SEN

At Grace Academy we strive to provide the best support available for a diverse range of Special Educational Needs.

The Inclusion Team are highly trained in identifying SEND and supporting existing students with Physical Disabilities, Hearing Impairment, Dyslexia, Dyspraxia, Autism and Attention Deficit Hyperactivity Disorder.

What is The Local Offer?

The Government has set out reforms for special educational needs and disabilities (SEND) to come into force through legislation in 2014. The Children and Families Bill (2014) aims to improve services for children with SEND. Children and Families Act 2014

As part of the changes, Local Authorities have to provide information of the services available for children and young people. The purpose of a Local Offer is to enable parents and young people to see more clearly what services are available in their area.

As a school, we are also required to publish an Information Report outlining what our school offers in terms of provision for pupils with SEND.

For more information click the following link: http://socialsolihull.org.uk/localoffer/

The Inclusion Team

The Inclusion Team provide a range of expertise to ensure all SEND students’ needs are met.

Name Responsibility
Dawn Russell SENCO
Lisa Elwell Inclusion Manager
Pearl Tandy-Wells ASD Lead Teaching Assistant
Paula Hooper Catch-up Teaching Assistant
Jade Danyluk Health Care Assistant
Sarah Curtis Teaching Assistant
Louise Stokes Teaching Assistant

 

Stages of Support – How Students Are Identified?

Wave 1

Students are initially monitored by their teachers, Head of Year and Head of Department for progress and pastoral care is support by their Assistant Head of Year.  Students identified as requiring additional support are referred to the Inclusion Department.

Wave 2

For those students or students identified as requiring investigation, from their assessment profiles, ongoing assessment of progress and diagnostic assessment, individual learning passports are written, put in place and updated as a matter of course. These provide:-

  • Profiles of the student
  • What works well for the student
  • How they can be successful learners
  • What strategies/advice will support the students and meet their needs

 

Where applicable the Inclusions Team will provide in class support assisting teachers with resources and adaptations in order for the students to access learning within the classroom setting.

Wave 3

The support and interventions put in place for individuals are tailored to meet their needs and may  include in class support, small group, 1:1 interventions and, where required, outside agency support.  All interventions are planned with outcomes being agreed within set timescales and are reviewed on an ongoing basis with the student and parents/carers and a member of the Inclusion Team.

Through our provision for SEND students our aim is to provide a quality education for all with a‘do whatever it takes’ attitude so that no child is left behind.

 Statements/EHC plans

Students who have existing statements will be reviewed termly and if applicable will transfer over to an EHC Plan.

What Provision and Services Are Available?

Transition

Opportunities are provided to share information between key staff in order to pre-plan support for students identified.

Opportunities are provided for students to attend extra visits and meet key staff.

The Da Vinci Centre

The Da Vinci Centre, provides additional targeted support for students identified through the referral system and for students on the Autistic Spectrum.  The role of the Da Vinci is to work towards identifying and meeting the needs of students who have been referred.

The Da Vinci Centre provides opportunities for students, through planned interventions, to:-

  • Improve their literacy and numeracy
  • Improve their social skills through story intervention programmes
  • Building up confidence as learners
  • Providing strategies for learning
  • Improve resilience

Examination Access Arrangements

Students with additional needs who meet the criteria and are approved by JCQ Exam Board are supported by staff.  The students are tested by a specialist teacher and a referral is made to JCQ.  The referral is based on normal working practice for the student.

 

This Way UP

This Way Up is a charity that supports young people who are struggling to cope with divorce, separation and bereavement.   The charity offer support for young people dealing with the stress and anxieties associated with loss.

Accelerated Reading Programme

A reading programme designed to promote a love of reading and develop reading age.

  • Pupils are selected for the programme following termly reading tests
  • Delivered by members of the English department and through targeted literacy lessons.

U-Explore Careers Advice Service

U-Explore provides careers advice for students in KS4 and KS5.  The Inclusion Team support SEND students through this process.

External Agency Support

  • Speech and Language (SALT)
  • Childrens, Adolescent and Mental Health Service (CAMHS)
  • Specialist Assessment Service
  • Solihull Psychology Service
  • Birmingham Local Authority
  • Solihull Local Authority

Additional External Agency Support

Robert Aymer of Raymer Enterprises provides support for Social and Emotional Well-being.  Raymer Enterprises offers a range of personalised therapeutic programmes of support for young people.

Rebecca Thompson of Education Access, is a Specialist Teacher for learning and assessments.  Rebecca provides flexible support to the education of all students through assessment and teaching interventions.

Specialist Inclusion Support Services (SISS) provide a range of services to supports students with Sensory and Physical Disabilities.

What Support is Offered to Parents/Carers?

Your child’s teachers, form tutor, Head of Year and Assistant Head of Year are available to discuss any concerns.  Staff can tell you about your child’s well-being and progress in school. We hope this will make sure that we are using similar strategies to support your child and can share what is successful.

The SENCO, Inclusion Manager, Head of Year or Assistant Head of Year are available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENCO or Inclusion Manger will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.

Maxine Bromley is Grace Academy’s Family Support Worker.  Maxine provides additional support for parents.

Parent’s evenings are an opportunity to meet with the SENCO, Inclusion Manager, Head of Year or Assistant Head of Year to discuss any worries or concerns regarding your child’s progress and behaviour.

The Solihull SENDIAS (Special Educational Needs and Disability Information Advice and Support) are here to support children and young people with SEND and their parents/carers. Please click the link below

Solihull SENDIAS

SEND code of practice

GAS-SEND Policy

Solihull SENDIAS Newsletter

How is extra support allocated to children with SEND?

All mainstream schools are provided with resources to support pupils with additional needs, including pupils with SEND and disabilities. Most of these resources are determined by a local funding formula. Grace Academy receives its funding from Solihull LA.

The students are identified as requiring additional support:-

  • Students who have been identified as not making as much progress as would be expected
  • The resources, training and support that is required are reviewed regularly and changes are made where appropriate

How can I let school know that I am concerned about my child?

If you are concerned about your child there is support available, in the first instance, contacting your child’s tutor or subject teacher to establish progress.

Other key members of staff available are:-

  • Head of Year/Assistant Head of Year
  • Head of Department
  • SENCO or Inclusion Manager