Stamford Welland Academy Special Educational Needs and Disability (SEND) Information Report

What do we mean by Special Educational Needs?

According to the Special Educational Needs and Disability Code of Practice: 0 to 25 years (published by the Department for Education, June 2014 and available for download at www.gov.uk/government/consultations), children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they:

a) have a significantly greater difficulty in learning than the majority of children of the same age; or

(b) have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream academies or mainstream post-16 institutions. For children aged two or more, special educational provision means educational or training provision which is additional to, or different from that made generally for other children or young people of their age.

What changes are contained within the new Code of Practice and what does that mean to us at Stamford Welland Academy?

The main reason behind the changes is to improve the provision given to students and to ensure full participation from all those involved. The key changes are:

Statements are gradually going to be replaced by Education and Health Care Plans (EHCP) which will act as a more coordinated approach to a young person’s needs and support.

These plans will be in place from 0 – 25 years if required. There is an element where parents can gain some control over budgets but only if they wish. No child will lose their statement. The County Council will convert to the new EHCPs over the next couple of years.

Levels of Academy Action and Academy Action Plus have been replaced with a single category of SEND Support (K).

At the heart of all we do is the desire to improve the support we give SEND students throughout the academy and to provide them with a graduated level of support which includes Key Workers who will co-produce targets with students (and parents for higher level needs) and review them regularly as required for those on the SEND register.

Each student on the SEND register will have a Passport to Learning that they can take ownership of through co-construction with Key Workers. The targets will be reviewed at least once a year with the students and their Key Worker and any

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changes made as required. Copies of the Passport to Learning will be emailed/posted home following each meeting.

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The Code of Practice makes teachers’ responsibilities in the progress of SEND students very clear:

‘Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students is the first step in responding to students who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.’ (p88) Teachers at Stamford Welland Academy will ensure that they have a Quality First Teaching Plan in place for each student in their class that has a special educational need and/or disability.

Key Workers could be the form tutor, subject teacher, member of the student experience team or a member of staff from within the Complex Needs Team. You will be notified of your child’s Key Worker. All staff fulfilling this role will receive full training and support over the academic year.

At Stamford Welland Academy, we also have a SEND Monitoring Register. This is for students who are making the expected level of progress and/or do not require support in addition to or different from the quality first teaching in place in the classroom, but may have specific needs that staff should be made aware off. As with the SEND register, the SEND Monitoring Register is a live document that is updated in a systematic manner throughout each academic year.

Both registers are fluid and students may move between the two, or even off either register, as reflected in the progress that their make through their educational journey at Stamford Welland Academy.

Procedures are in place where all staff are able to register any concerns that they may have about students with special educational needs and/or a disability, and we will take the appropriate action (which may involve contacting home in the first instance).

Who makes up the Complex Needs team?

Principal: Anthony PartingtonVice Principal / SENDCo: Sher AlamLink Academy council: Dr Anne EmersonSenior Tutor Complex Needs: Mark WilsonLeader of Complex Needs: Jackie LentonComplex Needs Student Support Advisor: Trudy MoodyEnglish Higher Level Teaching Assistant: Jo HinsonMaths Higher Level Teaching Assistant: Jacqui ParkerLevel 2 Teaching Assistant: Sue BluffLevel 1 Teaching Assistants: Tracy BladesJill Croak

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Sue EvansNicky FennJan FordLiz Marshall

What is the SEND Information Report?

The SEND Information Report is the report that all academies have to share with parents, students and stakeholders about what the academy is able to offer in terms of SEND support for a young person.

It details what we do in order to support children, young people and their families with special educational needs at Stamford Welland Academy and how we work with the families and agencies to ensure the child or young person is able to achieve their potential, no matter what barriers they may have to their learning.

Stamford Welland Academy is a small rural academy where staff quickly learn students names and develop an understanding of individual learning styles to develop a personalised approach to teaching. This helps create a caring community where students can feel safe to learn. SEND has been praised significantly by OFSTED during their last two visits, and the Progress Score of 0.63 for SEND as a sub-group in 2016 showed that these students exceeded their expected progress by a considerable margin.

