Harton Academy | Special Educational Needs

Special Educational Needs

The school has an Equal Opportunities Department which is managed by Mrs R Wall. It provides for students with Special Educational Needs and Disabilities (SEND) in two ways:

Students with SEND who are attached to the mainstream school

The Equal Opportunities Department is responsible for students in the school with special educational needs who are not attached to the Inclusion Resource Base. This includes students who attend the school’s Sixth Form. The school aims to be as inclusive as practically possible and this is reflected in the number of SEN students we have, the wide range of needs and the extensive provision available for students. The school has experience in dealing with students who have the following areas of need:

Communication and interaction

This includes not only students with speech, language and communication needs but also those with Autistic Spectrum Disorder.

Cognition and learning

This includes moderate learning difficulties and specific learning needs such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health issues

This includes social and emotional difficulties and attention deficit hyperactivity disorder.

Sensory and/or physical needs

This includes hearing or visual impairments and cerebral palsy.

Many parents of students with Statements of Special Educational Needs or an Education, Health and Care Plan opt for them to attend the school even though a place is available for them at more specialised provision within the borough or they live out of the catchment area.
Students without a Statement of Special Educational Needs or an Education, Health and Care Plan whose parents have opted for a place at the school will follow the Local Authority’s admission procedures. Their special educational needs will not prevent them from being admitted to the school.

The Inclusion Resource Base for Students with communication and interaction difficulties

The Inclusion Resource Base, which is funded by the Local Authority, is for 26 students with communication and interaction difficulties such as autistic spectrum disorder and/or speech and language difficulties. The admissions criteria for these students are that they have a Statement of Special Educational Needs or Education, Health and Care Plan and that they require a significant amount of support. Although attached to the resource base they will be taught in the mainstream school with support. They will have access to the facilities of the resource base, its specialist staff such as an occupational therapist and a speech and language therapist. They will engage in the activities of the school along with students who do not have special educational needs.

The following provision is available for students attached to the Inclusion Resource Base:

Use of child friendly pupil profiles and needs-based plans involving pupils, parents and staff in the formulation, review and implementation of these documents.
Differentiated curriculum and resources
Visual timetables
Areas of low distraction
Support/supervision at unstructured times of the day such as break and lunchtime.
Social skills programme/support including strategies to enhance self-esteem.
Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas.
ICT is used to reduce barriers to learning where possible.
Strategies/programmes to support speech and language development.
Strategies to reduce anxiety/promote emotional wellbeing.
Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.
Planning, assessment and review.
Access to teaching and learning for pupils with SEN is monitored through the school’s self-evaluation process.
Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
All school-related activities are evaluated in terms of their positive impact upon the learning success and inclusion of pupils with SEN.
Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money.
Fully qualified/trained SENCO who can provide advice and guidance to staff.
All staff have completed, and will continue to receive, ongoing training in relation to meeting pupils’ needs within the classroom.
Participation in a phonics reading programme to develop reading accuracy.
Access to the Accelerated Reading Programme.
Regular small group help focusing on reading accuracy and comprehension.
Regular access to the Maths Whizz software for students in all year groups with numeracy difficulties.
Access to Local Authority one to one specialist teaching for help with literacy development.
Placement in a KS3 nurture group.
Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer.

Please note that students with communication and interaction difficulties in the mainstream school will not have access to the Speech and Language Therapist attached to the Inclusion Resource Base. If required, they will be seen by the Department of Speech and Language at Stanhope Parade Health Centre, Gordon Street, South Shields, NE33 4P.

Further information can be obtained from:
Mrs R Wall,
Head of Equal Opportunities,
Harton Academy,
Lisle Road,
South Shields,
NE34 6DL.
Telephone: 0191 4274050, Extension 210
Email: RWall@hartonacademy.co.uk

Information on the Local Authority’s Local Offer can be found at:
www.southtyneside.gov.uk

Parents can also contact their local Special Educational Needs and Disability Information, Advice and Support Service for impartial information, advice and support in relation to their child’s SEN and/or disability.
Contact details:

Telephone – 0191 4246345/0777 6997 405
Email – Gillian.harte@southtyneside.gov.uk

How we identify children and young students with SEND and assess their needs

Harton Academy will have due regard to the Special Educational Needs and Disability Code of Practice: 0 to 25, published in 2014, when carrying out its duties towards all pupils with special educational needs and ensure that parents are notified when SEN provision is being made for their child.

