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

At the Co-op Academy Stoke-on-Trent we are committed to helping all students reach their full potential and ensuring that they have a positive and fulfilling experience. Every student is valued and treated as an individual taking into account their personal learning style or additional learning needs. At the Academy we have many students who may have a ‘Special Educational Need and Disability’ (SEND). This may mean that they require some extra help and support to enable them to access the curriculum and to be a fully integrated member of the Academy community. All SEND difficulties are accommodated in line with the Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND code of practice. (see below) All support is centred within the iZone where there are a number of professionals who all work together to ensure student’s needs are met.

The school Special Educational Needs Coordinator (SENDCo) will organise assessments to be made to ascertain the nature of any child’s difficulties or learning preference if they are experiencing difficulty with any of the following:

• learning
• the development of language, literacy or numeracy skills,
• social, emotional or behavioural difficulties
• sensory or physical needs

The SENDCo will work in partnership with you and your child in order to plan and provide support to ensure that he/she has every opportunity to achieve his or her potential.

The support offered is intended to meet the individual needs of your child. This may be either in-class support, small group work or one-to-one support.

We currently have 254 students who are on the SEND register 38 of whom have an Education Health Care Plan (EHCP) This is approximately 31% of the student population. Students do not always remain on the SEND register. If they no longer require additional support they can be removed. Additionally if we feel a student requires further support we will, in consultation with parents/carers, add them to the register.

2. How do we know if your child needs extra help?

The academy has a number of ways in which to identify and assess students with SEND.

Transition

Transition meetings take place with SENDCOs and teaching staff from primary schools to discuss students who are due to transfer at the end of Year 6. Data is shared and specific information is discussed. In the case of very vulnerable students, extra transition support is arranged that gives the students further opportunities to get to know the staff at the academy. In the Year 8 cohort for example, there is a student who has a degenerative illness and numerous information sharing sessions, risk assessments and visits for the student and parent took place. The student has settled well and there has been positive feedback from all professionals involved.

Monitoring and tracking

The SENDCo as well as the teachers will constantly monitor the progress of all students and, through consultation with staff, will identify those students who they feel may need extra help. A range of assessments are used to identify their difficulties. We may also request further assessments to be carried out by teams from outside the Academy such as CAMHS, educational psychology and the Special Educational Needs Support Service. The academy also commissions the support of our own Educational Psychologist who carries out assessments of identified students.

These decisions are made depending upon the level and type of need that a student has. We assess all students on a regular basis. Parents, teachers, students and the SENDCo are all involved in the decision making process. If we feel that your child has a learning need we will inform you so that you can be involved from the outset.  A student profile (pupil passport) will be created and following on, there will be a termly review in which information will be presented and progress and provision evaluated.

3. Who you speak to at the academy if you think your child might have special educational needs

If you have any concerns about your child’s learning or progress or require any further information, do not hesitate to contact us. We make every effort to ensure that all students have their needs accommodated in all situations. We understand that the processes involved in assessing your child may be very complicated and at times worrying. We have an open door policy where parents are encouraged to come into school to discuss the progress their child is making.

Contact Details

SENDCo. -  Diane Drew  01782 88 23 74/ 88 23 00. diane.drew@coopacademies.co.uk

Mrs Drew is a qualified teacher who also has the National SENCo qualification. She is the person who is responsible for carrying out the necessary monitoring, assessments and referrals to support students with SEND. She works with staff to update their knowledge of working with students with SEN up to date. In addition, she is a member of the senior leadership team.

Deputy SENDCo  - Annabelle Rees 01782 882325 

annabelle.rees@coopacacademies.co.uk

Miss Rees assists Mrs Drew in the day to day organisation and running of the SEND department. She is responsible for the deployment of SEND staff and organises pupil passport and annual reviews that are held regularly.

• 4. How we consult with young people with special educational needs and involve them in their education

We talk to students about their learning and progress on a regular basis. Assistant Teachers have regular one to one meetings; students are involved in the review of their profiles, and are invited to complete feedback forms.

Our assistant teachers act as key workers for identified SEND students. They contact parents, attend reviews and have one to one meetings with the students for whom they are responsible.

The Academy has a very thriving and successful student voice process. We have a number of SEND students who are involved with the student council.

All of our SEND students are involved in their pupil passport reviews which take place three times each academic year. Students who have a statement or EHC plan are invited to all review meetings and are very much a part of the meeting.

The department recently conducted a survey with our SEND students which reported that 74% of parents and students were extremely happy with the support they receive from the SEND department

See comments from parents in the appendix..