Please see our most recent OFSTED report here:

h tt p : / / w w w . s ta m f o r d w ell a n d aca d e m y .or g . u k /

The details and information in Stamford Welland Academy’s SEND Information Report are compliant with Part 3 of the Children and Families Act 2014 and associated regulations (as described within the stated documents):

The Special Educational Needs and Disability Regulations code of practice: 0 – 25 years2014

The Special Needs (Personal Budgets) Regulations 2014

The Order setting out transitional arrangements

Equality Act 2010: Advice for academies

Working Together to Safeguard Children (2013)

The Children Act 1989 Guidance and Regulations Volume 2 (Care Planning Placement and

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Case Review) and Volume 3 (Planning Transition to Adulthood for Care Leavers)

Reasonable Adjustments for disabled students (2012)

Supporting students at academies with medical conditions (2014)

The Mental Capacity Act Code of Practice: Protecting the vulnerable (2005)

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How do we identify children/young people with special educational needs?

According to the SEND Code of Practice, the four primary areas of SEN are:

Communication and interactionCognition and learningSocial, emotional and mental health difficultiesSensory and/or physical development

We accept the principle that students’ needs should be identified and met as early as possible. As outlined in the Code of Practice, we follow a graduated approach of assess, plan, do, review.The SENDCo/Leader of Complex Needs/Complex Needs Senior Tutor use Academy tracking and progress data as an early identification indicator. All subjects measure achievement and progress at least three times a year.

A student may have additional needs if:

- Progress is significantly slower than that of their peers starting from the same baseline- Progress fails to match or better the child’s previous rate of progress- Progress fails to close the attainment gap between the child and their peers- The attainment gap widens- It can also include progress in other areas than attainment (p84 Code of Practice document)

However, identification may also be as a result of:- Teacher concern- Following up parent/carer concerns- Tracking individual student progress over time- Liaison with partner primary academies on transfer- Information from previous academies / schools- Information from other services

Students are usually transferred on to the SWA SEND Register when they join the academy. Students are all CAT tested, as well as having Progress in Maths, Progress in English, reading and spelling age assessments upon entry in year 7. Students below expected levels in Year 7 access subject departmental support. Students with literacy difficulties access the Read Write Inc programme.

Students below expected levels in year 7 are taught in class sets that are most likely to meet their needs. Students are supported with their overall learning, reading, writing, spelling, general awareness and handwriting skills; this support takes place both within and beyond the day-to-day subject specific curriculum.

The SENDCo/Senior Tutor Complex Needs/Leader of Complex Needs maintain the SEND Registers, which is a list of students identified through the procedures mentioned. A detailed analysis of the Register takes place after each data analysis.

For some students a more in depth individual assessment may be undertaken by the

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Academy, which may include:- Assessments by the Specialist Teacher and Applied Psychology service,

which may lead to referrals to other agencies- Assessments from other external agencies

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How will I be able to raise any concerns I may have?

If you have any concerns about your child’s progress, your first point of contact should always be the form tutor. Following this communication, the form tutor will contact the SENDCo/Leader of Complex Needs/Senior Tutor Complex Needs to discuss these concerns. This is the first step in the graduated response to students’ needs. A member of the Complex Needs team will then contact you to discuss the concern and decide on the next step. Parents are invited to discuss any concerns that they too may have at any stage of their child’s education at Stamford Welland Academy; for example, parents may request a meeting as a result falling grades or slow progress.

How is the decision made about what type and how much support my child will receive?

There are clear processes for assessment, plan, do and review at all levels from identification of concern up to application for Education and Health Care Plans. These documents are the replacements for Statements. They are co-constructed with the young person, parents/carers, academy and representative from Lincolnshire County Council (or equivalent) and include a range of information all linked to the amount of care required by an individual.

How is the curriculum matched to a young person’s needs?

In order to meet the learning needs of all students, teachers differentiate work. They work to meet individual learning needs, to mark work and plan homework effectively.

Where students are identified as having additional needs, the academy provides for these additional needs in a variety of way.