Definition of Special Educational Needs

A child has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

Children have a learning difficulty if they:

Have a significantly greater difficulty in learning than the majority of children of the same age; or :
Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in mainstream schools or mainstream post-16 institutions.

These students will be making less than expected progress given their age and individual circumstances which is characterised by the following:

Being significantly slower than that of their peers starting from the same baseline
Fails to match or better the student’s previous level of progress
Fails to close the attainment gap between the student and their peers
Widens the attainment gap
Needing to make additional progress with wider development or social needs in order to make a successful transition to adult life.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Special education provision means:

A pupil has SEND where the learning difficulty or disability calls for special educational provision
which is additional to, or otherwise different from, the educational provision made generally for children of the child’s age in maintained schools, other than special schools, in the area.

Identification

Initial identification of children with SEND is as a result of consultation with primary schools, which is carried out by the SENCo towards the end of the term before admission. When invited, he will also attend the Annual Reviews of Year 5 or 6 students with Statements of Special Educational Needs who will be transferring to Harton. He collates all available information and disseminates this to staff along with any suggested strategies in the Year 7 SEND Index.
Before the end of the autumn half term year 7, children will have been given CAT tests, group reading and spelling tests. Along with SAT results and information from admission forms, this should help identify all children with special educational needs who have not been spotted already.

Students in other year groups who are not on the SEN Register but who are causing concern because they are making less than expected progress are referred by their subject teachers to their head of department who will give advice to the teacher about possible strategies to be used with the student. This information should be passed on to the SENCo by email. The student’s parents and teachers should also be contacted. If the student continues to cause concern then the teacher should begin to complete an Assess, Plan, Do and Review form.

Assessment

As well as standardised testing, all SEN students experiencing literacy difficulties should have their reading aloud and a sample of their writing analysed by their English teachers. This assessment should be considered when targets are negotiated with the student.
More sophisticated assessment using computer software such as the Lucid Assessment System for Schools 11 – 15 (LASS) will give a more detailed breakdown of the student’s strengths and weaknesses, identify a preferred learning style and indicate whether or not the underlying cause of the student’s problems is a specific learning difficulty.
The maths department carries out its own testing procedures to identify children with numeracy difficulties.
Students and their parents are canvassed about their needs.

The approach to teaching students with SEND

The academic needs of students are met within departments, where they have access to the expertise of subject specialists and support staff if required. All students have equal access to the full range of the curriculum and departments monitor the appropriateness for all. All students follow the same timetable pattern according to their age group. As most examination groups offer differentiated papers, students are guided towards the appropriate tier of entry. Differentiation is the responsibility of all departments. Schemes of work recognise the need to adapt work, materials and teaching styles accordingly.

Students with social emotional and behavioural difficulties remain the responsibility of all staff, although their needs will be provided for within the guidelines set out in the school’s pastoral polices.

A Graduated Response

The following graduated response for dealing with the needs of students which is outlined in the SEND Code of Practice will be used:

Providing high quality and appropriately differentiated teaching;
Providing targeted provision which is focused on individual need and personal outcomes;
Involving of outside agencies.

The subject teacher or the Head of Year, in collaboration with the SENCo, will complete a process of assess, plan, do, review.

Students with SEND are given a Range of Need in line with Local Authority practice.

Provision

The subject teacher and/or the Head of Year, in collaboration with the SENCo, will decide on the action required to assist pupil progress as a result of previous assessments. The following provisions are available for students with SEND:

Communication and interaction

The following provision is available for students with communication and interaction difficulties attached to the mainstream school:
Use of child friendly pupil profiles and needs-based plans involving pupils, parents and staff in the formulation, review and implementation of these documents.
Differentiated curriculum and resources
Visual timetables
Areas of low distraction
Support/supervision at unstructured times of the day.
Social skills programme/support including strategies to enhance self-esteem.
Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas.
ICT is used to reduce barriers to learning where possible.
Strategies/programmes to support speech and language development.
Strategies to reduce anxiety/promote emotional wellbeing.
Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.
Access to teaching and learning for pupils with SEN is monitored through the school’s self-evaluation process.
Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
All school-related activities are evaluated in terms of their positive impact upon the learning success and inclusion of pupils with SEN.
Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money.
Fully qualified/trained SENCO who can provide advice and guidance to staff.
All staff have completed, and will continue to receive, ongoing training in relation to meeting pupils’ needs within the classroom.
Participation in a phonics reading programme to develop reading accuracy.
Access to the Accelerated Reading Programme.
Regular small group help focusing on reading accuracy and comprehension.
Regular access to the Maths Whizz software for students in all year groups with numeracy difficulties.
Access to Local Authority one to one specialist teaching for help with literacy development.
Students with dyspraxia attending a daily developmental exercise programme.
Placement in small sets.
Applying for access arrangements such as extra time or readers.
Providing special equipment such as laptops or coloured overlays.
Placement in a Year 7 nurture group.
Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer.

Cognition and learning

The following provision is available for students with cognition and learning difficulties attached to the mainstream school:

Use of child friendly pupil profiles and needs-based plans involving pupils, parents and staff in the formulation, review and implementation of these documents.
Differentiated curriculum and resources.
Provision to support access to the curriculum and to develop independent learning.
Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas such as reading skills groups.
ICT is used to reduce barriers to learning where possible.
Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.
Access to teaching and learning for pupils with SEN is monitored through the schools self-evaluation process.
Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
All school-related activities are evaluated in terms of their positive impact upon the learning success and inclusion of pupils with SEN.
Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money.
Fully qualified/trained SENCO who can provide advice and guidance to staff.
All staff have completed, and will continue to receive, ongoing training in relation to meeting pupils’ needs within the classroom.
Behaviour and anti-bullying policies are evaluated on a regular basis with a focus on the impact upon pupils’ with SEN.
Participation in a phonics reading programme to develop reading accuracy.
Access to the Accelerated Reading Programme.
Regular small group help focusing on reading accuracy and comprehension.
Regular access to the Maths Whizz software for students in all year groups with numeracy difficulties.
Access to Local Authority one to one specialist teaching for help with literacy development.
Placement in small sets.
Placement in a Year 7 nurture group.
Applying for access arrangements such as extra time or readers.
Providing special equipment such as laptops or coloured overlays.
Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer.

Social, emotional and mental health issues

The following provision is available for students with social, emotional and mental health issues attached to the mainstream school:

Harton Academy ensures that each student accesses a curriculum which is broad, balanced, relevant and differentiated to suit their individual needs. The school aims to encourage and challenge each student to achieve their full potential.
The school provides effective pastoral care for all of its pupils.
The behaviour policy recognises that amendments can be made in order to ensure that external or permanent exclusions are minimal.
Behaviour management routines are centred upon supporting all students, to make their own positive decisions, regarding behavioural choices.
Small group and individual directed programmes are delivered to students in order to develop social skills, personal behaviour management and emotional resilience.
Risk assessments are produced and action is taken to increase the safety and inclusion of all pupils in all activities.
Support staff are distributed where required, throughout the school, in order to facilitate student progress and independence.
Support and guidance is pursued from a multiplicity of outside agencies in an attempt to successfully remove barriers to pupils’ learning.
Work placements, vocational courses and Vocational Action Plans (V.A.P.’s) are used to offer a distinct approach to the curriculum. This both encourages and supports pupils with social, emotional and behavioural needs.
Staff are assigned to designated areas at both lunch and break-times to support vulnerable pupils.
Access to information and support is available within school for the parents and carers of pupils with behavioural, emotional and social needs.
Harton Academy has a Learning Support Centre which is used to support the education of those pupils who exhibit challenging behaviour.
The school has a mentoring facility, which comprises of ‘Buddy’ pupils and trained staff, to support vulnerable students.
There is a nurture group available for Year 7 pupils.

Sensory and/or physical needs

The following provision is available for students with sensory and/or physical needs attached to the mainstream school:
Advice and guidance from the Local Authorities Sensory Impaired Service is sought and acted upon to ensure barriers to success are reduced or removed.
ICT is used to increase access to the curriculum.
Provision to support access to the curriculum and to develop independent learning.
Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money.
Advice and guidance is sought and acted upon to respond to pupils who have significant medical needs.
Access to Medical Interventions.
Access to strategies/programmes to support Occupational Therapy/Physiotherapy.
Support with personal care if and when needed.
Staff receive training to ensure they understand the impact of a sensory need upon teaching and learning.
Staff understand and apply the medicine administration policy.
The SENCO completes any necessary training in order to offer advice and guidance to staff about the needs of pupils.
The school works hard to ensure that parents/carers are able to work in partnership with them to support their children.
All entrances to the school have ramps fitted to allow wheelchair access.
Placement in a small set of approximately 12 or 17 students.
Applying for access arrangements such as extra time or readers.
Providing special equipment such as laptops or coloured overlays.
The school has disabled toilets/facilities.
Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer.