5. How we help you to support your children’s learning

Should you require any support in competing forms and paperwork we are happy to provide this for you. Please contact the SENDCo or Deputy SENDCo who will be able to assist you.

Our website provides parents with advice and guidance in relation to the support they can receive. Our I Zone is fully accessible to students where advice and guidance can be sought on all aspects of their wellbeing.

Parents can call into reception or telephone if they have any concerns or queries.

Information and training sessions can also be arranged to help parents support their child with their learning. We have recently had information sharing sessions regarding how to help children who may have difficulties with their literacy and numeracy. The feedback from parents was very positive with the main comment being that parents now understood how to help their child with their learning.

6. How we know what progress your children are making and how we keep you and them informed

The Academy has a graduated response to students with SEND. (see the glossary in Appendix)It is based upon student data, the rate of progress and general attitude/behaviour within the academy. If the student is not making enough progress through quality first teaching, they may require SEND Academy Support. If students require even more support, an assessment for an Education and Health Care Plan will be requested. Support is provided under guidelines and advice from the SEND Code of Practice and through specialist support from SEND services and the educational psychology service.

Teachers assess  continuously throughout the year and the  assessment results are reported to parents through a written report and at parents evening. Parents of children who are on the  SEND register will be invited to attend pupil passport reviews each term) We are happy to arrange to meet with parents when it is convenient to them whether it is during the academy day or before and/or after school.

Students who are subject to an EHC plan will have an annual review to which parents and the young person are invited. We will also involve the careers service and other agencies such as education psychologists and colleges in the review. The student has an important voice at review meetings and so the reviews are always very child centred. These meetings are arranged to take place at times that are convenient to parents/carers.

• 7. How we have supported young people with SEND and adapted teaching to best support them

On entry to the Academy, baseline tests are carried out and information gathered regarding the support a student will need. Resources are then allocated to ensure that these needs are met which may involve an adult supporting them in the classroom or specialised equipment being made available such as overlays, pens with grips,writing slopes, ICT equipment etc.  All students are individuals and therefore will require an individual package of support.  Teachers differentiate through first quality teaching so that the different needs of all students in their classroom are being met.

Some students may require additional interventions to support their independence, this may initially include having support in the classroom and in small group and one to one situations.

The Academy employs a HIgher level teaching assistant who is responsible for supporting students in specialised qualifications including ASDAN, life skills and the food and cookery skills course. Some students may also not be able to manage the study of a full range of subjects, especially in Key Stage 4. We  provide individualised timetables which could involve reducing the number of subjects taken  or having a day out of the academy on an alternative provision placement or attending work experience

8. How have decisions been made to adapt the curriculum or change the learning environment to best meet your children’s needs?

All staff make reasonable adjustments to their teaching  and the academy makes reasonable adjustments (see glossary)for individual needs for example risk assessments and additional arrangements being put into place for students who need wheelchair access. Students with a visual impairment have had Braille training, touch typing training, magnified screens and resources. Hearing impaired students use radio microphones and there is additional audio equipment in lessons.

Before examinations, students with SEND can be assessed to allow them to receive additional support including extra time, a reader and a scribe.

We have approximately 73 students who currently qualify to receive additional support during examinations.

9. How are staff in the academy supported to work with young people with special educational needs and what training do they receive?

There are currently 16 members of the SEND department. This includes the SENDCo, the Deputy SENDCo and 12 Assistant teachers (previously known as Learning Support Practitioners).

 In addition we also have 2 HI (hearing impaired) specialist practitioners and a teacher of the deaf who supports our students. Teachers from the visual impairment department come into the academy on a regular basis to support our students. All members of the department are very skilled and have undertaken a great deal of specialised training to assess and support children with Special Educational Learning and disability needs.

All staff at the Academy have regular training on different aspects of SEND and disability awareness. This year staff have been trained on supporting students who have autism, safeguarding,  working with disabled students and regularly attend briefings and  updates on our students with SEND and how they can support them through first quality teaching.

The SEND department have staff who are trained to support students with a range of difficulties including

• Autism and attention deficit hyperactivity disorder
• Numeracy
• Fresh Start Literacy
• Switch-on Reading
• Dyslexia screening
• Hearing impairment (specialist teacher for the deaf on site)
• EAL and bilingual support
• Nurture specialists
• ELSA
• Anger management

All staff have an NVQ level three qualification and many staff also have degrees.

We have two  assistant teachers who have specialist qualifications to support students with a hearing impairment including BSL (British sign language)

The SENDCo also holds the National qualification for SENCOs.