The provision for students is related specifically to their needs, and includes: Differentiation at a curriculum level Provision of alternative learning materials/ special equipment Small group tutoring for literacy, numeracy, science and life skills Access arrangements for internal and external assessments, including

extra time, use of ICT (word processing), readers, and scribes where appropriate

Specific interventions targeted at literacy and numeracy. Use of ICT such as netbooks within lessons

Additional support from external agencies Personalised timetables where appropriate Cross age mentors Homework club Provision of Key Workers, if applicable, to work with the young person in

devising interventions and monitoring their effectiveness. Each student on the Special Needs Register will have a Key Worker who will meet regularly with the student to set and review targets which plan for progress.

Monitoring register for those students who are making the expected progress but who have SEND needs that staff should be aware of.

Regular assessment of progress, using additional tests

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In class support for individuals / small groups with a Teaching Assistant (TA) for students with Education Health Care Plan’s or Statements for those students with high levels of needs.

Staff development / training to undertake more effective strategies Quiet rooms for learning Quiet areas for resting / ASD cool downs A well-resourced library Learning support room for either one to one or small group intervention Pastoral suite for counselling or more sensitive meetings Pastoral offices to allow students space to discuss confidentially with the

leader any concerns they may have.

Some of our additional strategies:

Read Write Inc GroupStudents who are currently reading below the National Curriculum Level 3 in Year 7, who have the potential to achieve National Curriculum Level 4, are assessed for the Read Write Inc program.

Students are assessed on pure phonic sounds and reading passages to place them into the correct teaching group. There are normally 3 groups.

Reading and spelling assessments are carried out 3 times during the academic year to monitor progress. These are Access Reading, Salford Sentence Reading and Vernon Graded Word Spelling tests. Students can move up or down groups in English sets according to their progression.

ASD supportSome children who are on the autistic spectrum require very specific support to help them understand the world and routine around them. The type and level of support needed depends upon the individuals’ unique needs, and at what stage in their academy life support is needed.

In class supportMost departments also use in-class support for some activities or specific lessons for students who struggle to learn with adult guidance. This is a flexible method of support aimed at helping children develop independent learning skills within the classroom.

Medical personal CareChildren who have a medical disability may, at times, also require additional adult support with PE when changing or in subjects requiring fine motor skills. These are delivered and developed with the child’s occupational therapist or physiotherapist.

One to one / small group interventionWhen a child needs additional support with reading, learning to spell or some subject specific guidance, one to one or small group intervention allows students to work with a member of staff in a quieter and more relaxed situation, allowing them the chance to learn away from others. This is also directed in correlation to a child’s need and ability.

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In terms of accessibility, Stamford Welland Academy also have the following available:Mentor Support Students are provided with 6-week phased support programmes, where a

particular need is identified, at any point in an academic year. The impact of this support is reviewed in a systematic manner and further

support is provided if a need, in a specific area, is still apparent.

How are resources allocated and matched to children/young people’s SEN?

Each year the academy receives guidance about how to support children with SEN. The SENDCo/Complex Needs Senior Tutor/Leader of Complex Needs writes a Provision Map which plans the learning support and resources required for the following year. This includes physical resources for Individual children or adult support for groups of children. This helps the academy plan and budget how it will support and enable students to achieve their potential.

In addition to the Provision Map, as each child is unique and different, no two plans should be the same and no journey remains the same throughout their academy life. Day to day intervention and support is geared around their ever changing needs and life stages, in a bespoke format arranged and challenged through review meetings.

A child may find that they need more support at certain times of the year and it is imperative that we meet the learning needs of the child when they need it and plan for those occasions in advance to ensure optimum resources are given. If a child suddenly finds that they are in crisis, then support is offered quickly, with the key end goal of developing independent skills. This is raised, discussed and agreed at the Review Meeting.

What other services does the academy access including health, therapy and social care services?

