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SEN

SEND Information

SENCO: Mrs Karen Davies                                                       SEND Governor: Malcolm Parfitt

SRP Lead Teacher: Mrs Cathy Toulet

Assistant Principal (Personal Development): Mrs Daisy Bradford

Contact: 03333 602210

Kent County Council’s Local Offer:

https://www.kent.gov.uk/education-and-children/special-educational-needs

At Goodwin Academy, we are committed to transforming the life chances of our students, ensuring that all are supported and encouraged to achieve their personal best. We deliver this through the BEST Agenda – ‘Be Your Best’ with BEST being an acronym for B = Brilliance, E = Enrichment, S = Society and T = Thinking. We therefore strive to ensure that:

  • There are high expectations for every student as part of our high quality first teaching within the classroom
  • Every lesson motivates students to engage with their learning
  • Every student is treated as an individual and with dignity and respect
  • Students learn and socialise together, understanding the moral values of respect, tolerance and responsibility through our Goodwin Gateways

In order for this to happen, some students will need extra support and targeted intervention in order for them to reach their full potential. When this has been identified through our Assess, Plan, Do, Review (APDR) graduated response, the SENCO will work with teachers, specialists, parents/carers to consider a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions in order to support students’ progress.

Glossary of Commonly Used Acronyms

ADHD Attention Deficit and Hyperactivity Disorder
ADD Attention Deficit Disorder
ASD Autistic Spectrum Condition
APDR Assess Plan Do Review
BSP Behaviour Support Plan
CAMHS Child and Adolescent Mental Health service
ChiN Child in Need
CP Child Protection
CoP Code of Practice
C & L Cognition and Learning
C & I Communication and Interaction
DCD Developmental Coordination Disorder
EP Educational Psychologist
EHCP Education and Health Care Plan
EAL English as an Additional Language
FSM Free School Meals
HI Hearing Impairment
HLTA Higher Level Teaching Assistant
ISR In School Review
LIFT Local Inclusion Forum Team
LA Local Authority
LAC Looked After Child
LSA Learning Support Assistant
MCS Mainstream Core Standards
MLD Moderate Learning Difficulty
MSI Multisensory Impairment
OT Occupational Therapy/Therapist
ODD Oppositional Defiance Disorder
PD Physical Disability
PEEP Personal Emergency and Evacuation Plan
PMLD Profound and Multiple Learning Disability
PP Pupil Premium
PSP Pastoral Support Plan
S & P Sensory and Physical
SA Statutory Assessment
SALT Speech and Language Therapy/Therapist
SEND Special Educational Needs and Disabilities
SEMH Social Emotional and Mental Health
SENCO Special Educations Needs Coordinator
SLCN Speech Language and Communication Needs
SLD Severe Learning Difficulty
SPD Sensory Processing Disorder
SpLD Specific Learning Difficulty
SRP Specialist Resourced Provision
STLS Specialist Teaching and Learning Service
TA Teaching Assistant
TAC Team Around the Child
VI Visual Impairment

At Goodwin Academy, we have a highly experienced SEND team which comprises of eight Learning Support Assistants (LSAs), four lead interventionists and an administration coordinator. The LSAs provide additional support for students within the classroom learning environment and the interventionists deliver evidence-based interventions within our two learning support centres across Key Stage 3 and Key Stage 4. Weekly departmental meetings are held after school and chaired by the SENCO in order to ensure the team can deliver cohesive and effective support across the curriculum for all students with SEN and to allow opportunities for bespoke training in order to support and enhance the professional development and approach of the whole team.

