SEN / Local Offer


  Welcome to our SEN section

sen

Contents Page

 

 

Section 1   What kinds of Special Educational Needs does the school make provision for?What type of provision does the school make and how do they know it works?
Section 2 How does the school   identify and assess Special Educational Needs?
Section 3 How do the school know how much   progress is being made by pupils with Special Educational Needs?
Section 4 What extra-curricular activities can a pupil with Special Educational Needs access at school?
Section 5 Who is responsible for SEN Coordination at Broadway Academy ? How Can I Contact Them.
Section 6 What training does the staff in school have in relation to pupils with Special Educational Needs?
Section 7 How do the school get more specialist help for pupils if they need it?
Section 8

How are parents of children and young people with Special Educational Needs involved in the education of their child?

Section 9 How are pupils with Special Educational Needs involved in their own education?
Section 10 If a parent of a child with Special Educational Needs has a complaint about the school, how does the governing body (or proprietor) deal with the complaint?
Section 11 How are the governors of the school involved and what are their responsibilities?
Section 12 Who are the support services that can help parents with pupils who have Special Educational Needs?
Section 13 How does the school support pupils with Special Educational Needs through transition, (to new school, new class or Key Stage)?
Section 14  How can parents find the Birmingham Local Authority’s local offer?
Section 15  Details of reading schemes from year 7 to year 10

 

 

 

 

 

 

Section 1

 

Types of need and what that could look like

Examples of support available in our school

How we check it is working.

Cognition and LearningHow your child thinks, learns and understands   their world. Supporting children with additional needs to become independent   learners:• Interventions e.g. Fresh Start• One to one or group support for numeracy and literacy• Academic mentors• Adapted tasks and resourcesAdvice from Outside agencies e.g. Pupil and School Support • Setting objectives/outcomes.• School tracking data.• Regular reviews with parents, class teachers and pupils.• Provision mapping.• Education Health and Care Plan.
Communication and InteractionHow your child talks to, listens, socialises and learns with other adults and children. Supporting children to improve their communication skills:• Social interaction groups.• Language support.Advice from Outside agencies – e.g. Speech and Language Therapy,   Communication and Autism Team.
Social, Emotional and Mental health difficultiesHow your child expresses themselves and   shares their feelings and thoughts with others. Supporting children with emotional needs:•Learning/behavioural/pastoral intervention.• Social stories.• SEM• Support from School Learning MentorAdvice from Outside agencies – e.g. Educational Psychologist, Child   and Mental Health Service, City of Birmingham school (COBS) Behaviour Support
Sensory and/or physical needsHow your child responds to their environment   using their senses and body. Supporting children with sensory/physical needs:• Visual aids/timetables.• Makaton and symbol supports• Adaptation to the environment.• Occupational Therapy support.• Links to other schoolsAdvice from Outside agencies – Physical Difficulties Support Service, Communication and Autism team ,Sensory Support Service( Visual Impairment   team/ Hearing Impairment team)
Medical Needs ?How the school, parents and child work in  partnership to support medical needs. Supporting children with medical needs• School nurse.• Medical experts.• Care plans/risk assessments.• Policies and procedures.

Back to Contents

 

 

 

Section Two

 

 

How does the school identify and assess Special Educational Needs?

  • If you or your child’s class teacher have any concerns about your child’s progress this will be discussed informally, in the first instance.
  • If, despite a more personalised approach, your child is still not making expected progress a meeting will be arranged between your child’s teacher and the SENCo to discuss possible strategies to support your child.
  • Following a short period of more specific support the SENCo may decide to use more formal screening/assessment tools to identify specific areas of need.

We use a variety of assessments to find out where a child is having difficulty e.g.

  • Observations in class
  • Child’s work
  • School based assessments where we look at the child’s progress over time
  • Birmingham’s Language and Literacy and  Maths toolkits are used to find out any gaps in the child’s knowledge
  • Following consultation with yourselves this may involve outside agencies.
  • The on-going needs of your child will be regularly reviewed.

Other considerations from other groups and notes made: We use a variety of assessments to find out where a child is having difficulty e.g.

  • Observations in class
  • Child’s work
  • School based assessments where we look at the child’s progress over time
  • Birmingham’s Language and Literacy and  Maths toolkits are used to find out any gaps in the child’s knowledge

Back to Contents
Section 3

 

 

 

Section Three

How do the school know how much progress is being made by pupils with Special Educational Needs?