Request for Statutory Assessment

The school will make a request for a statutory assessment of a child’s needs to the LA when, despite an individualised programme over a period of time, little or no progress is made. Requests for statutory assessments may also be made by the parent or by referral by another agency.

An Education, Health and Care Plan will normally be provided in situations where, after a statutory assessment, the LA considers that the child’s needs are such that additional provision is required to that which the school is able to offer. The Plan issued will include details of targets set for the students.

Partnership with parents/carers and students with SEND

A family/person-centred approach will be used in the assessment, planning and review stages of provision for all students with SEND. A student passport will be produced for all students with SEN which is based not only on information provided by the school but also from the student and his or her parents.

Parents of children causing concern will be contacted and invited to attend a meeting with the SENCo, the school’s specialist literacy teacher and appropriate subject teachers. A further meeting will be held with parents if it is decided that their son or daughter has a special educational need.

A questionnaire is sent to all parents of students with SEND to elicit their views about the special needs of their children and how best to meet them

Parents receive updated information about their child’s needs, the provision made for them by the school and their progress every term. Again, parents can arrange to see the SENCo to discuss
Parents of Students with Statements of Special Educational Needs receive written invitations to Annual Reviews and copies of any reports produced before the meeting.

Parents are invited to attend parents’ nights to discuss their children with staff and to Open Night to see the department in operation. They are encouraged to visit or telephone school at other times during the year.

Students are actively encouraged to contribute their views regarding their needs, how to best help them and the progress they have made. This information is made available to staff in a pupil passport which is produced by the department for all students with SEND. Passports can be found in the linked documents sections of the student’s profile on the SIMs Management System.

Students are also encouraged to attend any review meetings held for them.

Arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review.

This process is built in to the Assess, Plan, Do and Review cycle and will be carried out by subject teachers in liaison with the Equal Opportunities department and will be carried out termly.

Annual Reviews are carried out for all students with Statements or EHC Plan. Parents are asked to attend these meetings and complete Parental questionnaires in preparation for these meetings. Students are also invited to attend and to complete similar questionnaires.
Members of the Equal Opportunities department have been trained to use a family/person-centred approach in reviews.

Arrangements for supporting students in moving between phases of education and in preparing for adulthood.

Moving from primary school to Harton

The SENCO will attend the Year 5/6 review meetings of any student for whom a placement at Harton is being considered.

We run a transition programme for Year 6 students who will be joining the school in September.
Some Year 7 students work with a transition mentor.

We have a nurture group for Year 7 students who are considered vulnerable because of their academic or social needs. They are taught by a specialist literacy and numeracy teacher and Year 7 subject teachers.

Leaving Harton at the end of Year 11

From Year 9 Students with SEND have access to Services for Young People and the school’s Progression Manager who will give advice on appropriate course or training and ensure that they receive appropriate support at their next educational placement.

How adaptations are made to the curriculum and the learning environment of students with SEND.

All students with SEND will have access to a broad, balanced and differentiated curriculum, which is appropriate to their needs. For some students with a Statement or a Plan, modifications to the National Curriculum may be necessary with regard to the proportion of time spent on foundation subjects, programmes of study and methods of assessment. These modifications will be addressed at reviews.
For students with physical disabilities, outside agents such as physiotherapists or members of the Hearing Impairment Service are requested to carry out an audit of the school and to make recommendations on how to meet a student’s individual needs which are then put into place. The LA’s Hearing and Visually Impaired Services also monitor students in those categories termly and offer advice to improve provision even further. If necessary, we will apply to the Local Authority or Local Health Trust for funding for particular pieces of equipment. The school carries out risk assessments of all vulnerable students and, for some, sets up special arrangements such as Personal Emergency Evacuation Plans.