Our SENCO, Mrs Karen Davies, has a BA Hons in Childhood Studies (with SEN Specialism) and MA level National Award for SEN Coordination, both obtained at Canterbury Christ Church University. Mrs Davies also has access to the following diagnostic assessments and can administer these as part of the APDR graduated response:

  • Lucid Assessment System for Schools (LASS) 11 – 15 – overall cognitive profile and indicator of dyslexia/ADHD
  • Lucid Exact (Exams Access Test)
  • Boxall profile – diagnostic assessment of SEMH difficulties
  • Wechsler Individual Achievement Test III – evaluates reading and spelling achievements
  • Diagnostic Reading Assessment – evaluates functional reading skills, comprehension and processing speed
  • Comprehensive Test of Phonological Processing 2 – evaluates reading and phonological processing ability/speed
  • Detailed Assessment of Speed of Handwriting – evaluates speed and legibility of writing
  • New Group Reading Test (NGRT) II – evaluates reading ability, vocabulary knowledge and comprehension skills
  • Single Word Spelling Test – diagnostic assessment of spelling ability

By the end of this academic year (2021-22), Mrs Davies will also hold a post-graduate qualification obtained through Communicate-ed (PAPAA) and will be qualified to assess students for GCSE Access Arrangements in line with guidance set out in the JCQ Exam Board regulations.

Members of the SEND team:

Mrs Karen Davies – SENCO

Mrs Sally Ralph – SEN Admin Coordinator

Mrs Marilyn Adams – KS3 Learning Support Centre Coordinator

Mrs Tracey Best – KS4 Learning Support Centre Coordinator

Mrs Jackie Rowland – Specialist LSA (SLCN and ASD)

Mr Ian Tomlinson – SEMH Mentor

Mr Jakeb Ash – LSA

Mr Gary Dodd – LSA

Mr Neil Fairbairn – LSA

Miss Vicky Friend – LSA

Mrs Christine Keenan – LSA

Mr Ryan Keenan – LSA

Mr Steven Varley – LSA

Mrs Gill Young – LSA

In addition to our SEND team, we also have a Specialist Resource Provision (SRP) within the Academy funded by KCC which has a specialism of Speech, Language and Communication Needs (SLCN). This provision provides support for students with Education and Health Care Plans who, without specialist input, are unlikely to make progress in the learning and will struggle to take part in a mainstream school life. The SRP is led by a specialist SEN lead teacher, Mrs Cathy Toulet, who has a postgraduate certificate in Language and Communication Impairment in Children (Cert LACIC Sheffield) in addition to her teaching degree. The SRP team also comprises of five LSAs who have received enhanced and specialist levels of training and an NHS Speech and Language Therapist who provides speech therapy and intervention support for each of the students placed within the SRP.

Members of the SRP team:

Mrs Cathy Toulet – Lead Teacher

Mrs Julie Townsend – NHS Speech Therapist

Miss Kayleigh Kitchener – LSA

Mrs Laura McCluskey – LSA

Mrs Heather Shepherd – LSA

Miss Molly Skinner – LSA

Mrs Kate Wratten – LSA

Whole School Approach to SEND:

“A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different to that normally available to pupils of the same age. Making high quality teaching available to the whole class is likely to mean that fewer pupils will require such support.” (DfE: SEND Code of Practice: 0-25 yrs, 2015).

When deciding whether to make special educational provision for a student, class teachers and Heads of Year, working closely with the SENCO, will consider a range of information from within the school about the progress of the student and will follow the APDR graduated response as outlined below:

Assess:

Students’ needs are assessed by their class teachers through formative and summative assessments. If parents/carers or teachers have concerns regarding a student’s levels of progress, the Head of Year will address these concerns through termly progress review meetings with the SENCO. If further support is needed, it may be decided that the student will be placed on the SEN register.

Plan:

If a student is placed on the SEN Register, a SEN Support Plan will be compiled by the Head of Year in conjunction with parents/carers and class teachers, along with the support of the SENCO.  This plan will outline SMART targets linked to an outcome and will identify the additional support the student will receive.

Do:

Recommendations are then implemented by class teachers and any other staff involved in supporting the student within in school. Additional support outlined in the SEN Support Plan will then be put in place and progress towards targets will be reviewed termly, with the support of parents/carers. In some instances, the additional support will take place outside of the classroom and will be delivered by a member of the SEND team under the guidance of the class teacher and SENCO.

