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Special Educational Needs

Welcome to our SEND information report which is the Fakenham Academy Local Offer - Jan 2019

Fakenham Academy is committed to the early identification of Special Educational Needs. We value parental support and if you have any concerns regarding your child we would like to hear from you. There are a number of people you can contact. You can speak to your child’s form tutor/Head of House,  the Special Educational Needs Manager , Lyn Walker, or the Special Educational Needs Coordinator (SENCO) Lianne Higgins. The SENCO is available at all parents’ evening meetings.

Prior to joining the school you are able to note any additional needs on the school admission form.

What do we mean by Special Educational Needs or Disability (SEND)?

Only students with a learning difficulty or disability requiring special educational provision will be identified as having SEND and placed on the SEND register. If a student is identified as having SEND, then provision that is additional to their normal differentiated curriculum is put in place to overcome the barrier to learning.

Learners fall behind for different reasons and the Academy is committed to ensure that all learners have access to learning opportunities. Students at risk of not learning receive intervention packages however, this does not mean that all vulnerable students have SEND.

What kinds of Special Educational Needs or Disabilities (SEND) are provided for at Fakenham Academy?

The SEND department provides support for students across 4 areas of need as laid out in the SEN Code of Practice 2014:

Cognitive and Learning (CL) - dyslexia, slow processing, literacy, numeracy, mixed neurodevelopmental disorder, dyspraxia, dyscalculia, moderate learning difficulties, developmental delay.

Communication and Interaction (CI) - aspergers, autistic spectrum disorder, speech and language, social communication difficulties, elective mute

Social, Emotional and Mental Health (SEMH) - ADD, ADHD, obsessive compulsive disorder, anxiety, depression, self-harming, eating disorders, attachment disorder.

Sensory and Physical Needs (SPN) - visual impairment, hearing impairment, medical needs including diabetes and epilepsy, cerebral palsy, physical disabilities.

How does the school know if children need additional support?

Prior to arriving at Fakenham Academy information about students special educational needs are gained  from Primary Schools, KS2 results, baseline testing and progress data. A series of visits by the SEND Manager to feeder primary schools during Spring and Summer Terms including attendance at  EHCP reviews in Y6 helps to complete the picture.

During the year students are monitored through retesting of identified students, parent Consultation, feedback from teaching staff and observations, academic monitoring and reporting system based on formal subject testing and continuous assessment and student self referrals.

How will the school support my child?

Children with SEND will be placed on the SEND register so that all staff are aware of the learning need and they can be monitored by the school team. Having identified the a child’s needs, we then assess the type of provision that would suit those needs best.

Provision for SEND students includes:

  • quality teaching with appropriate differentiation in place.

  • additional adult support in classrooms where appropriate.

  • reduced class sizes where appropriate.

  • Literacy support. Students may be withdrawn from Language lessons in order to address identified literacy needs.  This occurs in consultation with the student and parents and targets students with a reading age below 8 years.

  • Morning intervention. Reading sessions are targeted at those students with a reading and/or spelling age below 9 years.

  • Individual mentoring sessions are provided for identified students to support social/communication skills.

  • Referral for advice and support from outside agencies.

The effectiveness of these provisions is regularly monitored and evaluated by the SENCO and the SEN department and adapted as necessary. Progress data for all students is collated by the Academy and is monitored by teaching staff, Senior Leaders and Academy Council members. FAN is monitored by Ofsted.

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

All subject teachers are expected to differentiate their lessons to meet the needs of the learners in the class. LSAs provide additional support where needed. Resources and equipment will be adapted if required. In certain subjects and year groups, students are placed in ability groups. Extra support with homework, both at lunchtime and after school, is available. The level of exam entry is varied according to student need.    

How will I know how by child is doing and how the school will help me support my child’s learning?

Parents and carers will be informed through regular progress reports, parents evenings, Student profiles and informal meetings (which can be arranged with the Head of House or SENCO). Parents can also liaise with staff by email or via written comments in the student planner. Parents of children on the SEND register are invited to meet with SENCO/SEN Manager at parents evenings to discuss their child’s Student profile.

If a student has an Educational Health and Care Plan (EHCP) then a formal review will be held annually according to the Code of Practice guidelines. Students, parents and carers, teaching staff and support staff are involved in the reviewing progress.  

How will my child be included in activities of the school including school trips?

We make every effort to include all students in all school activities. In line with the Equality Act 2010 and the DIsability Discrimination Act 2010  Fakenham Academy is committed to making reasonable adjustment to ensure participation for all students. An individual risk assessment may need to be completed and vulnerable students may be accompanied by a LSA if required to facilitate participation.  There is financial support available through Pupil Premium money and post-16 Bursary to support students activities. Please see the Educational Visits policy.

We make every reasonable adjustment to make Fakenham Academy as accessible as possible. For full details please see the Accessibility Action Plan and the Access Arrangements Policy.  Efforts are made not only to ensure the physical environment is accessible through lifts, sloped pathways and a hearing loop in the main hall but also to improve accessibility to the curriculum. This is achieved through the use specialised equipment such as of laptops, enlarged ICT, coloured overlays, software, spell checkers, and reading pens. Exams are made more accessible, if required, by putting in additional access arrangements such as reader, scribe, extra time in place for specific students with evidence of need.