CMAT Educational Welfare Leader including access to the Pupil Referral Team and Attendance and Inclusion Team

Children and Adolescent Mental Health Service (CAMHs) Sensory Education and Support Service

‘ECLIPS’ (Secondary education branch of Speech and Language Therapy Service)

The Working Together Team (was Social Communication inc: outreach) Social Services Community Health Service Anger management TA support Personalised Timetables Pilgrim Academy (enabling students to continue working towards their

potential within the context of their particular medical condition with a continual view of reintegrating the student back into mainstream education)

Community School Nurse Ethnic Minority and Traveller Education Team

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Adaction and Oasis – supporting people who have problems with drugs or alcohol

Sensory and Visual Impairment Spurgeons Young Carers – offering support for young people who also

have to look after someone at home. Targeted Youth Service

Who is responsible for the education of my child, who will be working with them and what are their responsibilities?

As stated in the Code of Practice (p88), ‘Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students is the first step in responding to students who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching’.

Each child on the SEND Register will have their own allocated Key Worker. This could be a subject teacher, member of the College team or a member of the Additional Needs team dependent upon individual need. The SENDCo, Senior Tutor Complex Needs and Leader of Special and Complex Needs will maintain the overview and be responsible for resolving any issues that may arise.

Provision for children with Special Educational Needs (SEN) is a matter for the academy as a whole. All staff are responsible for helping to meet an individual’s special educational needs and for following the academy’s procedures for identifying, assessing and making provision to meet those needs.

Class teachers are responsible for: The progress of the each child in their lessons, including students with

special educational needs and/or a disability, in the classroom, and for providing an appropriately differentiated curriculum. They can draw on the SENDCo/Leader of Complex Needs/Senior Tutor Complex Needs for advice on assessment and strategies to support inclusion.

Planning and delivering individualised programmes for SEND students, taking into full account the pupils’ Passport to Learning to ensure the needs of the child are met.

Where relevant, making appropriate use of the Teaching Assistant. The Teaching Assistant is there to assist; responsibility for the class is in the hands of the teacher.

Being familiar with the needs of students in their class who have SEN, and to be familiar with all information as set out in the Pupil Passport.

Contributing to the child’s Passport to Learning targets (as required). Making themselves aware of policy and procedures for the assess, plan, do,

review graduated response Giving feedback to parents of students with SEN.

Subject / Curriculum Leaders are responsible for: Ensuring that the requirements of SEND students are met in the Schemes

of Work and that any examination course followed takes into account the needs of the students.

Ensuring that progress is made for all SEND students in their subject area11

Head of Houses / Assistant Principals are responsible for: Ensuring that subject leaders are meeting the requirements of SEND

students in their lessons.

The Academy Council will ensure that:

SEND provision is an integral part of the academy improvement / development plan the necessary provision is made for any students with SEND

All staff are aware of the need to identify and provide for students with SEN

Students with SEN join in academy activities alongside other students, as far as is reasonably practical and compatible with their needs and the efficient education of other students

It reports to parents on the implementation of the academy’s SEND policy It has regard to the requirements of the SEND Code of Practice (2014) Parents are notified if the academy decides to make special educational

provision for their child It is fully informed about SEN issues, so that it can play a major part in

academy self-review It sets up appropriate staffing and funding arrangements, and oversees the

academy’s work for students with SEN The quality of SEND provision is monitored They approve the SEND policy and report on an annual basis

The Principal is responsible for:

The management of all aspects of the Academy’s work, including provision for all students with SEN

Keeping the Academy Council informed about SEN issues, including:: progress of SEND students

Working closely with the SEND personnel within the Academy Ensuring the implementation of policy and procedures to do with SEND

The Vice Principal for Behaviour and Safety (SENDCo) is responsible for:

Ensuring that the Complex Needs Team, Houses, TAs and teaching staff are meeting the requirements of SEND students

Resolving any complaints, where the Leader of Complex Needs / Senior Tutor Complex Needs has been unable to do so

Keeping the Senior Leadership Team informed about SEND issues Management of the Leader of Complex Needs / Senior Tutor Complex Needs Overseeing the day-day operation of SEND policy and procedure.

