SEN Information Report
The King’s Academy is a specialist centre for students who are Deaf or hearing impaired, have visual impairment and for those with higher learning needs. We place great importance on the inclusion of children with special educational needs and disabilities to ensure that every student can achieve their personal best and fulfill their potential. Individualised Learning (IL), is the title given to the provision for all students at The King’s Academy who have a special educational need or disability.
Identification of needs
1. a) How does The King’s Academy identify children with special educational needs?
Before a place is offered:
- Parents are asked to inform the Academy if their child has any special educational needs or disability on application.
- The Local Authority provides the Academy with information about students who have a statement of special educational needs or, from September 2014, an Education Health and Care Plan, (EHC Plan) who wish to apply for a specialist place at The Academy. Please see below for Resource Base Admissions Policies.
- Staff from The King’s Academy will talk to the primary school teachers, parents and other professionals.
After a place is offered:
- There are further discussions with the primary school, parents and other professionals to collect more detailed information about individual students’ needs.
- Key staff meet with the students identified as having additional learning needs.
- The students spend a week in The King’s Academy during the Summer Term during which time assessments are completed. This information, along with primary school assessments, is used to determine the most suitable teaching groups.
During the time at the Academy:
- Students’ academic progress is regularly assessed and reviewed by subject teachers. Students whose progress is a cause for concern will be discussed by the subject teacher with the SENCO. The issue will be assessed and if necessary a plan of support will be drawn up, discussed with families and implemented with an agreed date for review.
- Heads of Year who are concerned that a student may be experiencing social, emotional and/or mental health difficulties will raise their concerns with the SENCO.
- If required the Academy will refer to professionals to further assess students and give recommendations as to how best to meet a child’s needs.
b) How do we involve parents in planning for those needs?
- Parents of children in Year 5 or Year 6 can contact the Academy to arrange a visit to discuss their child’s support needs and how the Academy could meet their needs if they were offered a place.
- After a place has been offered, parents can contact the Academy to arrange further individual visits.
- Intake Evening is held in the Summer Term when parents can meet the SENCO, the Learning Co-ordinators and their child’s tutor to discuss individual needs.
- In addition to parents’ evenings, meet the tutor evenings and curriculum nights, parents will have the opportunity to meet with specialist staff on a regular basis to discuss progress and the outcomes of interventions. Parents will be invited to reviews for students who have a statement, or an EHC Plan.
- For any student already at the Academy, any parental concerns regarding any aspect of progress or need should be raised initially with the child’s tutor.
c) If the school is specialist, which types of special educational need do you cater for?
- The Academy is a specialist centre for students with hearing impairments, visual impairments and for those with higher learning needs.
2. a) Who in the school will support my child and how will this be monitored and evaluated?
- The SENCO will have overall responsibility for all students on the IL Register and will oversee monitoring and evaluation of progress and provision.
- In addition, the Learning Co-ordinators have daily responsibility for the students who access the specialist provision. These staff will organise support and monitor and evaluate interventions
- At The King’s Academy the staff who teach students with individualised learning needs are responsible for monitoring and evaluating the student’s progress. This is the first principle of the new Code of Practice.
b) How are the decisions made about the type and amount of provision a young person will need?
- Once a student’s needs have been identified (see ‘Identification of Needs’), the amount and type of provision is decided in line with the needs of the student.
- Examples of the type of provision include:
- a short term programme of work, such as a half term of input on a specific area of need;
- in class support;
- providing modified resources and/or Braille tutorials;
- sign support and/or BSL teaching;
- speech and language input;
- daily phonics teaching or visual phonics;
- support from one of the Emotional Health and Wellbeing Advisors;
- small group withdrawal.
- All special educational provision is the responsibility of the SENCO in collaboration with other IL staff.
- The named person, who will plan the programme, will be agreed at the initial meeting and be responsible for implementation, reviewing outcomes and reporting back to the SENCO.
- When a student receives additional input parents will be informed by letter giving the details of the intervention and the name of the person whom they can contact in the first instance to discuss the interventions. Once an intervention is in place parents will be given regular updates on progress.
- Interventions will be reviewed against stated outcomes on a regular basis.
- When reviewing the effectiveness of an intervention, the school will consider data and evidence of impact, including advice from other professionals
3. How will the curriculum be matched to the needs of the young person?
- On entry all students are assessed and placed in teaching groups that match their ability. Subject departments follow schemes of work which are adapted to meet the learning needs of the particular teaching groups. All teachers have the responsibility to ensure work is differentiated and adapted appropriately to meet an individual’s learning needs.