10. When we have needed expert advice and support how have we secured that and what services have they provided?

It may be necessary for the SENDCo. to liaise with other professionals and outside agencies such as SEN Monitoring and Assessment, Educational Psychologist Services, SEND  Information and Support service or Children’s Services to ensure that appropriate provision is made to allow your child to achieve the very best that they can during their time at  Co-Op Academy.

The Academy regularly works with a range of outside agencies to secure their services. There are a wide range of services available, the following of which have been used this year.

Special Education Support and Inclusion Services including VI and HI specialist support

Educational Psychologist,

CAMHS,

DOVE counselling service

MIND, support for mental health

STAR team, support for healthy relationships.

Youth workers

Occupational therapy

School nurses

All referrals to outside agencies are made by the designated teacher and parents are also able to make these referrals should they be concerned.

For further advice and support you can contact

The SENDCo at the academy -  diane.drew@coopacademies.co.uk

SENDIASS - http://www.sendiass-stoke.co.uk/

The Stoke on Trent Safeguarding Board - http://www.safeguardingchildren.stoke.gov.uk/ccm/portal/

You can also view all the support available for parents on the Stoke on Trent Local offer website - http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page

11. How we check how well we are doing in meeting the needs of students with SEND

All students at the Academy will be assessed termly and progress will be monitored by class teachers, Heads of Faculty, Senior leadership and the SENDCo.

Teacher assessments are checked against the required expectations for each child. This information will then be provided to parents in the form of a written report.

Regular consultation evenings take place throughout the academic year to which parents are encouraged to attend. The teaching staff, form teacher and SENDCo are all in attendance at these meetings.

All students on the SEND register have a(pupil passport) that explains to all staff the strengths and difficulties of the child and gives targets and strategies to help support them. The profiles are reviewed on a termly basis with you and your child and members of the SEND department. This review helps us to determine the progress of our students.

• The SENDCo produces a termly report to Governors and attends Governors meetings. .
• The SENDCo carries out lesson observations, learning walks and book scrutinies to monitor the progress of students on the SEND register and she gives feedback to teachers. She is currently working with teachers to provide training on how to ensure that SEND children make progress.

12. How we ensure that your children are included in activities outside the classroom, including physical activities and academy trips

Students will be provided with full support if necessary to ensure that they are included in all planned activities and Academy trips. Full risk assessments are carried out before every visit and we ensure that appropriate staffing ratios are arranged. The learning support manager arranges for a member of the SEND department to go on the trip  If a student requires one to one support.  SEND students have attended visits to local colleges, employers, theatre visits, museums and sporting events and residential trips this year.

All children who are on the SEND register have not missed out on any visits or trips this year.

A wide range of after school clubs take place to which SEND students are invited.

13. How we provide for your children’s overall wellbeing

We have excellent provision that ensures the safety and confidence of SEND students. Staff are allocated to form groups so that they can check on a daily basis that students are happy. The SEND department has a classroom that  students are able to access before the start of the day, at break , lunchtimes and at the end of the day. This provides a safe haven for the students and also a quiet place for them to complete their homework.The SENDCo is a member of the safeguarding team and is trained to support students who may be more vulnerable.

The vision of the Co-operative Academy is for every student to ‘Be the Best’ We aim to:

• Provide a safe place for young people to talk to positive adults and professionals.
• Empower young people to make informed choices and decisions.
• Provide a confidential service within safeguarding guidelines.
• Provide additional sources of help.
• Be a non-judgmental service.
• Be a consistent and reliable service.
• To be a friendly and listening ear

The Academy iZone is a specialised facility that provides a safe, holistic approach to supporting students. All support is organised in one area of the building. The iZone includes pathways for students to access learning and support from other professionals. Located in the iZone are the Inclusion Support Practitioners who are involved in supporting students and their families with emotional, social or behavioural difficulties. Learning Mentors are also available to help students to remove barriers to their learning. The EMAS team supports students with the development of language skills to ensure that they can access the curriculum and there is also access to the Careers service who assist students with their post-16 transition into adulthood.

In the iZone students may also access support from various outside agencies including the school nurse, Young Minds, YOT, Dove, Changes and various self-esteem groups. Students are given regular information about the help we provide and they can refer themselves to receive support from any of these services or staff and parents can request support.

The academy has a number of trained first aiders and we have the facility to administer and store medicines safely. Should a young person require a medical care plan we work with parents and health care professionals to ensure that an appropriate plan is in place. In the case of a medical emergency, our staff are trained to respond appropriately.

The school nursing team provides a drop in service for students together with support being provided by the nurse specialist for diabetes and physiotherapy. Specialist teachers for the deaf and visually impaired also regularly work in school to support our students.