The Leader of Complex Needs (with support from the Senior Tutor Complex Needs), in line with the recommendations in the SEND Code of Practice 2014, is responsible for:

Ensuring that an agreed, consistent approach is adopted12

Co-ordinating provision for children with SEN Liaising with and advising other staff Supporting class teachers and Academy teams in devising strategies,

drawing up pupils’ Passports to Learning, setting targets appropriate to the students’ needs, advising on appropriate resources and materials for use with students with SEN and on the effective use of materials and personnel within the classroom

Maintaining the Academy’s SEND Register and records, together with monitoring and evaluating the Academy’s provision of support and progress of children with SEN (ensuring a graduated approach)

Liaising with parents of children with SEN (in conjunction with Academy teams, class teachers and TAs)

Contributing to the in-service training of staff Key point of contact with external agencies especially the Local Authority Liaising with SENDCos in other academies to help provide a smooth

transition from one academy to the other Keeping aware of the latest legislation, guidance and best practice

regarding SEND Organising the daily activities of TAs Timetabling of TAs Helping to produce pupils’ Passports to Learning and monitoring their

completion Tracking student’s progress Carrying out reviews and appraisal of TAs Inducting new TAs Supporting the running of both internal and external examinations Advise on the deployment of the Academy’s delegated budget share for

SEND and other resources to meet students’ needs effectivelyCo-ordinating and leading Annual Review meeting and

monitoring/evaluating students’ and parents’ views

Teaching Assistants (TAs):

As an academy we employ three levels of TAs: TA Level 1, TA Level 2 and Higher Level Teaching Assistants. Whilst their roles are similar there is an expectation that, if on the higher grade, TAs will act as Key Workers.

TAs play a major role in the support of students with EHCP/Statements. They are managed by the Leader of Complex Needs.

They should: Be fully aware of the SEND policy and the procedures for assess,

plan, do, review in supporting students with SEN. Act in accordance with academy policies especially those in relation to

child protection and behaviour Assist with the planning and preparation of activities Monitor the needs of SEN students as outlined in the pupils’ Passport to

Learning and report any issues to the Key Worker

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Keep records as required (including records of any discussion in relation to targets for any students for whom they act as Key Workers )

Use the Academy’s procedures for giving feedback to teachers about students’ responses to tasks and strategies

The Student Support Advisor for Complex Needs is responsible for: Keeping records Planning and publishing support for students in exam periods and

applying for access arrangements (together with the Academy exams team and Additional Needs Administrator)

Monitoring and updating of exam concession database and communicating with parents, students and staff to ensure full entitlement.

Providing appropriate information to enable timetabling. Keeping the calendar and appointments up to date. Communicating with all involved in review process (staff, parents,

students, external agencies and County) Co-ordinating action following external agency reports.

What training are the staff supporting children and young people with SEN having or have had?

Annual training covering various aspects of SEND is offered to all staff as part of the Academy’s training programme.

Our support staff have significant experience in supporting SEND students within lessons with a wide variety of difficulties. In addition, support staff have received and continue to receive training in a number of areas:

Literacy and numeracy intervention Training with specialist teachers for the visually impaired to assist them in

the alteration and adjustment of reading materials Use of hearing impairment aids and hearing loops. Exam access arrangements Speech and Language Therapy (SALT) Autism in academies Social Stories First Aid Manual Handling Diabetics support

Specific Training:

Sher AlamNational Award in Special Needs Co-ordination (NASCO)

Jac k ie Le n t on Foundation Degree in Learning Support Loughborough University

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OCR Certificate for Teachers of Learners with Specific Learning Difficulties (Secondary) Foundation Award for Teaching Assistants University of LeicesterRWInc trainingElkan – Speech & Language support for 11 – 16 year olds

Jo H i n son City and Guilds Certificate in Learning SupportEnglish HLTAUsing ICT to support learning NVQ4RWInc training

S u e B l u f f City& Guilds Level 2 NVQ for Teaching AssistantsNAA Invigilator TrainingOCR Level 1 Certificate for IT (New Clait) Word Processing

L iz M ars h all British Sign Language Level 1 BSD Learning Support Level 1 City & GuildsSupporting Teaching & Learning NVQ3 City & guildsUnderstanding the Autism Spectrum Open University Level 4Facilitating Social StoriesAspergers – Intervention & Strategies in Education icepe.comTaking a lead in Autism – Higher level 3 (Autism Outreach Leics)