- In KS3, students who require literacy interventions may not be timetabled for foreign language lessons. For some students, for example, where a student has a physical disability or sensory loss, the curriculum may be adapted to allow for specialist provision.
- The KS4 curriculum is developed to meet an individual’s learning needs, including GCSE, BTEC and Entry Level courses.
4. How accessible is the school environment?
The King’s Academy opened in 2003 and was designed to be a fully accessible building. Specific features are:
- a sliding door at the main entrance for wheelchair access;
- no steps at external doors;
- two lifts;
- accessible toilets, one with hoist;
- Evac chairs on the first floor for emergency evacuation;
- all classrooms are wheelchair accessible;
- with the exception of practical areas the school is carpeted;
- accessible changing facilities for PE;
- height adjustable tables and practical benches;
- wheelchair accessible minibus;
- Soundfield systems in all classrooms provide a link to radio aids;
- audiology support;
- enhanced soundproofing to improve acoustics;
- visual fire alarms;
- access to BSL support for children and parents for all school events;
- all signage in Braille;
- enhanced level of lighting throughout the school;
- accessible stairways with tactile indicators and markers;
- Braille and large print literature produced on site;
- all staff receive initial training and refresher sessions in disability awareness;
- students who access specialist provision, or have a statement or EHC Plan, may be entitled to home school transport provided by the Local Authority. Students who qualify will also have transport provided if they want to take part in extra-curricular activities.
5. How will both the school and the parent know how the young person is doing and how will the school support the young person’s learning?
- All parents receive termly progress reports which include information on academic progress.
- Each department at The King’s Academy is responsible for monitoring the progress of the students in a way that is most appropriate to their subject. This may take the form of end of unit tests or extended pieces of work.
- The Academy operates a formal system of school examinations each year after which a full school report is issued.
- Parents have the opportunity to meet with staff at parents’ evenings, curriculum nights when there is a focus on one subject area, or progress evenings.
- In addition, parents of children with identified individualised learning needs will have the opportunity to attend IL curriculum nights and meet with specialist staff on a regular basis to discuss progress and the outcomes of interventions.
- Parents will be invited to reviews for students who have a statement, or an EHC Plan.
- Parents will also receive additional specific reports. These reports will be provided by the named person responsible for an intervention and will include information about their child’s progress towards the learning outcomes that are linked to any interventions.
6. What support will there be for the young person’s wellbeing?
- Pastoral support is provided through the tutor system. All students are placed in a mixed ability tutor group when they join The King’s Academy. Each tutor is supported by an assistant tutor.
- Each tutor group has two representatives who attend their year council. It is their responsibility to gather the views of the rest of the tutor group and discuss them at the council meetings.
- Children with individualised learning needs are often also supported by a Learning Support Assistant during tutor time.
- A Head of Year is responsible for each year group.
- Students who display social/emotional or mental health difficulties may be referred to one of the Academy’s Emotional Health and Wellbeing Advisors.
- Each tutor group is in a House. Inter-house competitions run throughout the year, providing opportunities for students to become involved in a wide variety of activities which help to develop social skills. Students who access the specialist provision or have a statement or an EHC Plan will be supported in these activities if needed.
- There is also a varied extra-curricular programme, providing enrichment activities at the end of the school day.
- Students with individualised learning needs and/or disabilities will be invited to attend Sports Ability activities which are organised on Friday afternoons.
- Students who find it difficult to socialise with others, or are more vulnerable, are invited to attend Social Club before school, at break and some lunchtimes.
- Students who have been diagnosed as being on the autistic spectrum are invited to ‘Juice and Cake’ at break once a week. The aim of this is to provide a structured environment in which they can practise the social skills they have most difficulty with.
- The King’s Academy runs many enrichment trips. When a child with individualised learning needs and/or a disability is on a trip, specialised support is provided to meet the child’s additional needs.
- There is a trained First Aider on The King’s Academy staff who is responsible for any medication children may be taking. In addition several other staff are trained in First Aid and each department team has at least one member of staff trained in administering the Epipen. Staff on the IL team are provided with all relevant training to meet the needs of the students they work with, for example lifting techniques and personal and intimate care.
7. What specialist services and expertise are available at or are accessed by the school?
- The SENCO is supported by a team of staff, including:
- a teacher of the deaf;
- BSL interpreters;
- a BSL Tutor;
- staff trained in modifying resources for students with visual impairments;
- staff qualified to complete assessments for access arrangements for examinations;
- specialist SEN teachers in both the English and the Mathematics department;
- staff trained in teaching phonics and visual phonics;
- a support assistant qualified in supporting students on the autistic spectrum;
- two Emotional Health and Wellbeing Advisors.