The progress of our pupils with SEN is carefully monitored through:

  • Broadway Academy has a rigorous system for tracking and monitoring pupil progress.  The progress and attainment of all SEN pupils’ targets are reviewed in line with the school’s 8 week assessment cycle. This comprehensive monitoring system allows appropriate support to be initiated as quickly as possible to ensure pupils continue to make the necessary progress.
  • At our school, your child will be assessed in all subjects every 8 weeks / half term and the class teacher will therefore be able to track progress closely and put additional support in place where it is needed.
  • the class teachers records, observations of how the child is working in class and examples of their work
  • regular meetings take place between the SENCO, class teachers and teaching assistants to look at school assessments, progress being made by groups of pupils and individuals and to identify anyone whose progress is not as expected
  • There are regular checks to ensure that all the support pupils receive is planned and monitored carefully to make sure what we do is helping your child to make progress
  • Individual target reviews
  • Regular discussions with parents
  • Staff attend pupil progress meetings regularly to look at data, identify any pupils making less progress. At these meetings support is discussed and additional support  interventions are put in place.
  • parents evenings

If a concern is raised about the progress of your child by yourself or the class teacher: – A discussion will take place between you on how to best support your child –  The SENCO is informed and monitors the child’s progress informally, offering specialist support to decide on the best support to provide.

Back to Contents

 

 

 

Section 4

 

4. What extra-curricular activities can a pupil with Special Educational Needs access at school?


Broadway Academy is an inclusive setting and all activities are available to all children with SEN.

If appropriate, reasonable adjustments will be made to meet the needs of your child. Pupils are given a programme of activities that they can participate in; these are also displayed around the school. To discuss the current extra-curricular activities available you may wish to contact your child’s SSA .

Extracurricular activities include:

Breakfast club

A variety of Sports for both boys and girls including football, cricket

Debating society

Music clubs

Choir

Art club

Back to Contents

 

 

 

 

Section 5

 

Who is responsible for SEN Coordination at Broadway Academy ? How Can I Contact Them?

At Broadway Academy we always encourage you to speak to your child’s Student Support Manager about any concerns you might have.

However, if you have a specific concern about your child’s Special Educational or Additional needs, the SENCo Miss Bailey is available to speak to you.

Contact details: 0121 5664334

There is also a drop in surgery on

Tuesday mornings between 8:30 and 9 am and on Wednesday afternoons between 3:15 -4:00 pm.

Back to Contents

 

 

 



Section 6

6. What training does the staff in school have in relation to pupils with Special Educational Needs?

To ensure our staff have the skills and knowledge to support our children with SEN there is a programme of ongoing training both in school and off site. Recent training has included:

SEND Team Training

• Fresh Start –Phonics based literacy Programme

• Outstanding Learning Support Assistant Programme

• Safeguarding

• SEND reforms network meetings

• Access arrangements

• National SENCO award

• Time to Change- Mental Health

• Speech Language and communication

Whole Staff

• Autism awareness

• Deployment of LSA

• The Effective use of IEP

• Safeguarding

• The New SEND reforms

Back to Contents

 

 

 

Section 7

 

7. How do the school get more specialist help for pupils if they need it?


In our school if we feel a pupil needs more specialist help we can work with the following people to get this.

 

You will always be informed of any outside person who is working with your child. We may need your permission before we can ask some of these agencies to become involved with your child.

 

Agency or Service
Who they work with
How does school get these agencies involved?
Pupil and School Support (PSS)
 
Provide school staff with advice on teaching strategies and resources, individual and whole school training to support pupils with difficulties in language, literacy and Maths.
Individual assessments of pupils who are not making progress in language, literacy and maths and advice on next steps.
Referral form.
Parental permission required
Speech and Language Therapy Service (SaLT)
 
Children who are referred by the GP or school who have specific speech or language needs. Provide school with advice on work that can be carried out in school as well as providing specific programmes in clinic.
Referral form.Parental permission required

Educational Psychology Service

Children with more significant and complex learning needs.Provide school staff with advice on teaching strategies, resources, individual and whole school training Parental permission required for individual assessment

Communication and Autism Team

Children with social and communication difficulties or a diagnosis of Autism.Provide individual and whole school training for staff with advice on teaching strategies, resources for pupils with Autism. Referral formParental permission required

Request assessment through GP

City of Birmingham School (Behaviour support)

Children with challenging behaviours.Provide school staff with advice on teaching strategies, resources, individual and whole school trainingReferral formParental permission required

School Nurse?

All children have access to Broadway Academy’s school nurse as well as the City’s School Nurse services.Referral formParental permission required

CAMHS?

Children with specific mental health issues e.g. anxiety/ depression.Referral formParental permission required

Physical Difficulties Support Service, Communication and Autism team ,Sensory Support Service (Visual Impairment team /Care plans/risk assessments.  • Policies and procedures.

 

Back to Contents

 

 

 

 

 

8. How are parents of children and young people with Special Educational Needs involved in the education of their child?


The school works in partnerships with parents/carers to identify specific needs and support the child. This is achieved through a range of working practices such as:

• Regular interim grades to inform parents of pupil progress with the option to discuss if necessary

• Regular meetings with class teachers and other professionals.