Review:

In school review meetings are held every 12 weeks and a student’s progress towards their outcome and SMART targets will be discussed. SEN Support Plans will be reviewed three times a year with parents/carers with new targets agreed and interventions updated accordingly.

Special Educational Needs and Disabilities (SEND):

There are four broad areas of SEND and support available at Goodwin Academy is categorised under each of the following:

Communication and Interaction:

Barriers to learning:

  • Difficulty with communication because they don’t understand what others have said, or they can’t form sounds, words or sentences (SLCN; HI)
  • Difficulty recognising words, difficulty with fine motor skills (writing) and coordination (SpLD)
  • Difficulty with comprehending/understanding some communication and instructions (masked by learned phrases or echoing what a teacher says) (ASD)
  • Difficulty with social interaction and imagination (ASD)
  • Easily distracted and cannot cope with any change in routine (SLCN; SpLD; ASD) and gets upset by certain stimuli, e.g. loud noises, smell, touch (ASD)

Strategies to meet needs:

  • Use shorter sentences
  • Speak clearly and avoid speaking too quickly
  • Pair the pupil up with another peer who is a good language model, and with a supportive group of friends
  • Give the pupil simple messages to take to other peers or staff (verbal and written)
  • Use open questioning, giving the pupil time to respond
  • Read aloud and use good commentary to improve pupils’ listening skills
  • Use discussion and visual clues (symbols, pictures, photographs) to support written communication
  • Use props to encourage pupils to talk more, e.g telephone, audio recorders, digital camera, digital video camera, iPad
  • Engage the pupil in sequencing and matching activities to develop language
  • Teach language skills through games, e.g 20 questions, role play, guessing games using verbal clues, hot seating
  • Provide a quiet area for talking and listening activities in the classroom
  • Provide key vocabulary and word lists
  • Pre-tutor a pupil before a lesson to familiarise them with new vocabulary

Cognition and Learning:

Barriers to learning:

  • Difficulty with reading, writing, spelling and number; poor coordination; poor concentration and lack of spatial awareness; mismatch between achievement and ability; poor behaviour as a result of being a frustrated learner (SpLD)
  • Learn at a slower pace; difficulty in acquiring basic skills in literacy and numeracy; difficulty in understanding concepts; low self-esteem; some language delay; poor concentration; underdeveloped social skills (MLD, SLD)
  • Poor self-help skills; poor coordination and perception; severe and multiple learning difficulties with physical and/or sensory impairment (PMLD)

Strategies to meet needs:

  • Give extra time where needed, allowing pupil to work at own pace
  • Break learning down into smaller steps (use of Task Management Board)
  • Give step-by-step instructions and write down homework for them
  • Model what you want the pupil to do (demonstration)
  • Provide breaks between learning tasks
  • Support written tasks with mind-maps, writing frames, prompt cards, word lists, visual prompts, symbols
  • Check pupils’ understanding by asking them to repeat back what you have said and asked them to do, and to say what they have learned in the lesson
  • Allow pupils to present their work/responses in a range of ways other than just writing, e.g. use multi-media, ICT
  • Utilise a range of multi-sensory teaching and learning approaches (VAK)
  • Give immediate and positive praise and feedback to reward effort/outcomes
  • Provide opportunities for over-learning to consolidate understanding, use peer-to-peer tutoring
  • Give students sufficient thinking time to process information
  • Enable pupils to work in pairs, in a small group, independently and within the whole class

Social, Emotional and Mental Health:

Barriers to learning:

  • Immature social skills, difficulty in making friends, withdrawn, socially isolated (ADHD; ASD; ODD)
  • Challenging, disruptive or disturbing behaviour; aggressive behaviour (ADHD; ASD; ODD; Attachment Disorder)
  • Depression, mood swings (ADHD; ASD; ODD; Attachment Disorder; Anxiety Disorder; Bipolar Disorder)
  • Self-harming, eating disorders, substance misuse (ADHD; ASD; ODD; Attachment Disorder; Anxiety Disorder; Bipolar Disorder)

Strategies to meet needs:

  • Consistently apply classroom/school rules for behaviour, using a calm but firm approach
  • Model good behaviour for learning, and pair the pupil up with a positive peer role model
  • Incorporate turn taking cooperative learning activities in lessons
  • Give one instruction and one task at a time, don’t overwhelm the pupil
  • Catch the pupil being good and use positive praise, focus on the pupils’ strengths, talents and interests
  • Defuse concentration with humour (beware ASD), change the subject, send the pupil on a message, give them a classroom responsibility
  • Provide time-out in a quiet calm distraction-free area of the classroom
  • Provide the pupils with anger management strategies, e.g count to 10, deep breathing, stress ball/blu-tac, sit on hands
  • Seat the pupil at the front of the classroom, away from busy areas and distractions, e.g away from windows and doors
  • Use non-verbal clues to deal with minor behaviours (beware ASD), e.g raised eyebrows, being silent, making eye contact (beware ASD), using symbols: thumbs up, thumbs down; traffic lights for understanding/moods (5 point scale for ASD)
  • Incorporate social stories into lessons, where appropriate, to help aid understanding and develop empathy
  • Use role play, hot seating, drama activities
  • Develop resilience – it’s OK to make mistakes, adopt a fresh start and ‘can do’ approach
  • Use visual supports, timetables, symbols, pictorial instructions
  • Prepare pupils in advance for any changes to routines
  • Make teacher expectations clear
  • Provide access to multi-media technology for task completion

Sensory and/or physical needs:

Barriers to learning:

  • Limited mobility, physical tiredness due to side effects of medication, medical condition, poor concentration (PD)
  • Unable to distinguish or hear sounds and speech (HI)
  • Unable to see fully or partially (VI)
  • Unable to see, hear or speak (MSI)

Strategies to meet needs:

  • Ensure pupils can see the interactive whiteboard, TV, PC monitor (without VI)
  • Use a visualizer, enlarged text, or put text onto an audio player for those with VI
  • Dim bright light to reduce glare, use window blinds or re-seat pupil (VI)
  • Provide a reader, where appropriate (VI)
  • Produce written text in a range of alternative multi-media formats
  • Provide extra time for completing tasks and tests
  • Face HI pupils when speaking so they can lip read
  • Use a hearing loop/lapel microphone for HI pupils
  • Use sub-titles on TV, video clips and provide written transcripts (HI)
  • Ensure any misunderstandings, mistakes or misconceptions are dealt with sensitively and positively in the classroom
  • Give breaks between learning activities
  • Ensure safe movement around the classroom for wheelchair users (PD)
  • Ensure learning resources for pupil use are accessible and clearly labelled (PD, VI)
  • Seat pupils at the front of the classroom, away from busy areas (doors, windows) to avoid distractions and background noise
  • Pair pupils up with other peers or enable them to work in a supportive group of peers (VI, HI, MSI, PD)

SEND Provision:

Goodwin Academy’s approach to identification and assessment of special educational needs is set out in our SEND Policy, linked below:

https://www.goodwinacademy.org.uk/wp-content/uploads/2020/09/Special-Educational-Needs-Policy.pdf

There are external support services available for parents/carers of children with SEND. The contact details for these services can be found via the following KELSI website link: https://www.kelsi.org.uk/special-education-needs

SENSouth Kent – 03000 420889

Kroner House, Eurogate Business Park, Ashford, Kent, TN24 8XU

Tel: 03000 42 08 89 or email: SENSouth@kent.gov.uk or aen.resources@kent.gov.uk

 

Information, Advice and Support Kent (formerly Kent Parent Partnership)

http://www.kent.gov.uk/education-and-children/special-educational-needs/support-and-advice/kent-parent-partnership-service

 

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

 

http://www.autism.org.uk/

 

http://www.addiss.co.uk/ (ADHD)

 

http://www.afasic.org.uk/ (Speech, language, communication SLCN)

 

http://www.kpcf.co.uk/ about-us.aspx (general)

 

http://www.bdadyslexia.org.uk/about-dyslexia/parents.html

 

Frequently Asked Questions:

  1. How does the school know if young people need extra help and what should I do if I think my child may have special educational needs?