N icky Fenn Team TeachModifying Materials for a Visually Impaired Student Safeguarding Children in Education (Academy based training) Autism, Asperger Syndrome CourseEAL TrainingEclips

Tracy Bl ad es Department of Education Secondary Teaching AssistantUnderstanding Autism & Asperger’sEclipsAutism, Aspergers & Semantic Programme disorderAttention Deficit Hyperactivity DisorderModifying Materials for a Visually Impaired Student

S u e E v a n s City and Guilds Certificate in Learning SupportAutism and Asperger’s training

How will both you and I know how my child is doing?

Progress is the crucial factor in determining the need for additional support. Assessment documentation is sent home regularly and Progress evenings are held during the year where you can discuss this with staff. In relation to progress made against Passport to Learning targets, after each meeting you will receive an updated copy of the document.

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In a situation where a student continues to make less than expected progress, a meeting takes place between the parent(s) of the student and their House Leader/ Leader of Special and Complex needs. Parents are also invited to discuss any concerns they may have, at any stage of their child’s education at Stamford Welland Academy. Teaching staff are all trained to be able to identify, and respond appropriately to, any signs of a child struggling with their learning, or any other concerning signs.

How does the academy judge whether any additional support has had an impact?

Each child is regularly assessed and the data is analysed. Targets entered in pupils’ Passports to Learning are reviewed and, where they are met, new targets will be discussed and decided upon by the young person, Academy and Parents/Carers.

Progress is that which:

Narrows the attainment gap between students and peers Is equivalent to that of peers starting from the same baseline but less than

the majority of peers Equals or improves upon the student’s previous rate of progress Ensures full curricular access Shows an improvement in self-help and social or personal skills Shows improvements in the student’s behaviour

Progress may be tracked in the following ways:

Analysis of assessment data relating to individual students, in terms of curricular attainment, reading & spelling ages, and progress made against specific intervention

Analysis of internal data pertaining to behaviour (as required) Analysis of internal data pertaining to attendance (as required) Scrutiny of pupils’ Passports to Learning and targets presented in these

documents Minutes of Annual Review meetings Reports by external agencies Monitoring of classroom practice by the SENDCo/Leader of Special and

Complex Needs/Senior Tutor Complex Needs, Academy observation team, and subject leaders

Discussions with Key Workers and records of Review Meetings Sampling individual student work, where appropriate The Academies annual SEND review, which evaluates the success of policy

and procedures, and sets new targets for development The Academies improvement plan, which is used for planning and

monitoring provision Visits from Local Authority personnel and Ofsted inspection arrangements Visits from the link academy council

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Feedback from parents and staff, both formal and informal, following meetings to co-produce pupils’ Passports to Learning and targets, revise provision, and celebrate success

Students’ individual files, which will record the steps taken to meet student’s individual needs. The SENDCo/Leader of Complex and Special Needs/Senior Tutor Complex Needs will maintain the records and ensure access to them

Information from other agencies

What opportunities will there be for me to discuss his or her progress with the staff and be involved in planning my child’s education?

For students with an EHCP or Statement, you will be invited in to help co-construct the pupil’s Passport to Learning together with the Leader of Special and Complex Needs (who will always be their Key Worker) and, most importantly, the young person involved. This will be as part of the Annual Review process.

For children with SEN, parents are invited to their child’s Review Meetings which are held at least twice each year, with the Leader of Special and Complex Needs, for every child on the SEND register. Furthermore, Achievement Tutorials and Parents’ Evenings serve to ensure that each student’s progress is monitored and discussed, and any concerns raised. Of course, contact with the Form Tutor can help with a more day to day discussion of how your child is progressing, as form tutors conduct the regular Achievement Tutorials with students in their form, to discuss progress in each subject areas. Tutors will also discuss any other issue students may have in specific subject areas, in relation to their learning, such as homework.

