The Priory Federation of Academies’ SEND Information Report

What is ‘Special Educational Needs and Disability’?

A Special Educational Need and Disability (SEND) is a difficulty or barrier that affects a child’s ability to learn and to access the curriculum.  It may be appropriate for a pupil with SEND to access provision which is ‘additional to, or otherwise different from’ the educational provision made generally for pupils of their age.

A Disability is a long-term health condition which causes a difficulty or barrier to learn or to access the curriculum.

SEND is identified under the following categories:

• SEND Support

Pupils with less complex needs but who still require support with their learning will be identified by a single category, known as SEND Support. The focus for this will be on what your child has achieved as a result of the personalised intervention provided.

• Education Health Care Plans

An Education, Health and Care Plan (EHCP) is for children and young people with complex needs.

The EHCP  will place much more emphasis on personal goals and will describe the support your child will receive while they are in education. 

The Priory Federation of Academies' SEND Policy is the Teaching and Learning section  The Priory Federation of Academies Trust - Teaching & Learning (prioryacademies.co.uk)

Who do I speak to if I think my child has Special Educational Needs and/or a Disability?

If you have any SEND concerns regarding your child, our Academy has a designated Deputy Head for Inclusion, Mrs K Shelford, or SEND Manager, Mrs S Pearce, who can be contacted on 01476 410410 or via ruskinsendenquiries@prioryacademies.co.uk

The Deputy Head for Inclusion, Mrs K Shelford, is a qualified teacher with experience and qualifications within all areas of Special Educational Needs (SEND).   Following any initial enquiry, a response will be made within two working days and, if appropriate, a meeting will be arranged.

How will it be decided if my child needs additional support?

If your child is identified as having SEND, their details are placed on the SEND Register. If, through discussions, it is agreed that your child no longer needs to be on the SEND Register, their details will be removed.  A student profile is created using the above information. This outlines the necessary teaching strategies and intervention required to support your child.

We regularly review the needs of every child and parents can be invited if required.  There are regular progress evenings, progress checks and written reports will help to keep you fully informed at every stage.

What support is available for my child?

If a pupil has been identified as having a barrier to their learning, additional support will be provided to give them the opportunity to make progress. There are four identified areas of need within SEND. Your child’s need may come under one or more of these areas:

• Cognition and Learning
• Communication and Interaction
• Social, Emotional and Mental Health
• Sensory and/or Physical

The support available will vary dependent on your child’s needs.  This may include a specific intervention package which is delivered outside of the regular timetabled lesson, access to Information Technology and, in some cases, a designated mentor. Our provision map shows a range of interventions in place which may be used to provide support. The provision map is a working document and is updated as pupil progress is reviewed. The Deputy Head for Inclusion will oversee the impact of the named interventions. From the provision map, a student profile is modified, identifying the provision and how it will be coordinated.

When a student’s learning needs are severe, complex and lifelong, they may require enhanced individual support from the Academy. With your support and alongside specialist services, we will collate information to request an Education Health and Care Plan (EHCP). If agreed by the Local Authority, an EHCP will incorporate resources and provision with specific outcomes that will support the individual needs of your child. The requirements listed in an EHCP will be embedded in a personalised student profile.

What support will there be for my child’s overall social and emotional well-being?

The well-being of all pupils is our primary concern across the Priory Federation.  Social and emotional development programmes are followed and when it is appropriate, visiting speakers offer specialist information raising awareness in relation to Personal, Social and Health Education aspects.

A Pastoral Team oversees pupils as they progress through each year group, offering support, mentoring and guidance. We regularly monitor attendance, support pupils returning after absence and take the necessary actions to prevent prolonged absence.

Designated Safeguarding Officers are responsible for ensuring the well-being of all pupils in liaison with all Academy staff.

Relevant staff are trained to support medical needs and this training is provided through the specialist services.

We offer a wide range of activities to cater for the different interests of the students, some of which take place after school. Extra-curricular activities are available for your child to join, including physical activities, the Arts and music and drama. These are published through the extra-curricular timetable. In addition, we hold House events throughout the academic year.

Educational visits and trips abroad are available to provide alternative experiences for your child.

Where there are concerns for safety and access, a personalised risk assessment is written and shared with all parties. This will detail any reasonable adjustments that need to be made to meet your child’s needs.

The Priory Federation of Academies' Student Welfare policies

What specialist services and expertise are available?

Across the Federation, we have developed strong partnerships with a range of specialist services.  The Deputy Head for Inclusion and SEND Mnager will seek advice and support from these, if appropriate, as part of the cycle of support available as described in the Local Authority’s Family Directory.

