal curriculum through quality first teaching. Subject teachers and key workers then monitor learner’s progress and attainment, which informs later targets, and subject specific assessment. The parents / carers of students who have been ‘later identified’, as requiring additional support for the reasons as outlined above, will be informed according to the Code of Practice. When students SEN status changes, it will be identifiable on SIMS with a ‘K’, and either have SEN support plan, if they are at pre-statutory level, or an education support profile, which outlines provision, need and targets. SEN students have a Key Worker from the Learning Support team. Students, who do not fall into the category of needing ‘long term’ intervention as defined by the Code of Practice, are monitored until recognised as not needing additional support. This category, as advised by Doncaster Local Authority, is for those students who may need ‘short term’ intervention or temporary medical provision. All students with a Statement of Special Educational Needs have now converted to Education, Health and Care Plans (EHCP) at Rossington All Saints Academy in accordance with the DFE. |
| Arrangements for consulting parents and carers of young people with SEND and involving them in their child’s education |
| Parents and carers are paramount in the support process. Clear systems are in place to ensure that the parents/carers of children with SEND are regularly consulted and actively involved in their child’s education. Review meetings are held in response to statutory requirements, which include the student, parents/carers, academy staff, the Local Authority and outside agencies where appropriate. Parents/carers are encouraged to complete a questionnaire prior to attending the meeting to outline their views. Parents/carers are encouraged to contribute towards the decision-making processes at each meeting. In addition, regular letters, emails, and phone calls home are made, when necessary, to ensure parents/carers are fully aware of what is happening in school regarding intervention strategies, support, and student progress. Parents/Carers are also encouraged to download the school gateway app to ensure effective communication. Regular parent evenings are held across the academy for students in all year groups. Parents/carers are encouraged to attend to review current attainment and progress as well as general well – being. It is also an opportunity for parents/carers to be involved in target setting for further development with members of staff. This information is also presented and discussed at SEND review meetings. If there are any concerns from parents/carers regarding student’s specific educational needs, whether they have an EHCP or Support Plan then parents should feel free to contact Miss Wainwright at school as soon as possible. Further support and guidance can be found at: www.doncasterchildrensandfamilies.info |
| Arrangements for consulting young people with SEND and involving them in their education |
| Students with SEND have several opportunities to be involved in their education. They are encouraged to attend review meetings and they also complete a student friendly questionnaire prior to the meeting to gather their thoughts and opinions. Students are encouraged to have an input into their statutory review meetings through identifying their strengths, areas for development and suggesting how improvements can be implemented. Students meet with their key workers termly and can discuss any concerns they may have then. This can either be from a pastoral or academic point of view. They are also encouraged to have a similar input into parents evening when discussing attainment and progress with subject staff as well as pastoral support. Students with additional needs are also actively involved when discussing post 16 and careers opportunities. The academy recommends that parents/carers and students begin to consider the next steps and have a meeting with the careers advisor to begin this process. This process is often initiated in SEND review meetings. |
| Approach to teaching children and young people with SEND. How adaptations are made to the curriculum and the learning environment of children and young people with SEND through Quality First Teaching; schools should include details of how the broad and balanced curriculum is adapted or made accessible for pupils with SEND |
| Numerous strategies are utilised by the academy to ensure students with SEND can access a broad and balanced curriculum. As previously outlined each member of staff has access to accurate student information outlined on the SEND register and student passports as well as information gathered from CPD sessions to inform planning. The academy is also a cream paper school, to help students read with greater efficiency. In addition, the academy supports the use of over lays, pencil grips, bespoke class books as well as the use of ICT where required. Some students also require ‘fiddle objects’ or ‘movement breaks’ and this is also supported by academy staff. A structured timetable of teaching assistant (TA) support is also in place to support students across the curriculum. Furthermore, the academy also provides disabled access via lifts (in the main school building as well as in the PE building), ramps, bespoke tables in areas such as science and catering and specialised toilet facilities. Students also have access to the Stephen Wiltshire room at break and lunchtimes if required. |
| Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents/ carers and young people as part of this assessment and review |
