Welcome to our SEND information report which is the Attleborough Academy Local Offer. This offer is part of the Attleborough Cluster Offer.
Attleborough Academy is committed to working with all of the Academy community and this document has been produced through consultation with students, parents and carers, council members and members of staff. Your feedback and future involvement in the review of our SEND offer is welcomed. Contact information for the Assistant SENCO at AAN is Emma Thompson at email@example.com
For other useful contacts, please see below.
Our Approach to Learning with SEND
AAN believes in participation for all and seeks total adult and student commitment to learning for life. Our culture is fully inclusive and responsive to diversity of student background and interest.
High quality teaching is paramount and to this end, teaching and learning experiences are actively monitored. Student progress is continually assessed for high level progression and if required, appropriate intervention strategies are deployed. The learning culture is flexible enough to meet the needs of all learners.
Learning for All
How We Identify SEND
At different stages in their school career, a student may have an educational need. The Code of Practice defines SEN as:
'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions'
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. Only students with a learning difficulty requiring special educational provision will be identified as having SEND.
The SEND profile at AAN for 2015-2016 is:
- 1 student has an Education Health and Care Plan;
- 18 students have a Statement of Educational Needs
- 93 students are on the Code of Practice but do not have statements or EHCPs
- 49 SEND students have cognitive and learning difficulties
- 4 SEND students have communication and interaction problems
- 32 SEND students have social emotional and mental problems
- 17 SEND students have physical and sensory problems
The SENCO, teaching staff, support staff, parents and carers and the learners themselves will be the first to flag up a barrier to learning. A variety of tools are available to help identify barriers to learning and where appropriate, outside agencies are used for specific diagnostic procedures and subsequent recommendations. The list of available external agencies is available in the appendices.
Teaching Assistants are employed to deliver interventions from the provision map as coordinated by the SENCO. A list of Learning Assistants and their specialisms is available in the appendices.
Learning Support Packages Provided
Every teacher is expected to adapt the curriculum to ensure learning for all students. Learners with SEND will receive additional support and this will depend on their individual learning needs in relation to presenting barriers to learning. This support is outlined on the provision map which describes the interventions and actions available across the year groups. This provision map forms part of the cluster provision map, see appendices. There is consistent practice across the cluster to ensure equal opportunity.
AAN receives direct funding to support the needs of learners with SEND. The funding received for 2015-2016 is £316,558.
The Attleborough Cluster works together to improve learning for all and shares resources, training and moderation provision for learners with SEND. If you would like any further information on SEND within the cluster please contact our Cluster Co-ordinator Rebecca Ray at firstname.lastname@example.org
Assessing the Effectiveness of Interventions
Monitoring progress is an integral part of teaching and leadership. Parents and carers, students and staff are involved in the review of interventions for learners with SEND. The stages of intervention are:
At each stage of intervention, there is involvement from parents/carers and the student. Before specific interventions are deployed the parents and carers, the SENCO and the student agree on the intended impact. At this stage, a base line will be recorded so that the impact of intervention is measurable.
Students, parents and carers, teaching staff and support staff are involved in the reviewing progress. Reviews are built into the intervention and formal meetings are held to discuss progress and the next steps. If a student has an Educational Health and Care Plan then termly review conversations will take place together with a formal annual review.
The SENCO collates the impacts of interventions to ensure that effective interventions are used. Intervention data is shared with the cluster so that all SENCOs in the cluster can select high quality provision.
Progress data for all students is collated by the Academy and is monitored by teaching staff, Senior Leaders and Academy Council members. AAN is monitored by Ofsted.
Additional Opportunities for Learning
All learners have the same opportunities to access extra curriculum activities. A range of additional clubs and activities are provided and these can be found on the cluster schools' websites.
All staff at AAN have awareness of the Equality Act 2010 which places duties on schools and providers. Specifically, the duties of non-discrimination, harassment, or victimisation towards a student or adult are fully understood in relation to a protected characteristic, as defined in the Equality Act and consequently make reasonable adjustments.
The Equality Act 2010 defined disability as:
'when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’
This definition of disability in the Equalities Act includes children with long term health conditions. Students with such conditions do not necessarily have SEN but there is a significant overlap between disabled students and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation. Hence the term SEND is used.
For more details about the Equality Act, the protected characteristics or duties on public bodies please see our web site.
Preparing for the Next Step
Transition forms part of life. At AAN, transition is across year groups, key stages and to other schools, as well as to post-16 educational institutions. AAN works in partnership with students, families and other providers to ensure positive transitions occur.
AAN shapes and develops provision for all learners to ensure achievement for all. The SEND report declares our annual offer to learners with SEND. However, to be effective, it needs the views of all parents and carers, learners, Council members and staff. We will carry out an annual survey where parents and carers of students on the SEND list will be asked for their views.
Norfolk County Council SEND Offer
- Emma Thompson, Assistant SENCO - email@example.com
- Simon Davies, Assistant Principal/School Council Link - firstname.lastname@example.org
- Frances Harrod, Academy Council SEND Member - email@example.com
External Agencies Used
- Benjamin Foundation For vulnerable students
- Educational Psychologist Service Assessing students for Dyslexia and Dyspraxia
- Access Through Technology Laptop provision for students
- Sensory Support Team Auditory
- Autism East Anglia
- School Nurse Team
- Attleborough Academy Norfolk Specialist Resource Base Behaviour
- Occupational Therapy
- Ms I Allott Higher Level Teaching Assistant
- Mrs J Evans Learning Assistant (English/EAL Support)
- Ms S Linnitt Learning Assistant (General Support)
- Miss H Newton Higher Level Teaching Assistant
- Mrs S Ricketts Learning Assistant (Maths)
- Ms E Thompson Assistant SENCO (Autusim and Dyslexia)