On entry and other points of transition, Goodwin Academy (GA) liaises very closely with primary schools and other providers to ensure that our information is up to date and relevant. Where necessary, highly individualised arrangements can be put in place for students who may be vulnerable over this period. Detailed plans and interventions will already be in place for young people whose special educational needs are already identified on entry.

If a teacher or parent/carer perceives that there may be a difficulty which has not been previously identified, they can speak to the SENCO by arrangement. Using the graduated approach of Assess, Plan, Do and Review (APDR), the SENCO will ensure specific areas of difficulty are investigated to identify barriers to learning and the information is collated for each year group. Heads of Year are also involved in this identification process, liaising with classroom teachers and curriculum leads as required, as is the Resilience team, so that a complete picture may be obtained. The SENCO will then examine the most recent learning data, speak to all of the relevant staff and may undertake or commission additional assessments/ investigations. The views of parents and carers are very important to us and are integral to this process.

Team Around the Child meetings take place regularly and are attended by a wide range of staff within the Academy, both teaching and non-teaching, and can be supported by external agencies when required in order to identify specific outcomes and targeted interventions/support that may be needed to ensure individual students’ progress across the curriculum.

  1. How will GA staff support my child?

GA staff will undertake to deliver quality first teaching, monitored by middle and senior leaders as part of the regular review and observation cycle. The SENCO is also responsible for ensuring that interventions impact positively in terms of improved outcomes for the student and represent best possible practice and value for money. Heads of Key Stage, Heads of Year, the Resilience team or the SENCO are available to meet parents/carers by appointment. We never assume that “one size will fit all” and we always aim to be as flexible as possible in ensuring bespoke provision where needs warrant.

Planning LSA deployment involves members of the SEND team, English and Maths subject leaders, and the appropriate Heads of Year. Crucially, members of the SEND team meet regularly with Heads of Year and the Resilience Team to exchange information leading to identification and assessment, to monitor progress and to evaluate impact of interventions carried out by any of the teams and in the classroom on a daily basis, enabling co-ordinated provision.

Students with an Education, Health and Care Plan (EHCP) will have provision allocated according to the outcomes within the document. The support for these students will incorporate a balance of approaches and will be based on relevant data about a student’s academic progress, personal development and wellbeing. It will be focused on promoting learning and will be regularly reviewed (three times per year) in light of student progress. There will be a choice of interventions driven by evidence of impact and these will be focused on the need to promote student independence, choice and ownership of learning. However, class teachers retain ownership of the learning and progress of all students they teach and the protection of students from harm, including those with an EHC Plan.

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

There will be flexible grouping of students so that learning needs may be met in individual, small group or whole class contexts.

The curriculum will be differentiated to meet the needs of individual students through quality first teaching. Teaching styles and flexible groups will reflect this approach. Curriculum tasks and activities may be broken down into a series of small and achievable steps for students who have marked learning difficulties. Physical difficulties do not present a barrier to progress in Performing Arts or Physical Education or in any practical subject where there is manipulation and movement required such as Design and Technology, Science or Art. Student needs are accommodated on an individual basis where this arises, in consultation with parents, young people and relevant health professionals. This may require combinations of adapted equipment, differentiated resources and tasks and student-focused groupings to be part of the classroom planning.

At Key Stage 3, from Year 7 through to Year 9, we have an Achieve teaching group that has a smaller number of students in with a higher ratio of adult support across all of their timetabled lessons. Students with SEND are identified for placement in this group at transition meetings held between the SENCO, Head of Year and Year 6 primary school teachers and their SENCO and will access all of their timetabled lessons as one identified teaching group. Dependent upon need and levels of progress, students may access different teaching groups within their year group if, and when, they are ready to do so.

For this academic year (2021-22), we have introduced the Achieve group pathway into Year 10 in order for students to be able to continue to receive a higher ratio of adult support as they begin their GCSE options.