| Regular review meetings are held in line with statutory requirements. Both parents/carers and students are encouraged to contribute to the review meetings. Review meetings are informed and supported by the following pieces of information; whole school data capture which happens once per half term. feedback from academy staff with regards to attitude/behaviour/attendance data. outside agencies such as the educational psychology team, ASCETS, School Nurse, BOSS, CAMHs, speech and language, visual and hearing impairment teams are involved in the assess, plan, do, review process where necessary. Furthermore, within the academy students who are accessing additional support for literacy or dyslexia, complete regular testing procedures to track progress. Information is shared with students, parents/carers through review meetings and/or parent’s evenings. Academy staff are informed of any changes through the learners’ learning passports, CPD and meetings. In addition, access arrangements are organised for students in consultation with outside agencies for those students who require additional support for examinations. |
| Evaluating the effectiveness of the provision made for children and young people with SEND |
| Rossington All Saints Academy has achieved the Autism Charter Award and Inclusion Quality Mark status. Both awards were subject to rigorous scrutiny of the provision in place for young people with SEND. Evaluating the effectiveness of the provision made for young people with SEND is the basis of the assess, plan, do, review, cycle and takes place in various forms. Firstly, through the quality of education review cycles which are used to evaluate teaching and learning. Secondly, attainment data generated through the academies data capture is analysed by the SENCO and used to identify areas of strength and development for SEND students across the curriculum areas. Thirdly, attendance and behaviour data are also tracked, analysed, and used to identify areas for further support and intervention. Fourthly, student, parent/carer voice is utilised to evaluate the effectiveness of the provision. Finally, this information is used to facilitate focused discussions at parent’s evening and SEND review meetings, which involve students, parents/carers and academy staff. This information allows for a detailed review of student’s progress as well as designing appropriate outcomes through the assess, plan, do, review process. Students also meet with their key workers termly. |
| How the school applies the Graduated Approach for SEND in school. |
| The academy uses a graduated approach to support students with additional needs. The format of the SEND support plans reflects the graduated approach, as they are split in to three categories e.g. Phase 1 universal support (quality first teaching) Phase 2 identified need – bespoke provision Phase 3 students with an education, health and care plan (EHCP). At each phase outcomes are reviewed via the assess, plan, do, review process. This process includes working with students, parents/carers, staff within in school as well as outside agencies where appropriate. Throughout this process student’s needs, provision and outcomes are consistently reviewed. In the first instance students’ needs will be identified, this is through student/family voice, staff observations and/or tests/assessments e.g., results from a dyslexia screener test. This will then focus the provision required and could include the following: consultation and support provided by specialist outside agencies such as ASCETs/ school nurse/CAMHS, additional pastoral support, literacy/numeracy intervention amongst other strategies. This will be communicated with teaching and support staff. A review of provision and progress will take place at the SEND support meetings. |
| How the school accesses local authority support services using the Graduated Approach and how this is co-ordinated through the ‘Team Around the School’ model. How the school involves other bodies, including health and social care bodies, and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families. |
| As an academy we have a clear understanding of support services that we can access to support the graduated approach and the referral processes. As an inclusion team we discuss support strategies and make decisions regarding the services required to support students based on need. This is part of the assess, plan, do, review cycle and includes family and student voice. As an academy we engage in CPD with support services to ensure that we can continue to make appropriate decisions to ensure student’s needs are met. We welcome advice and sharing good practice with key stakeholders such as the local authority (LA), support services and education settings. Listed are some of the key agencies we refer to and link with to support the needs of students at the academy. CAMHS, Project 3, Education Psychology Service, Doncaster Trust – Targeted family support, DELTA Inclusion Team, Education Welfare, CIC team. The SENCO also works closely with the local authority and accesses the support provided by the following. Education Psychology Service, Autism Specialist Team (ASCETS), Occupational Therapy, Speech and Language, General Development Pathway, Special Educational Support departments. |
| Systems in place to ensure that the SEND Notional (Element 2) and the Element 3 Funding is directed to those children and young people with SEND to match their level of need |
| The graduated approach to SEND provision allows the academy to ensure that the SEND notional (element 2) and the element 3 funding is utilised to support need. Outcomes are bespoke to each students needs and therefore the assess, plan, do, review process allows outcomes and provision to be allocated, monitored and evaluated accurately on a regular basis. |
| The expertise and training of school staff to support children and young people with SEND and plans for professional development |