What support is available for my child’s overall well being?

Form tutors will monitor your child on a daily basis with the Head of House support as appropriate. Students are well supported by: Learning for Life lessons that provide a social, emotional and mental health programme, a pastoral system that provides targeted support for individual / groups of  students including programmes such as anger management and self esteem building, a student voice through the school council, an anti-bullying policy that is supported by a House system, a vertical tutoring system. Individual students may also be referred to outside agencies - see below. All students complete an annual PASS survey which allows the school to evaluate overall well being.    

What specialist services and expertise are available at or accessed by the school?

Internally for identified students we are able to provide the following interventions and support: Catch up reading, Literacy support lessons including Lexia reading programme, reduced class sizes for English, Maths, Science, History, Geography and Catering ,  additional adult support in classrooms, individual mentoring sessions to support social / communication skills, LSA speech and language support lessons, 1 to 1 dyslexia support lessons and lunchtime homework club.

Where necessary we seek support from: Educational Psychology Service, County Advisory Service for Hearing / Visually impaired, Speech and Language Therapy Service,

Child and Adolescent Mental health, Social Services, The Early Help team, paediatricians, GPs, Matthew Project, EP Youth, Short Stay School, MASH, Nelson’s Journey, School Nurse, Attendance Officer.

What qualifications do staff supporting students with SEND have?

  • Lianne Higgins SENDCO BEd(Hons), MA (Education), Postgraduate qualifications in Literacy Acquisition and Managing Behavioural Difficulties.

  • Lyn Walker SEND Manager - NVQ3, HLTA

  • Gemma De Jong Cleyndert Specialist assessor / Literacy instructor -  NVQ3, Level 3 Dyslexia, CPT3A Certificate of Psychometric Testing & Access Arrangements Level 7.

  • Helena Cribbins Instructor - Maths HLTA

  • Claire Chapman Instructor - Science HLTA

  • Victoria Dockery Instructor - English

  • SEND staff includes a further 7 Student Support Assistants with additional expertise and training.

  • Whole staff training - Differentiation, Dyslexia, Epipen, Safeguarding, Literacy

How will Fakenham Academy prepare and support my child to join the school?

At transfer from Primary to the Academy a series of visits by SEND Manager to feeder primary schools takes place during the Spring and Summer Terms in order to meet Year 6 students with special educational needs, discuss needs/previous provision with primary SENCOs and to collate information. There are a number of Transition Arrangements in place including Open Evening, Make a Friend Day, additional morning for SEND students, Transition Week and a Transition Evening where parents have a chance to discuss their concerns and provision needs.

If your child has an EHCP then the SENCO will attend his/her final Annual Review at primary school to further support transition.

How will Fakenham Academy prepare and support my child to transfer to a new school or college?

Transition to a new school or college is coordinated between our school SENCO and the support staff at the new establishment. Our careers advisor, Christine Walton, works closely with students to ensure an appropriate placement is secured at the end of Year 11. Relevant information detailing levels and provision requirements including exam access arrangements are sent to the relevant colleges. If a student has an EHCP support documentation is completed and sent to the relevant college in advance.

How are the school’s resources allocated and matched to children’s special educational needs?

Funding is sourced from the school budget and also from the EHCP / High Needs Support funding. We allocate support according to need. If your child has an EHCP we will seek to ensure that the provision required is met.

Decisions are based on need. Screening assessments including an online literacy assessment and spelling test are carried out on entry to year 7 to identify need and then additionally as students progress through the school. More individualised assessments are completed if required. Information on levels, progress and support is gathered from the feeder primary schools. Parents are also asked to comment on additional needs via admission forms and at parents evenings. Provision provided for students with EHCPs will support the objectives listed. Data on progress and attainment from previous schools is evaluated when students join the school at a later date.

If children are not making expected progress, staff will discuss this and where appropriate provide relevant support or targeted interventions. Parents and students will be involved in this discussion.  All interventions are monitored for impact and adapted as necessary.

How are parents involved in the school?

Parents are encouraged to attend parents evenings, awards evenings and school events. We are keen to involve parents in discussion about their child’s learning and welcome feedback from all interested parties. Parents of children on the SEND register are sent copies of their Student Profile and invited to review these at parents evenings. The views of parents are regularly collected at parents evenings and we carry out an annual survey where  students are asked for their views. In addition we welcome feedback at any time from parents, careers and students with SEND. Parents can access our website for school information.

How are students involved in planning their learning?

The views of students are collected at regular intervals. Students have a voice through the Student Council. Students on the SEND register have a Student Profile which is discussed with them annually and amended appropriately. All students with an EHCP are involved in their Annual Review where their learning is discussed and planned.  

Who can I contact for further information?

Lianne Higgins Assistant Principal / SENCO

Lyn Walker SEND Manager

Claire Murdoch, SEN Academy Council Member

Norfolk County Council SEND Offer:

   Further support agencies:

   Norfolk SEND Partnership

   Appeal to the Special Educational Needs and DIsability Tribunal

To make a complaint about SEN provision: in the first instance contact the SENCO. If the issue is unresolved the Principal will be involved. The governor with specific responsibility for SEND may be involved if necessary. In the case of an unresolved complaint the issue should be taken through the general Governors complaints procedure.