Additional interventions and resources are also in place and include access to laptops, tablets and Dictaphones and aids for OT requirements such as writing slopes, ergonomic stools and cushions. There are designated quiet, supervised rooms for lunchtime including a Film Club and dedicated after-school homework clubs, one of which has additional support exclusively for students with SEND. In order to maximise attainment in external examinations, regular assessment and liaison with examination boards takes place to ensure appropriate access arrangements are in place, in line with statutory guidance.

  1. How will I know how my child is progressing?

Student progress data is gathered, collated and monitored every 6-8 weeks and outcomes are shared with parents/carers at designated times of the year. This data will also be used to identify concerns around progress and determine targeted interventions that may be needed within the classroom. The subsequent data will be used to measure the impact of targeted interventions through a class data file. Other measures are routinely used to gauge progress against other needs e.g, attendance data and other scales of emotional well-being and engagement. Parents will have regular opportunities to discuss progress with their teachers at scheduled consultation events or informally by appointment, telephone or email to Heads of Year. In addition, written feedback is provided as per the Academy calendar.

Parents and carers of students in the SRP are also invited to be part of the Steering Group meetings held regularly to enable liaison between KCC, the NHS and the Academy for the Specialist Resource Provision.

  1. What support will there be for my child’s overall wellbeing and what specialist services can be accessed by the school?

The Learning Support Centre (LSC) offers the capacity for improving the emotional, mental and social development of students with SEND, delivered in conjunction with the Resilience Team as part of a holistic programme to remove barriers to learning. The SEND team also supports students in developing resilience and independence by promoting self-esteem and personal growth through its use of internal expertise and depth of knowledge of the students.

All young people have access to a range of facilities to support overall Resilience. These can be internally arranged, such as time with our in-house counsellor or with our Resilience team. Alternatively, the Academy may deem it more appropriate to involve a specific external agency (whether through an EHC Plan, Early Help Notification or separate referral). The arrangements for the appropriate support will be made in conjunction with the staff in the Resilience team as appropriate. The SEND department also accesses Specialist Teaching Service support and that of our local Special Schools through attendance at and referral to the Local Inclusion Forum Team (LIFT) meetings held each term, which the Academy hosts locally.

Goodwin Academy regularly accesses support from Educational Psychologists, Speech and Language therapists, Occupational Therapy and Physiotherapy support, in addition to specific agencies such as Child and Adolescent Mental Health Services. These are supplemented by our local School Nurse team and the local offer provided by KCC.

Designation of the Specialist Resource Provision brings with it an additional opportunity to utilise the expertise of the Speech and Language Therapy Service and since 2016, there is now a designated speech and language therapist funded within the Academy on a weekly basis.

The Resilience Manager will also signpost families to other agencies if necessary or will arrange an EHN meeting if this is the access route to the provision.

If a young person has a medically-related need, a care plan will be drawn-up in advance and reviewed and updated regularly with our Resilience Manager across all year groups. The Resilience manager and her team have duty to administer medicines where appropriate and are also trained for the administration of personal care needs. There are separate policies governing these activities.

The Anti-Bullying policy explains how all young people may enjoy life within their Academy community, free from the anxiety caused by bullying or confident in knowing that it will be dealt with swiftly and effectively if it does occur.

  1. What training have the staff supporting young people had?

The SENCO holds the National Award for SENCOs and has a BA Hons in Childhood Studies (with SEN Specialism). The SENCO is currently completing a Postgraduate Award in the Proficiency of Access Arrangements (PAPAA) with Communicate-ed.

Staff have undertaken bespoke training on the identification of specific learning difficulties, communication and interaction and Autism and ADHD and implementation of strategies to support students’ needs within the classroom. Fortnightly SEND bulletins are written by the SENCO and sent out to all staff which provide detailed information focused on a specified area of need together with suggested strategies to be incorporated into quality first teaching and differentiation within the classroom. Goodwin Academy has received Universal accreditation for becoming an ‘I Can’ school and the SRP has been awarded Specialist status in addition to this, reflecting levels of expertise across the Academy in meeting SLCN for our students. The SRP lead teacher also writes regular bulletins for staff with a focus on SLCN and associated conditions.