14. How accessible is our school both indoors and outdoors for young people with special educational needs and/or disabilities (our accessibility plan/policy)?

Building Design Features

The Academy consists of ground, first and second floors to accommodate 1,150 pupils with DDA ( Disability discrimination act) compliant access and circulation provided throughout the site so that the school can continue to be fully inclusive and cater for a diverse range of Special Education needs. All external doors and fire doors have flat access/egress routes (no steps or ramps) and are consequently suitable for wheelchair users.

Wheelchair Accessible and Ambulant Toilets

We have a spacious, wheelchair accessible car park with designated spaces near to the main entrance.

A wheelchair accessible toilet is located amongst each toilet block featuring larger cubicles, hand/grab rails, larger toilets and a closing/opening bar on the door. Sinks and hand dryers are also positioned at a lower height. In addition to this, there is one ambulant WC toilet located in each same-sex toilet block, again featuring a wider cubicle, handrails, outward-opening doors and a larger toilet. Finally each toilet block features one enlarged toilet cubicle, with outward opening doors and a closing/opening bar on the door.

Signage around the academy is in braille and we provide interpreters and signers to support students and parents should this be required.

Disabled Toilet Alarm System

A disabled toilet alarm system has been provided within all disabled toilets to provide the occupant with a means to call for help if required. The occupant, if in distress, can utilise the ceiling-mounted pull cord which will activate an alarm, alerting staff of the situation so that assistance can be provided.

Audio Induction Loop

An audio induction loop is provided at each reception desk to aid those with hearing impairments when their hearing aid is switched to the ‘T’ or ‘Transducer’ setting. A portable induction loop is also available for use if required.

Disabled Refuge Call System / Fire Telephones

The disabled refuge call system / fire telephone installation consists of a master control panel and remote telephone units. The key feature of an emergency fire telephone system is that it must work when needed, finding it has been vandalised or has a fault, as an emergency unfolds is far from an ideal state. Thus the monitoring of function and versatility are standard within the system.

Wheelchair Accessible Tables

Each teaching space is provided with a wheelchair accessible table which is capable of moving up and down via a hand winch to suit the individual.

All staff differentiate accordingly  and the academy makes reasonable adjustments for individual needs for example risk assessments and additional arrangements being put into place for students who need wheelchair access. Students with a visual impairment have had Braille training, magnified screens and resources. Hearing impaired students use radio microphones and there is additional audio equipment in lessons.

Please see our policy section for the Academy’s accessibility and disability plan- link added please

15. What are our admission arrangements for young people who are disabled and how do we prepare and support your children when joining the school and moving on from the school?

Pupils with an EHC plan are considered separately and before everyone else and must be accepted by the school named on their plan. They will count towards the school’s admission number.

Link to admission policy please

The Academy works very closely with the local Primary schools to ensure that students with SEND have a smooth transition. Students who are SEND/Vulnerable, are invited to attend the enhanced transition programme run by the SEND team. This involves students visiting the Academy several times during the summer term. The SENDCo will also attend Y5 and Y6 reviews. Finally, the Academy offers all Year 6 students the opportunity to attend the transition days. This gives the students time to socialise with others and to build positive relationships with staff in preparation for the new academic year.

 All students will be supported fully during the post-16 transition into college or work. All students will have the opportunity to arrange appointments with the Careers team from year 10 until they leave the Academy and the Careers team will be invited to attend all statutory reviews from Year 9 onwards.

Appointments will help to support students in making appropriate choices and completing applications necessary to secure college courses post 16. Students with SEND will be supported by the SEND team during this process/transition. Work experience and College visits take place during Year 10 and 11 to inform and prepare students for life beyond the Academy. If necessary, a member of the SEND team will accompany students on their first visit to college and to any subsequent interviews. College staff and staff from the Careers service are invited to annual reviews during this transition period.

We run ASDAN and life skills courses that help to train our young people to become independent and to live full lives.  This includes helping young people to become prepared for adulthood by developing skills in travel training, handling money, cooking skills and employability.

16. Where can you find the academy’s SEND policy and who can you contact for further information?

Our SEND policy can be found on the website. link here

Contact Details

SENDCo. -  Diane Drew  01782 88 23 74/ 88 23 00. diane.drew@coopacademies.co.uk

Deputy SENDCo - Annabelle Rees 01782 882325  annabelle.rees@coopacademies.co.uk

17. What are our arrangements for handling complaints from parents of children with SEND about our provision?

We find that most issues can be resolved if you contact the SENDCo directly, however you may also  contact the SENDCo or the Deputy Headteacher (Inclusion) in the first instance.

Information on the complaints procedure will be given to you should you request it.

link here