The list below highlights some of the services we access:

• Educational Psychologist (EP)
• Specialist Teaching Team (STT)
• Health – Community Paediatrician and the School Nursing Team
• Working Together Team (WTT)
• Speech and Language Therapy (SALT)
• Sensory Impairment Lincolnshire County Service (SILCS)
• Children and Adolescent Mental Health Service (CAMHS)
• Children’s Services
• Family Centre

We also have expertise from staff members within the area of SEND; these skills are utilised to meet the needs of the pupil. Individual teachers and support staff attend training courses run by specialist services that are relevant to the needs of specific pupils.

The Federation recognises the need to train all our staff on SEND information. The Deputy Head for Inclusion, with the Senior Leadership Team, ensures that training opportunities are matched to Academy Development Priorities and to those identified through the use of provision management.

How will the curriculum be matched to my child’s needs?

We follow a 'whole school approach' to SEND and work to ensure that all of our pupils feel fully included. We are committed to ensuring that pupils with SEND can fulfil their potential and achieve their best possible outcomes. Differentiation is used to ensure that new learning is matched to the pupil’s ability, while allowing them to be stretched and challenged. A learning environment where pupils feel confident and secure in voicing their opinions is actively encouraged and valued. The student profile will identify the necessary teaching strategies and styles of intervention required. Planning and teaching will be adapted to meet the individual learning needs so that personalised learning can take place.

How will I know my child is progressing in their learning?

The progress of your child will be monitored termly.  If they are not making the expected progress in a particular area of learning, we will identify the necessary additional support they may need.

You will be kept informed of how your child is progressing through a range of options including:

• Class Charts communication
• Parents’ evenings
• Additional meetings as required
• Email and telephone correspondence
• Progress checks
• Written reports

If you have any concerns about the progress or attainment of your child, this can be raised with the appropriate member of staff.

How can I access support for myself and my family?

The SEND team are available to discuss any SEND queries or concerns you may have. Information from specialist services will be discussed with you.  If you have any SEND queries that need dealing with by the Local Authority, these should be directed to The Additional Needs Team.

The Lincolnshire Information, Advice and Support Service (LIASE) acts as an independent organisation offering support and advice to parents/carers who have a query or concern about their child’s needs.

How will my child be supported during times of transition?

Communication forms a vital part of the transition process. You are invited to visit our Academy prior to applying for a place through attending open days and an individual guided tour.  We have close links with our feeder schools; meetings are planned and information shared. Suitable support, which may include additional visits, induction sessions and liaising with other specialist services and relevant adults, can be discussed at these meetings.

For a pupil with an EHCP, the Deputy Head for Inclusion,or SEND manager, will attend the Annual Review meeting to support the transition process.  Further transition opportunities occur as pupil’s progress through the Academy. Opportunities for careers advice and Post-16 provision are also provided.

Where pupils move on to another placement, their records and personal data will be passed on in order to make the transition as smooth as possible.

How accessible is the setting?

We aim to ensure that each environment is accessible to all pupils, including those with SEND. Some reasonable adjustments may be as follows:

• Physical environments - lifts, lighting, wheelchair access, dedicated disabled parking places
• Increased access to the curriculum and assistance during examinations
• Transport requirements
• Hygiene suite

A range of specialist provision is available across the Federation, including:

• Sensory rooms
• Swimming pool and fitness suite used for physiotherapy provision
• Designated areas for individual and small group work
• IT facilities with relevant hardware and software linked to the intervention provision

What does all the jargon mean? 

The following glossary of terms list different words and abbreviations that we use:

• Annual review - the review of an EHC plan which the local authority must make as a minimum every 12 months.
• CAMHS - Children and Adolescent Mental Health Service.
• EP - Educational Psychologist.
• Graduated approach - A model of action and intervention to help pupils who have special educational needs. The approach recognises that there is a continuum of SEND and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a pupil may be experiencing.
• Healthcare Plan - This is a document which describes any significant medical conditions that a child may have which require special medication or adjustments.  The plan outlines the pupil's needs and what needs to be put in place to support them.  It is then shared with all those staff supporting the child.
• LIASE – Lincolnshire Information, Advice and Support Service.
• National Curriculum - This sets out a clear, full and statutory entitlement to learning for all pupils, determining what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported.
• Provision - Any extra help, support or equipment that a pupil receives.
• Provision Map - A provision map shows a range of interventions in place which may be used to provide support.
• Safeguarding - Ensuring the well-being of all pupils.
• SALT - Speech and Language Therapy.
• SEND - Special Educational Needs and Disability.
• SEND Support - A single category for pupils with less complex needs but who still require support.
• SILCS - Sensory Impairment Lincolnshire County Service.
• Specialist Services - Any professional from an agency or service who provides advice to the school and family.
• STT - Specialist Teaching Team.
• Student Profile - This outlines the necessary teaching strategies and intervention required to support the pupil.
• Transitions - A change or transfer from one school or class to another.