The Speech and Language Therapist from the SRP delivers regular training to staff on specific students and associated needs. Both Learning Support Centre and SRP staff are available to provide information on specific needs and on strategies to meet individual student needs. The SEND department has received training that updated skills for supporting students and in delivering access arrangements effectively and the use of de-escalation techniques. They have also benefited from training on precision teaching and a range of evidence-based intervention programmes. Most importantly, they have received training in supporting students whilst developing and maintaining independence and this is reviewed annually in response to individual students’ needs across the Academy as a whole.

The SENCO regularly delivers whole staff training for all staff as part of the Academy’s ongoing CPD (Continuous Professional Development) and most recently training was focused on the effective use of the LSA or additional adult in the classroom, with special reference to the Teacher Standards and Mainstream Core Standards. Bespoke training linked to ASD, Hearing Impairment and Supporting Challenging Behaviours has also been delivered over the last academic year (2020-21).

  1. How will you help me to support my child’s learning?

We welcome the support and involvement of parents in their children’s’ learning. Parent/carer liaison is routinely managed through regular home/school liaison. Parents/carers are encouraged to contact staff directly by telephone or by e mail. All staff are happy to be very flexible in their liaison with parents to ensure that the appropriate support is in place for students both at home and in GA.

  1. How will I be involved in discussions about and planning for my child’s education?

We aim to develop close and mutually supportive relationships with parent/carers from the point of transition. Where students have SEND, transition is usually extended, enhanced and bespoke and we aim to involve parents as a source of expertise around the needs of their child. There are regular opportunities to engage with subject and pastoral teams to review progress and set new targets through the Assess, Plan, Do and Review graduated approach. There will also be other opportunities to discuss your child’s learning during annual reviews and SEN Provision reviews. Parents and carers are represented on the governing body.

Parents and carers of students in the SRP are also invited to be part of the Steering Group meetings held regularly to enable liaison between KCC, the NHS and the Academy for the Specialist Resource Provision.

  1. How accessible is the GA environment?

The Academy is fully-accessible with a lift and access to all areas.

The site is very clearly sign posted and there are visual timetables for students who require or prefer them. Teachers are accustomed to utilising technology to enhance the visual and auditory environment and bespoke arrangements can be implemented where appropriate. In order to facilitate good communication with parents whose first language is not English, we are able to access interpreters through the Trust, wider community or local authority.

  • Who can I contact for further information?

Routinely, the first point of contact is the form tutor or subject teacher, if further clarification or involvement is needed, the curriculum leader, the Head of Year, the Head of Key Stage, or SENCO can always be available on request. We aim to be as accessible as possible.

  • How will GA prepare and support my child to join the school, transfer to a new school or to the next stage of education?

We aim to ensure that transitions are positive and will implement a bespoke package where needs warrant this. We involve all other appropriate agencies at other points of transition to ensure that the processes run smoothly and with good outcomes. We are always guided by the views of parents/carers and aim to ensure that the transition is a positive experience for them as well as the young person.

  • How are GA resources allocated and matched to children’s special educational needs?

We regularly review and update GA groups and individual provision plans which are costed and evaluated for impact and to ensure value for money and the efficient deployment of resources. We implement KCC’s banding system for SEND which is scrutinised by the local authority and which can be subject to external and independent moderation. We are flexible in this process and never attempt to ensure that “one size fits all”; our focus is to maximise engagement, achievement and enjoyment in learning for ALL of our students.

  • What should I do if I have a complaint about the support my child has?

Any complaints about the provision made to the Principal or Governing Body will be treated in accordance with the Complaints policy. Such complaints will be acknowledged within 3 working days and a detailed investigation into provision for student needs will be undertaken as part of the process, with evidence. A meeting will be arranged as quickly as possible between the SEND team, Head of Year and Resilience Team, if relevant, and the parents or carers of the student to obtain resolution.