Some students who require intensive therapies or interventions will be withdrawn from lessons on a rolling basis so that they do not fall behind in any subjects or are permanently disapplied from a subject such as Modern Foreign Languages.

Facilities for Pupils with SEN

There are parking bays for disabled people in the school car park.
A pupil entrance is access via a flat concrete surface to enable easy access or wheelchair access.
There are lifts in the main builds which can be used by students if necessary.
There are accessible toilets sited around the school.
There is a toilet and a shower room in the Inclusion Resource Base.
Most classrooms are carpeted and fitted with blinds, where necessary, to reduce glare and improve acoustics.
Specialised equipment is accessed through relevant agencies, such as The Hearing Impaired Service.
All students have access to an occupational therapist.

The expertise and training of staff to support students with SEND, including how specialist expertise will be secured.

Staff in the department are well qualified and experienced.
The head of department has over 25 years’ experience as a Special Educational Needs Co-ordinator
A specialist literacy teacher with the AMBA qualification assesses and diagnoses students with SPLD and supervises the implementation of literacy development programmes.
Well-established links with external agencies including Children and Young Peoples’ Services, and Young People Services are in place to support learners.
The Local Authority’s Hearing and Visually Impaired Services monitor pupils in those categories termly.
The school’s educational psychologist is frequently in school to assess students, attend review meetings and talk to parents and Heads of Year about students causing concern.
Most of our learning support assistants and many of the teachers in the school have either Level 3 or Level 4 accreditation in Understanding and Supporting Individuals on the Autistic Spectrum.
Many of our LSAs have recently received Level 2 or 3 accreditation in ELKLAN Speech and Language Support for 11 to 16s.
The school has its own occupational therapist. One of the school’s LSAs is currently undergoing training to become an Occupational Therapist’s Assistant.

Evaluating the effectiveness of the provision made.

The Equal Opportunities department produces a departmental self-evaluation form which evaluates the key areas of pupil achievement, quality of teaching, quality of leadership, behaviour and safe-guarding and overall effectiveness of provision.
• A departmental improvement plan is produced annually.
• The department is reviewed every two years by members of the SLT and an external consultant. The most recent review was carried out in July 2014.
• By monitoring student progress using the following information:
– A scrutiny of work carried out once a term
– Shadowing of SEND students in lessons
– External examination results
– Improvement in reading ages, and other standardised test results
– Progress from key Stages 2 to 4

How students are enabled to engage in activities available with students in the school who do not have SEND.

Students with SEND are placed in mixed-ability form groups and usually stay with the same form tutor and Head of Year until the end of Year 11.
All students in the school follow externally accredited courses such as GCSE.
All students complete a week’s work experience placement during Year 10 or 11.
SEND students are encouraged to go on trips in the UK and abroad.
Students with SEND can attend any lunchtime or after school club or sport.
All students are encouraged to attend the Year 11 Prom.

Support for improving emotional and social development

The school has a very effective pastoral system which supports students throughout their school day. Every pupil in the school is a member of a form class and will meet the form tutor every morning for a 20 minute tutorial. We have an experienced team of tutors who will develop the form tutor/pupil relationship over a period of five years. The tutor will be in a position to watch children develop and assist when needed. Each year group also has a Head of Year and an Assistant Head of Year. As for the tutor, they will be in the position to develop relationships over a long period of time and act to support when necessary. The teaching staff are assisted by a network of support staff, all available to work on a one to one basis when counselling is required. Staff also work very closely with parents and other professionals. Pupils at Harton are very well supported.

How the school involves other bodies, including health and social care bodies, LA support services and voluntary sector organisations, in meeting a student’s SEN and supporting their families.

The school has well established links with many outside agencies who can be called upon for advice or intervention with our students. If it is deemed appropriate that they should become involved with a student or their family then they are invited to a review meeting. For some outside agencies to become involved such as sexual health workers or family support workers then an Early Help Assessment has to be carried out. Previously, these were called Swift and Easy Response forms and were part of the Common Assessment Framework.

Arrangements for handling complaints.

Any complaints regarding Special Educational Needs provision should, in the first instance, be made to the Equal Opportunities Co-ordinator. If a parent still feels that their complaint has not been dealt with satisfactorily, they should speak to the Head teacher. In the event of continued concern, the matter may be referred to the Chairman of the Governors or the LEA.