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Honesty, Empathy, Resilience

    • Local Offer

    What kinds of special educational needs does the academy/setting make provision for? 

    • We are a Special School 

    • We have expertise in working with students with Moderate Learning Difficulties (MLD) Autistic Spectrum Condition (ASC) and SEMH (Social, Emotional and Mental Health Needs) 

    How does the academy/setting evaluate the effectiveness of its provision for pupils with special educational needs? 

    • We regularly monitor and adjust provision to ensure that it is effective 

    • We set individual student targets that are reviewed and adjusted when met 

    • Half termly we review progress against targets 

    • We hold regular progress evenings to report back to parents on progress 

    • Reports to governors are provided so that they can strategically plan the use of resources 

    • Annual reviews 

    How will both the academy and I know how my child is doing, and how will the academy help me to support their learning? 

    • We make regular contact with home through the use of the school diary and phone calls 

    • Half termly we review progress against targets 

    • We hold regular progress evenings to report back to parents on progress 

    • Education Support Plans (ESP’s) are written in conjunction with parents and students that allows a student centred approach 

    • Annual reviews 

    How will the curriculum and learning be matched to my child’s needs? 

    • We use personalised programmes where appropriate 

    • We have a high staff : student ratio, allowing targeted interventions 

    • We use a variety of alternative curriculum pathways e.g. college, work experience etc. 

    How are decisions made about the type and amount of support my child will receive? 

    • We consult with parents and professionals on entry to the school and at annual reviews/progress evenings 

    • Reviews of tracking data and information surrounding the child are used to inform the next steps 

    How will my child/young person be included in activities outside the classroom, including academy trips? 

    • There are lunchtime activities and clubs that students can access 

    • Weekly assemblies cover a wide range of appropriate topics with linked activities 

    • Regular trips are offered to all students to support their learning experience as appropriate 

    What support will there be for my child/young person’s overall well-being? 

    • 1 to 1 mentoring happening on a daily basis through a dedicated tutor team for each year group 

    • Student centred annual reviews 

    • Tailored Physical Social Health Education (PSHE) provision to meet the needs of students 

    Who is the academy special educational needs co-ordinator (SENCO) and what are their contact details? 

    What training have staff supporting special educational needs had and what is planned? 

    • All staff have specific training to meet the needs of students 

    • Regular work with Educational Psychology Service (EPS) and other agencies 

    • Regular updates on legislation changes 

    What specialist services and expertise are available or accessed by the setting/academy? 

    Close links with a wide range of outside agencies who offer specific guidance and support to our academy and families. 

    These include: 

    • The Educational Psychology Service 

    • Schools and Families Specialist Services – includes those for Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities, Speech and Language Therapy (SALT) 

    • Complex Case Resolution Team 

    • Health Services including, Paediatricians and Child and Adult Mental Health services (CAMHS) 

    • Social Care 

    • Targeted Support 

    • The Family Service 

    How are equipment and facilities to support pupils with special educational needs secured? How accessible is the academy/setting? 

    • All equipment is modified to meet the needs of students 

    • Transport is provided by the LA for all students who meet their requirements 

    What are the arrangements for consulting parents of pupils with special educational needs? How will I be involved in the education of my child? 

    • We make regular contact with home through the use of the school diary and phone calls 

    • Half termly we review progress against targets 

    • We hold regular progress evenings to report back to parents on progress 

    • Education Support Plans (ESP's) are written in conjunction with parents and students that allow a student-centred approach 

    • Annual reviews 

    What are the arrangements for consulting young people with SEN and involving them in their education? 

    • We hold regular meetings with students to ascertain their views on the school and help us to develop appropriate provision 

    • Student Centred Reviews 

    What do I do if I have a concern or complaint about the SEN provision made by the academy/setting? 

    • Speak to the school via the Tutor and/or a member of the Senior Leadership Team at the earliest opportunity so that actions can be agreed. If concerns are not resolved, please follow the complaints procedure which is on the school website 

    How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils? 

    • They delegate responsibility to the head teacher to ensure needs are met 

    • Access is provided to outside agencies, arranged as appropriate 

    • Resource allocation is made when particular access required 

    How does the academy seek to signpost organisations, services etc. who can provide additional support to parents/carers/young people? 

    • Via the Academy website 

    • Annual parents and carers information evening held throughout the trust with an SEN focus 

    • Information given to specific parents as appropriate 

    • The Nottinghamshire County Council Local Offer is a comprehensive directory of local services, opportunities and access for children and young people with SEN and disabilities in the area. 

    How will the academy/setting prepare my child/young person to join the academy and between phases of education? 

    • Independent travel training 

    • Independent living/life skills 

    • Independent careers information advice and guidance (CIAG) 

    • Access to appropriate work experience 

    • A PSHE programme tailored towards later life and independent living 

    • Annual reviews focus on the next stage and the preparation for adulthood framework 

    Prepare for adulthood and independent living? 

    • Independent travel training 

    • Independent living/life skills 

    • Access to appropriate work experience 

    • PSHE Theme days are tailored towards later life and independent living 

    • Annual reviews focus on the next stage in learning/life- careers advice (IAG) 

     

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