• IEP /Annual Reviews with parents and external agencies

• In addition, targets are shared regularly with parents to ensure clear communication and to enable parents to support children with their targets at home.

• Parents of children with a statement will be invited to EHC reviews.

• All information from outside agencies will be shared with parents.

• Parent Support Groups

• Showcases at Parent evenings and other events

• Parental Voice
Back to Contents

 

 

 

9. How are pupils with Special Educational Needs involved in their own education?


All pupils are involved and encouraged to take part in their own learning journey, for example:

• Developing and achieving targets

• Attending parents’ evenings with parents

• Self-assessment and evaluation

• All children are encouraged to speak to members of staff if they have a concern or worried about anything.

• Pupil Voice/School Community/Council

• Pupil friendly tracking

• Pupil profiles

• Pupil Passports

Children identified with SEN additional needs are also involved in:

Annual Review Meetings

• One Page Profiles

• Child Friendly IEPs

• Transition profiles
Back to Contents

 

 

 

10. If a parent of a child with Special Educational Needs has a complaint about the school, how does the governing body (or proprietor) deal with the complaint?


Should parents or carers feel that the SEND department has not met the needs of their child then they should contact the school office as soon as possible to lodge their complaint. The Director of SEND or the Assistant SENCO will respond within twenty four hours.

If, as a parent or carer, you have any concerns about your child regarding their special needs provision or any other related issues, the SEND team would like to hear from you in order that they can deal with it as promptly as possible. To help us in doing this we would be grateful if you could follow the suggested guidelines.

1. If you have a concern please contact the Director of SEND/ Special Needs coordinator (SENCO) on 0121 5664334

2. You will be asked to give your:

• Name

• The name of your child

• Their Tutor Group and House Group

• The name of their Form Tutor

• And a contact number so the school can get back to you as soon as possible

2. You will be asked to give details of your concern which will be recorded. If you are unable to speak to the Director of SEND straight away they will get back to you within one working day or sooner depending upon her availability.

3. You may be asked to come into school if the complaint cannot be managed over the phone. In which case, a mutual date for a meeting will be arranged between yourself and the Director of SEND.

All meetings will take place in a private area and any actions agreed by you and the school and will be recorded and filed by the SEND administrator. If it is necessary, the SENCO might ask you to come back into school to in order to monitor the situation.

We hope that you will feel able to speak to the school if at any time you have a concern or query.
Back to Contents

 

 

 

11. How are the governors of the school involved and what are their responsibilities?

 

At Broadway Academy there is a designated governor for SEN, Bob Holland, who regularly liaises with the SENCO and the school to ensure that the governors are informed about the provision, progress, attainment and well-being of our pupils with SEN.

Any reports do not refer to individual children and confidentiality is paramount.
Back to Contents

 

 

 

 

 

 

12. Who are the support services that can help parents with pupils who have Special Educational Needs?

Our school SENCO will be able to advice you on the support services available to you, both locally and nationally. To find out how to contact the SENCO please click the link below.

 

SENCO

 

It is recommended that you contact your GP to discuss any concerns you may have about your child’s needs and to seek medical support, guidance and assessments if appropriate.

 

Medical

 

Parent Partnership Services are a support service we also recommend to you. They can offer independent and unbiased advice and information about the assessment procedures and educational provision for your child.  Please click on the link below to find the contact details for Parent Partnership Services.

 

Parent Partnership Services

 

Other services that may support you with your child’s special education needs are listed below. Please click on the individual link to find contact details.

 

Pupil Support Services

 

Advisors

 

Educational Psychologist

 

Works as advisors

 

CAMHS

 

City of Birmingham School

(COBS)

 

 

 
Back to Contents

 

 

13. How does the school support pupils with Special Educational Needs through transition, (to new school, new class or Key Stage)?

 

Before your child starts at our school:

  • Visit to existing school or home visit where relevant.
  • Transition days – staggered at times of the day to meet the needs of the child eg after school, during class time.

 

When they are moving to a new school:

  • A familiar member of staff to accompany your child into their new setting.
  • Meeting with key personnel at receiving school.
  • Reviews centred on the needs of your child involving yourself, staff and relevant agencies when appropriate (Person Centred Review).
  • All relevant documentation about your child shared with new setting.

When children are moving into the next class:

your child’s new teachers will be informed of your child’s likes, dislikes and what works best for them (One Page Profile
Back to Contents

 

 

 

 

14. How can parents find the Birmingham Local Authority’s local offer?

Parents can access the Birmingham Local Offer by clicking on the link below.

 

information

 

Back to Contents
 

Section 15

Different reading / phonic schemes are followed in each academic year group :-

From P levels to secondary ready.

 

Fresh Start                 –     Year 7

Lexia                           –     Year 7 – 10

Corrective Reading    –     Year 7 – 10