Special Educational Needs and Disabilities (SEND)
Bell Lane Academy’s Contribution to Wakefield’s Local Offer.
Bell Lane Academy seeks to provide a high quality education for all pupils according to their needs, and to develop attitudes of mutual respect and responsibility. It aims to give high priority to the spiritual development of the whole school community.
At Bell Lane Academy the emphasis is on a whole academy approach. All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum. We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and teaching approaches. The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need.
We therefore intend:
- To have regard to the Code of Practice on the identification and assessment of special educational needs.
- To follow the guidelines laid down by Wakefield Education Authority.
- To work in partnership with the child, parent/carers, all staff, governors and outside agencies.
- That class teachers will use a range of differentiation to provide effective learning opportunities for all pupils.
- That a child is identified as not making adequate progress provision that is additional to or different from that provided as part of the school’s usual differentiated curriculum will be given.
- To recognise the importance of early identification and if the child’s difficulties prove less responsive to the provision made by the academy, then an early start can be made in considering the additional help the child may need.
- Where a child is identified as having special educational needs an Individual Education Plan will be drawn up tailored to each individual child’s needs. Realistic targets will be set and the plans will be evaluated regularly and involve the child, parent, teacher and all support services.
- To enhance self-esteem by setting appropriate targets.
- To use a variety of complementary approaches to support the class teacher and child – differentiation, 1-1, group, whole class, within the class or withdrawal when appropriate.
- To include the child within the class, wherever and whenever practicable.
- To endeavour to use all resources appropriately and efficiently.
- To make full use of all the support agencies which are available through Wakefield Academies Trust and the LEA.
How does the academy know if children need extra help and what should I do if I think my child may have special educational needs?
The progress of all pupils is monitored regularly by class teachers along with the senior leadership team so that when a pupil is not making expected progress in a particular area of learning the academy can quickly identify the need for additional support. This will then be discussed with parents/carers and the pupil concerned. If parents/carers have concerns about the progress or attainment of their child they should, in the first instance, make an appointment to speak to the class teacher to discuss their concerns. The teacher will then liaise with our Special Needs Coordinator (SENCO) and head teacher as appropriate.
How will academy staff support my child?
Our intervention timetable shows the range of interventions in place in our academy which may be used when we identify a need for additional support. When the academy identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support. In some cases, children will be placed on an OPP (One Page Profile) detailing the targets the child will be working towards as well as the strategies put into place to support them. Parents/Carers will be invited in for a meeting to discuss these targets at least 3 times a year. We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting. Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND (Special Educational Needs and Disabilities) and they will receive a report from the SENCO on the progress of pupils with SEND.
How will the curriculum be matched to my child’s needs?
All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make appropriate progress.
Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them in understanding new vocabulary.
How will I know how my child is doing and how will you help me to support my child’s learning?
Annual reports and twice yearly Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties. When appropriate, parents/carers may be contacted mid-term to discuss the support that the school are providing and how they can help their child at home: this may be a phone call or a meeting. Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting. If a child is on an OPP, parents will be invited to attend meetings each term to discuss their child’s progress and set new targets.
What support will there be for my child’s overall well-being?
The well-being of all of our pupils is our primary concern at Bell Lane Academy. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social, Health and Cultural Education (PSHCE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum and are also taught explicitly on a weekly basis. Additional support from specialist staff, such as our two experienced learning mentors is arranged as needed for individual pupils, both in and out of the classroom. Pupils’ views are sought through school council and other forums. Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. (This is available on our website)
Relevant staff are trained to support medical needs and in some cases all staff receive training. (See Health & Safety policy)
How are the academy’s resources allocated and matched to children’s/young people’s special educational needs?
Our finances are monitored and audited regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs.
How will the academy support my child in making transitions to new schools?
We have very good relationships with all the local high schools where most of our pupils move to; we share detailed information to support pupils’ learning and well-being at transition. Children will usually have lots of opportunities to visit their new schools as well as find out about their new school through transition units taught in the final term. Further support is provided as necessary for those with SEND including additional visits to the new setting, both individually and as part of an enhanced transition programme for identified pupils.
How is the decision made about what type and how much support my child will receive?
Quality First Inclusive Practice (Wave 1) is clearly defined in our setting and we expect all staff to deliver this. This means that teaching staff consider all the abilities and learning styles within their class and plan their lessons accordingly to enable all children to make appropriate progress. Should additional (Wave 2 or 3) support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENCo oversees all additional support and regularly shares updates with the SEND Governor.
Who can I contact for further information?
Initially, parents/carers are encouraged to talk to their child’s class teacher. For students with SEND, further information and support can be obtained from the SENCO.