Our School Entitlement Offer:
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Recognises that the family is the expert on their child and work in partnership with them.
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Use pupil friendly and needs based individual education plans. We involve pupils, parents and staff to write, review and implement them.
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We differentiate the curriculum and resources to promote pupil progress.
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We seek support and advice from outside agencies to ensure that any barriers to success are fully identified and responded to.
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We ensure that there is access to teaching and learning for pupils with SEN monitored through the academy self-evaluation process.
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We evaluate our intervention groups and strategies on a termly basis.
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We hold termly review meetings for pupils with a higher level of SEN.
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Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
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All academy related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
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Staff are deployed throughout the academy to support pupil progress and independence, ensuring an efficient and effective use of resources.
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We have a fully qualified SENCO who can provide advice and guidance to staff and parents.
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All staff have completed and will continue to receive on-going training in relation to meeting pupils needs in the classroom.
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Support is offered to families and they are signposted to services and organisations which may offer appropriate support or advice via the ‘local offer’.
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We offer primary to secondary, post 14 (pre-option choice) and post 16 transition support for pupils and parents.
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We support families with children with SEN formally through review meetings and informally through our open door approach.
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Our academy works hard to ensure that parents / carers are able to work in partnership with us to support their children.
For pupils who have a higher level of additional need, in addition to all of the above, we provide a Keyworker:
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To be an advocate for the young person.
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To monitor and review progress.
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To set targets for further development.
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To provide additional support programmes as and when required.
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To help the young person prepare for reviews and next steps.
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To act as a link between home and the academy.
Special Educational Needs are identified on the 2014 SEN Code of Practice as being in the following four categories:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Needs
- Sensory and Physical / Medical Needs
Please refer to the individual categories for specific strategies and resources.