SEND

SEND

 

Grace Academy Local Offer

At Grace Academy we strive to provide the best support available for a diverse range of Special Educational and Medical Needs.  The Inclusion Team are highly trained in identifying and supporting Students with SEND.

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 on the links below:

Solihull residents

Birmingham residents

The Inclusion Team

Dawn Russell – SENCO Lisa Elwell – Inclusion Manager /Deputy SENCO
Louise Stokes – Teaching Assistant June Williams – Catch-up Teaching Assistant
Claire Elliott – Healthcare Assistant

Stages of support – How Students are Identified?

Graduated Approach Process – Wave 1

Students are initially monitored by their teachers, Heads of Year and Head of Departments for progress and learning.  Teachers adapt learning practices using reasonable adjustments to support students needs in the classroom.  All lessons are differentiated, providing opportunities for every child to access learning in the classroom. Students are also supported through the pastoral system by their Assistant Head of Year.

To aid teachers in providing high quality differentiated learning, teachers refer to their Inclusion handbook, which offers a range of strategies and advice based on recommendations provided by specialist staff or refer to individual learning passports and/or needs based plans for those students who may require specific targeted support.

Students who are identified by staff or parents as requiring additional support are referred to the Inclusion Panel for discussion and are triaged to establish next steps.  This information is shared with staff and where applicable investigations take place to gather further evidence.

What to do if I have concerns about my child?

Report your concerns to the class teacher, Head of Year, Head of Department or Assistant Head of Year and where possible provide examples of your concerns.  

SENCO and Inclusion Manager are also available for students with confirmed diagnosis of a special educational need.

Graduated Approach Process – Wave 2

For those students who have been identified as requiring further investigation following a referral to the inclusion panel, where applicable learning passports or needs based plans are put in place and shared with staff, parents and the student.  The learning passport/needs based plan offer teacher additional strategies based on the individual students needs, taking into consideration the students views, focusing on what work well for the student, how they can be successful learners and what strategies/advice will best support the student and meet their needs.

Where applicable the inclusion team will provide support assisting teachers with resources and adaptations in order for the student to access learning independently within the classroom.

 

Graduated Approach Process – Wave 3

The support and interventions put in place for individual students are tailored to meet their needs and may include in class support, small group, 1:1 intervention where required.  This support is reviewed through the assess, plan do review cycle.  Where required outside agency support can be requested if no progress is being made with the interventions in place.

All interventions are planned with outcomes being agreed with set timescales.

Please be aware of investigations and potential referrals are based on evidence and where applicable through the assess, plan, do review process.

 

Education, Health Care Plans

All students with an EHCP are monitored and supported dependent on their level of need. Annual Reviews are held and where applicable termly review meeting take place.

In partnership with parents and student a provision map/action plan is created with personal targets with a success criteria.  These targets will be reviewed annually as part of the annual review process.

Priority is given to supporting students with an EHCP.

Grace Academy work collaboratively with Solihull START (Statutory Assessment and Review Team) and Birmingham SENAR (Special Educational Needs Assessment and Review Team).  The START and SENAR teams are responsible for the coordination of EHCP’s.

Please refer to their local offers for additional information on their services.

Solihull MBC

Birmingham LA

What provision and services are available to support a student with Special Educational Needs?

Students with confirmed diagnosis of SEND are supported through the graduated approach process.

Transition

Opportunities are provided to share information to key staff in order to provide pre-plan support for students identified through transitional meetings with primary schools and parents.

Additional transitional visits are arranged to meet key staff.

Inclusion Manager/Deputy SENCO coordinates the transition for identified SEND students and where applicable attends primary review meetings.

Any enquires about transition parents should contact Mrs Elwell after the Whitson Holiday.

Year 5 Parents with children who have an EHCP’s should contact Mrs Elwell during the 1st academic term.

Da Vinci Centre

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

The Da Vinci centre provides opportunities for students through planned and targeted interventions to:-

  • Build up their confidence as learners
  • Improve their learning – focusing on literacy and numeracy
  • Improve their resilience
  • Improve their social skills
  • Medical Intervention and support
  • Mental Health First Aid
  • Nurture tutor group
  • Physiotherapy for identified students
  • Provide opportunities for students to check-in with staff
  • Provide opportunities for students to share their views, what’s going well and what’s not going well
  • Provide strategies and support for learning in the classroom
  • Provide targeted support for SEND students who may be struggling with their attendance working collaboratively with Grace Academy’s Attendance Officer.

Medical

Students who have a medical condition are supported and monitored by healthcare assistant.  Where applicable care plans are created with parents and medical professionals.

Examination Access Arrangements

Students with additional needs who meet the criteria and are approved by JCQ Examination Board are support 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.

Students requiring access arrangements are monitored during their normal lessons and practice exams/mocks.

Careers Advice

Grace Academy work collaboratively with ‘START’ independent careers advisors.  The Inclusion team support SEND through this process.

 

Additional External Agency Support

  • ADHD Nurse
  • Children’s Services
  • Community Paediatrics
  • Early Help
  • Forward Thinking (Birmingham Children’s Mental Health Services)
  • Occupational Therapy
  • Rebecca Thompson – Specialist teacher for learning
  • School Nurse
  • Solar (Solihull Mental Health Services)
  • Solihull Educational Psychology Service
  • Specialist Assessment Service
  • Specialist Inclusion Support Services – Autism Spectrum Disorder Team
  • Specialist Inclusion Support Services – Hearing and Visual Impaired Teams
  • Specialist Inclusion Support Services – Physical Disabilities Team
  • Specialist Inclusion Support Services – Social, Emotional and Mental Health Team
  • Zara Overton-Worsfold – Cognitive and SEMH Specialist Practitioner

What support is offered to parents/carers?

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 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 (virtually or face to face.  This will be subject to Government Guidelines) to discuss your child’s progress or any concerns you may have.

All information provided by outside professionals will be discussed with you and where possible the person involved directly.  The SENCO or Inclusion Manager will also discuss any new assessments and ideas suggested by outside agencies for your child.

 

Family Support Worker

Maxine Bromley provides additional support for parents. If you require any additional support please discuss this with your child’s Head of Year or Assistant Head of Year.

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

For additional parental support please refer to Solihull SENDIAS and Birmingham’s Local Offer

 

Birmingham SENDIASS

  • Helpline – 0121 303 5004 – is open from 8:45 – 5:15 each day

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 Local Authority.  The students are identified as requiring additional support:-

  • Students who have been identified as making as much progress as would be expected taking into consideration their attendance or any other exceptional circumstances
  • The resources, training and support that is required are reviewed regularly and change made where appropriate