| Staff at the academy regularly take part in CPD sessions which focus on different aspects of teaching and learning such as differentiation, assessment for learning, effective use of teaching assistants (TA’s) as well as sharing good practice to ensure students receive high quality provision. The SENCO also ensures specific training regarding SEND is delivered. Previous CPD sessions have focused on areas such as Attention Deficit Hyperactivity Disorder, Autism, Attachment Disorder, Epilepsy, and visual impairments. This has previously been delivered by professionals from outside agencies. Both teaching and support staff have also completed online training via EduCare which focus on developing knowledge of different aspects of SEND for example dyslexia, Autism, ADHD amongst others. The SENCO also ensures that all staff have the relevant information about SEND students, including practical classroom strategies as part of quality first teaching. This information is presented in the form of an accurate SEND register which includes information regarding each students SEND status alongside student passports. Student passports include information from the student, TA, teachers, and parents/carers to ensure that each student is appropriately supported in their learning through focused classroom strategies. This information is stored centrally and is regularly updated when appropriate, for example after review meetings. |
| How children and young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND |
| The academy utilises a range of teaching and learning strategies to ensure an inclusive curriculum is adopted for all students, for example use of the collaborative learning structures, classroom layout, regular focused staff training, the use of the SEND register and student passports and clear strategies for differentiation to provide for all students learning needs. The academy provides an extensive extracurricular timetable as well as opportunities for students to attend trips and visits, some of which are overseas. In addition, pastoral support is provided for each student within the academy, through the house system. Students are placed in vertical tutor groups which provide ideal opportunities for social interaction between students. Furthermore, the academy has a very clear climate for learning which staff, students and parents/carers are fully aware of. The climate for learning is used to promote positive conduct. |
| Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEND and measures to prevent bullying |
| Rossington All Saints Academy provides holistic care, guidance, and social development through the pastoral system as well as teaching and learning. Each student within the academy is assigned a form tutor and each tutor group belongs to a house. Each tutor group within the house is vertical and therefore contains students from each year group, to develop social interactions. Additional pastoral support is provided for SEND students through the Stephen Wiltshire room and bespoke extra-curricular provision though the life skills club. Life skills club provides opportunities for students to develop skills such as telling the time, tying their shoelaces, self – care routines, managing money, road safety, internet safety, using public transport and many more. Students also regularly meet with their key worker. Students also have access to the bridge and PLC provision to provide additional pastoral and curriculum support where required. The bridge provision provides students access to emotional and social support through either 1:1 or small group work, which focuses on managing anxiety, making friends, self – esteem, anger management, online safety. There is also a clear climate for learning which includes both rewards and sanctions. All students and staff at the academy are fully aware of the climate for learning and it is used to promote positive behaviour and interactions. Also, within the academy there is a peer support system in place where students are encouraged to work with different year groups to form a student council. |
| Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society |
| The academy provides personal development days which focus on CEIAG that deliver overarching support for all students. All students will receive information, advice, and guidance to support their transition through the academy and into further education, training, or employment. The days have been designed so that students can focus, plan, and reflect on their own personal career pathway. In addition, the academy has an extensive system for supporting students with their career choices. This involves regular appointments with the career’s advisor. Outside agencies such as medical/health/psychology professionals and pastoral mentors are also involved in the process where appropriate. Parents/carers are welcome to attend the meetings to help inform future choices. Students are encouraged to attend open days/evenings as well as taster days/tours prior to starting further education, again accompanied by parents/carers to ensure they are moving on to a suitable pathway. This aspect is also discussed with parents/carers, academy staff and outside agencies at review meetings where appropriate. Once a decision has been made a transition plan is designed and put into place as soon as possible to ensure the students have the best possible start. Furthermore, the SEND department run an extensive life skills program from Y7 to Y11. This includes the regular provision of extra-curricular opportunities where students can develop skills such as telling the time, tying their shoelaces, self – care routines, managing money, road safety, internet safety, using public transport and many more. This is supplemented by offering a range of trips/visits for each key stage at the end of each term to provide students with the opportunity to put the skills they have learnt into practice in ‘real life’ settings. |
| Arrangements for handling complaints from parents and carers of children and young people with SEND about the provision made at the school |
| There is an overarching policy for handling complaints available on the Rossington All Saints Academy website. However, we do strongly encourage parents/carers to either speak to or meet with the SENCO prior to this happening to work together to resolve issues if they arise. |
| Details of the school’s contribution to the Local Offer, including information on where the Local Authority’s Local Offer is published |
| Information with regards to the local offer is available on the DMBC website http://www.doncaster.gov.uk/services/schools/local-offer-send |