SEND Report at Coal Clough Academy

Aims and Objectives: ‘Every teacher is a teacher of SEN’.

Aims:

  • Provide every pupil with access to a broad and balanced education. This is in line with the SEN Code of Practice.
  • Promote independence, equality and consideration and respect for others.
  • Ensure that we celebrate a wide range of success.
  • Support all pupils by offering multiple pathways for progression.
  • Create an ‘open-door’ ethos for parents/carers.
  • To ensure that all pupils have an opportunity to succeed into further education.

Objectives:

  • To ensure that referral information is detailed and that the needs of pupils are identified as early as possible.
  • Regular monitoring of the progress of all pupils to ensure full potential.
  • Make appropriate provision within school to overcome barriers to learning. This will be co-ordinated by SEND team but monitored and delivered by all staff to ensure targets are met and progress made.
  • The LSU will support additional needs and promote a learning environment which allows pupils to feel success.
  • Include parents and carers to gain the best understanding of the student, involve them in all aspects of their education and feedback regularly on progress made.
  • Work with, and in support of, outside agencies when extra help is needed such as Educational Psychology, ELCAS or Speech and Language services.
  • Encourage students by offering the opportunity to voice their own opinions and encourage positive relationships with peers and staff.

1. What kinds of special educational needs do we make provision for in our school?

Coal Clough Academy is an Alternative Provision School. We cater for young people at KS3 and KS4 needing to be re- engaged with education by providing an academic, practical and vocational range of courses with a strong link to English, Maths, Science, Computing and Functional Skills. We are committed to to an inclusive education and aim to provide personalised learning to meet the needs of individuals and developing personal progress.

Through the vocational pathways we offer in house, we allow students to flourish in a more practical environment where appropriate. Construction, Motor Vehicle Mechanics, Hair and Beauty to name a few actively engage the pupils into a curriculum which is full of rigor and pace.

Coal Clough Academy houses a Nurture Provision for KS3 pupils which provides a short term intervention strategy addressing barriers to learning arising from social, emotional and / or mental health issues. We utilise this environment to offer initial respite from mainstream while we work with schools in supporting the EHCP process. In offering this provision, schools can state an intervention into an alternative provision environment has been trialled.

2. How does our school know if your child needs extra help?

We liaise closely with our referring schools to find out as much background information as we can about your child, their individual needs and any issues, academic or personal, that they may experience.

The SEND team is responsible for coordinating all support for pupils with SEND to ensure that all pupils have access to an appropriate curriculum.

We know when pupils need help if

  • During induction/ baseline assessment an area in the pupils knowledge is identified
  • concerns are raised by subject staff, parent or pupil
  • limited progress is being made
  • behaviour patterns suggest that the pupil is struggling.

On arrival at school, a number of tests are carried out, including BKSB (This assessment will allow us to look at a diagnostic analysis of the functional skills a pupils has/ needs to develop in English and Maths), all of which highlight potential strengths and discrepancies in the pupils’ learning.

Nurture provision undertake a Boxall Profile and a Strengths and Difficulties Questionnaire.

3. Who can you speak to at our school if you think your child may have special educational needs?

If you have concerns about your child, you can come and discuss them at any time. You can talk to any of the following people:

  • Holly Clarke – Headteacher
  • Beverley Bolton – Teacher
  • Donna Halleron – Teacher
  • Gemma Foster – HLTA

4. How do we know what progress your child is making and how will we keep you informed?

Monitoring progress is an integral and essential part of teaching and learning at CCA. Pupils, staff, parents and governors are involved in reviewing the impact of interventions and learning. Progress data for all learners is collated by the whole school and monitored by form tutors, subject staff, the SEND team and Senior Leaders.

We encourage an ‘open door’ policy providing parents with the opportunity for face-to-face discussion or to phone for information and/or support.

We hold regular parent contact days throughout the year, and our communication panel is run half termly with the SEND team and link schools; providing key information about the way a pupil is performing within our learning environment.

5. How will our school support your child and how will teaching be adapted to meet their needs?

We are committed to giving your child every opportunity to achieve. Using the results from early testing, support will be put in place in the classroom and individually if necessary, to help your child make the best possible progress. Access to our dedicated Learning Support area is always available if extra support is needed on a short or longer term intervention. Access arrangements can be put in place for external exams if necessary.

6. How are decisions made about the type and how much support my child will receive?

Teaching is differentiated to match the needs of the pupil. Following the assessment process recommendations are made to the relevant teaching staff.

Class sizes are small to ensure that all our pupils are given maximum attention and support. Targets are set and reviewed regularly. Dedicated learning support is available and additional provision such as a Dyslexia specialist, Counsellor, Educational Psychologist may be necessary.

If, through discussion with yourself, the SEND team and other staff in the school, it is agreed that the school cannot meet your child’s needs through existing resources, an application may be made to the Local Authority for an Education, Health and Care Plan. This process can be found on the local offer website.

7. How will our school help you to support your child’s learning?

We actively encourage you as a parent to be involved with your child’s learning. Staff are always available to discuss your child’s programmes of study and work is available for your child to undertake at home. For further details, contact the school.

8. What specialist services and expertise are available or accessible through our school?

We work closely with and have access to the following agencies to support your child’s needs:

  • Access to ISS and Educational Psychologist if appropriate
  • Careers advice
  • Specialist teacher of Dyslexia
  • Catch up programmes for Numeracy and Literacy
  • On site Counsellor
  • Pastoral Support
  • Access to School Nurse
  • Brook
  • Lifeline
  • Anger Management

9. How are staff in school supported to work with children with special educational needs and what training do they have?

We have an ongoing programme of training and development available in our school for all staff. Our SENCO, Holly Clarke holds the National Award for Special Educational Needs Coordination qualification. All staff undertake training in relation to safeguarding, behaviour management and disability awareness and we have a fully qualified on-site Counsellor available.

10. How will our school prepare and support your child when joining our school and when transferring to a new school?

Before your child joins our school both parents and pupils are invited for an informal tour of the building and to discuss any concerns that you may have. This is a good opportunity to meet staff and pupils and discuss subjects, timetables and any issues arising, such as any support the young person has received or may need while at school.

When pupils move on to a reintegration school/ further education a holistic and multi-agency approach is employed to ensure that the best decisions are made for the young person and their plans for the future, incorporating parental input.

We have close contacts with colleges and knowledge of courses. We encourage and support our pupils to visit colleges to find out what is available and also support them through the interview process.

If the pupil is KS3 and on a short term stay at the school or is accessing Nurture provision, additional meetings may take place and further discussions with the feeder schools will allow the transition to mainstream/ special school feel smooth.The pastoral team will work closely with the pupil and family when it comes to a time when provision changes over.