- The King’s Academy accesses the services offered by:
- outreach services from The Beverley School and Priory Woods School;
- educational psychologists;
- speech and language therapists;
- audiology at the James Cook University Hospital;
- Middlesbrough VI Service, including mobility training;
- occupational therapists;
- staff from CAMHS and LD CAMHS;
- the school nurse;
- social care;
- Integrated Youth Support Services;
- The Main Project;
- Daisy Chain;
This is not an exhaustive list. Services are accessed as the need arises.
8. What training have the staff supporting children and young people with SEND had or are having?
A programme of staff training operates throughout the year. All staff new to The King’s Academy must attend. The programme includes:
- Informing staff how to access the IL Register and information about the learning needs of students and how they can best be met;
- SEND Code of Practice and the Equality Act;
- Working with Learning Support Assistants;
- Phonics Awareness;
- Effective Inclusion of Visually Impaired Students and Accessibility Guidelines;
- A School for Deaf Students;
- How to make written materials more accessible to students on the IL Register. This focuses on students who have a diagnosis of dyslexia or have other literacy difficulties;
- Emotional Wellbeing of Students;
- Working with Students who are on the Autistic Spectrum.
In addition to the training programme other sessions are held for all staff on training days. In the past these have included:
- Autism Awareness;
- Managing Behaviour to develop positive learning skills;
- Speech and Language Difficulties and how they impact on learning;
- Phonics Awareness and how to develop reading skills and the use of reciprocal reading;
- How to meet the learning needs of Deaf students and visually impaired students.
Training in the future will include:
- The 2014 Code of Practice and Education and Health Care Plans
The Learning Support Assistants also receive training specific to their role, including:
- Training about the work of CAMHS, delivered by CAMHS staff;
- Speech and language delivered by speech therapists;
- From Dependency to Independence;
- How to meet the learning needs of children with a learning disability.
Activities outside school
9. How will the young person be included in activities outside the classroom including school trips?
- A varied extra-curricular programme, providing enrichment activities at the end of the school day, is open to all students. Support is provided for those students who need it to access the activity.
- Students with individualised leaning needs and/or disabilities are invited to attend Sports Ability activities which are organised on Friday afternoons.
- Inter-house competitions run throughout the year, providing opportunities for students to become involved in a wide variety of activities. Students who access the specialist provision or have a statement or an EHC Plan will be supported in these activities if necessary.
- The King’s Academy runs many enrichment trips. When a student with individualised learning needs and/or a disability is on a trip specialised support is provided to meet the student’s additional needs. Examples of trips attended in the past are:
- Mount Grace Priory;
- Ice skating at Billingham Forum;
- The Gadget Show at the NEC;
- The Farne Islands;
If a student with individualised learning needs or a disability wants to go on a visit or a residential trip, staff will contact the parents to discuss the level of support needed.
10. How will the school prepare and support the young person to join that particular school and how will it support the transition to the next stage of education and life?
When places have been allocated the primary schools are visited by the Assistant Vice Principal (Pastoral) who meets with the children to prepare them for transition. He also meets with the Year 6 teachers. In June prior to transfer, an Induction Week is organised so that all the children can spend a week at The King’s Academy. A two week summer school is organised in August. For children with individualised learning needs additional transition programmes are planned, dependent on need. These may include:
- several visits either individually or in a small group before Induction Week;
- key staff from The King’s Academy working with the students in their primary school;
- for children on the autistic spectrum, a visit at the end of August is often planned.
For students who access specialist provision or have a statement or EHC Plan, a Transition Review is held in Year 9 as part of the review process. At this review, future placements are discussed and advice given by a representative from the Integrated Youth Support Service. During reviews in Year 10 and 11 the post-16 transition is planned to meet the individual’s needs. A transition plan may include:
- advice from Integrated Youth Support Service;
- accompanied visits to local colleges;
- taster sessions at local colleges.
Once a student has been offered a place, King’s staff will meet with the new staff to inform them of the student’s learning needs.
11. How are the school/college’s resources allocated and matched to the young person’s special educational needs?
Resources are allocated to match the needs of an individual student so that students are able to access the curriculum and work towards identified learning outcomes. This is done through knowledge of the student’s learning needs. This knowledge will have been gained through meetings with parents, assessment data and advice from any other professionals working with the student.
For further information contact:
The King’s Academy
Telephone: 01642 577 577
Fax: 01642 590 204