Gravenhurst Academy

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Special Educational Needs & Disability

SEN Information Report for Gravenhurst Academy

September 2017

This page provides information about how we are implementing our SEND Policy which can be found here (link to SEND Policy)

  •  What kinds of SEN do we provide for?
  •  We are a mainstream academy for children aged 4-9.
  • We provide support for all types of SEND and some of our students have statements.
  •  What is our policy for identifying children and young people with SEN and assessing their needs, and who is the SENCO?
  •  Our SEN policy sets out clearly what our process for assessing needs are. It is the role of teachers, supported by the SENCO, to assess the needs of the young person in the classroom, and to identify those who may need further support because of a learning difficulty of disability.  This will routinely be done through regular ongoing in class assessments, but may involve more specialised assessment from our SENCO.
  • Some pupils have a Educational Health Care Plan (EHC), which clearly set out the needs of the child.
  • The SENCO is Shirley Ireton and can be contacted by phone on 01462 629000 or by email Gravenhurst-info@bemat.org.uk
  •  How do we consult with parents of children with SEN and involve them in their child’s education?
  •  Parents get regular reports from the school regarding pupil’s attainment and progress.
  • There are two opportunities through the year at parents’ evenings to meet with class teachers.
  • Those who are receiving specific SEN Support (as categorised by the Code of Practice 2014) will be met with by the school at least three times per year to discuss progress and support.
  • Support Plans will be shared so that parents can see the support in place.
  • Parents are free to contact the school at any time to arrange an appointment to have a conversation about their child’s progress in school.
  •  How do we consult with children with SEN and involve them in their education?
  •  Targets and strategies are always shared with the children.
  • We ask pupil’s for their views on their needs and record this on their Support Plans.
  • Students with SEN have access to extra if appropriate during assessments.
  •  How do we assess and review children and young people’s progress towards outcomes?
  •  Class teachers will be regularly assessing pupil progress as part of their normal practice.
  • We complete reports regularly through the year for all children, and this information is sent home to parents.
  • The data generated by these reports will be scrutinised by the SENCO after each reporting cycle so that less than expected progress can be highlighted and support put in place.
  • Those pupils receiving specific SEN support will have their progress tracked and monitored, and this information will be fed back to the pupil and parent.
  • We will try to use our normal school assessment processes as much as possible so as not to overburden our children with too many assessments.
  • There may be times though when we need to conduct more specialised assessments in order to obtain standardised scores so that we can see if a pupil needs specific access arrangements for example. We will always let parents know the outcomes of these assessments.
  •  How do we support children in moving between lower and middle school and in preparing them for adulthood.
  •  There is a well planned programme of transition activities for those moving from year 4 into year 5 and we work closely with the receiving middle school to discuss specific needs.
  • As part of transition, pupils are invited to attend an afternoon at the middle school to meet the SENCO and staff who will be supporting them when joining Year 5.
  • For those with a EHC, the Local Authority advises parents and pupils to help them make the transition from lower to middle as appropriate.
  •  What is our approach to teaching children with SEN
  •  We want everyone in our school to make excellent progress, and to achieve the very best that they can, in all aspects of their all-round education, regardless of any Special Educational Needs or Disabilities that they may have. We have high aspirations for all of our children.
  • This means that there is complete equality of opportunity in the curriculum that is offered to students.
  • We believe that high quality teaching will ensure high quality outcomes for students, so it is essential that students with SEND have access to the same high quality teaching as everyone else in the school.
  • It also means that we will work really hard with pupils with SEND to put in place extra provisions to ensure the best possible outcomes for them, and to remove any barriers to learning that they may be facing. These may include barriers related to the child themselves, and also those in the learning environment.
  •  How have we adapted the curriculum and the learning environment of children with SEN
  •  We offer a varied curriculum for all pupils and those with SEND can have a very bespoke, personalised timetable that meets their needs an allows access to the curriculum.
  • The site is fully accessible for the pupils currently at this academy and meets all the requirements of the Equalities Act 2010.
  •  What is the expertise of staff to support children and young people with SEN and how do we continue to train them. How do we secure specialist expertise?
  •  Lyn Rouse is a SENCO with 10 years experience of being a SENCO.
  • Staff are encouraged to continue to train as part of their own appraisals, and we regularly undertake in house training on specific issues.
  • As part of our BeST liaison meetings we run termly training for all staff on different aspects of SEN Practice.
  •  How do we know how effective our provision for children with SEN is?
  •  As part of the normal school development and self review cycle we will carefully examine the data from assessments, pupil views and teacher observations to evaluate the effectiveness of the provision
  • Every year, the government produces a document called “Raiseonline” which is a booklet of data all about our academy. This is used as a key tool to examine how effective the provision is.
  •  What do we do to make sure children with SEN are enabled to engage in activities available with children in the academy who do not have SEN?
  •  There are no barriers for any pupils with SEND for our activities in school.
  • We actively encourage students with SEND to take part fully in the life of the school.
  • We are a fully inclusive, lower school.
  •  What support have we got in place for improving emotional and social development of our students.
  •  Our provision map shows clearly the provision in place for those young people with emotional and social needs.
  • Our anti-bullying policy sets out our approach to bullying.
  •  How do we involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children’s SEN and how do we support families?
  •  We draw on a range of local providers such as:
    • ○ NHS, Union Street Clinic, local GPs, School Nurse.
    • ○ CAMHs
    • ○ Children’s Social Care
    • ○ Early Help Intervention from CBC
    • ○ Education Psychology Service
    • ○ Outreach service from Ivel Valley School
    • ○ ASD specialist teacher from Ivel Valley School
    • ○ CHUMS
    • ○ Jigsaw Behaviour Support
  • There are many others that we can access from time to time to help us secure the best possible support for our children.
  • They may come in and help us with assessments, providing advice as needed, or they may be alternative providers.
  •  What arrangements are in place for handling complaints from parents of children with SEN about the provision made at the school?
  •  The school has a Parental Complaints Policy which can be found here.

For further information please click on the following Links:-

Safeguarding audit

SEND Information

Funding allocations