As part of this process, you can help us to support the young person by:

Keeping the academy informed of medical / emotional factors which may have an impact on the additional needs of the child

Doing your best to attend Review Meetings and support the academy

Supporting the learning of your child at home for, as outlined in the Passport to Learning

Students can help by: Participating in the decision making / Passport to Learning creation

process, so that their opinions and feelings can be taken into account Making the most of the support they receive and respecting the

adults that are helping them Doing their best to tell a Teaching Assistant, teacher or Key Worker if

they feel their needs are not being met.

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What is the pastoral, medical and social support available in the academy for children with SEN?

Pastoral supportA child’s overall wellbeing is paramount to a child’s experience while with us. The House system takes the lead role with the form tutor being your first point of contact either by phone, email or a note in your child’s planner. This House team will monitor all aspects of your child’s progress, including attendance and behaviour. If there are any concerns around either of these two issues, it will be the House team who will contact you in the first instance. The Complex Needs Team will offer support as and when it is required.

Medical support

As part of the Children and Family Act 2014 we, as an academy have a Medical ConditionsPolicy.

All students with medical needs which require prescribed medication will be monitored as outlined in this policy. It is the responsibility of the academy to ensure that we are fulfillingall the requirements of the latest guidance. All areas of the academy will work closely with the Complex Need Team to offer support as required.

We have several full time first aiders, each House base has a qualified FAAW (First Aid AtWork) person and the site team are FAAW qualified. Teachers have undergone a basic first aid course. There is a disabled toilet available for students who need assistance going to the toilet and these students have a TA working with them.

How does the academy manage the administration of medicines and providing personal care?

The first aid room holds general medical supplies to deal with emergency first aid. Parental consent is given via a Healthcare Plan (HCP). If a student is taking medication and the parents have informed first aid, this is kept in the first aid room and the student will come to the first aid room or the House Office as agreed to take the medicine.

We have a number of diabetics in the academy who need to test their blood levels. The first aid room is available throughout the day, should students wish to take their tests in private. Results are recorded purely to be passed onto paramedics or parents in the event of an incident occurring.

What preparation will there be for my child at key transition points?

Transition meetings are held throughout each key stage. Primary SENDCos are contacted so that Stamford Welland Academy’s Leader of Special and Complex Needs can attend any meetings in the last term of year 6, and parents are also invited to attend additional transition sessions prior to their son or daughter starting. Primary schools are asked to pass on any SEND information in May, prior to students arriving in the September. During terms 5 and 6, our Leader of Special

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and Complex Needs will meet with primary colleagues to gain further knowledge of individual students.

Stamford Welland Academy (Year 6 to Year 7) Transition Programme:

When a child moves from a primary school/academy to a secondary academy they are expected to cope with a whole variety of new experiences and changes, many of which require skills and abilities that they have not had to use before. These skills do not magically develop in children during the summer holiday before they begin secondary academy – like reading and writing, they have to be taught, and our children need support in developing them. Mr Bull (Associate Assistant Principal/Head of Austen House) and Louise Warren (Transition Manager) visit each primary academy during the summer term, prior to their September starting date.

Topics covered in the transition programme sessions with the students are outlined below:

Identifying hopes and fears surrounding the move to secondary academy To address issues regarding transport Our academy uniform Teachers and timetables Common issues and questions Rights and responsibilities Rewards and sanctions

Within the first term, parents/carers are invited in to meet and review progress made by their child.

Transition between Key Stage 3 to 4 is supported through Review Meetings, and advice about how to choose options can be discussed.

The final transition into post 16 education is again led through Review Meetings and at interviews with outside agencies and senior staff in Y10 and Y11. In addition, all Y11 students have a careers interview and can access additional guidance from relevant external agencies. For students with Education and Health Care Plans, support will be followed through the transition plan element (Section 5 - My Education Outcomes and Provision) of the document.

How will my child/young person be included in activities outside the classroom including academy trips and work experience?

The accessibility of each trip is assessed on an individual basis. All reasonable steps are taken to ensure participation of all students at the academy.

How do you involve parent carers in planning activities and trips?

The trip leader will consider the cohort and discuss the trip with parent/carers as necessary.

How accessible is the academy environment? Is the building fully wheelchair accessible?

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The academy identifies the current risks and strengths of the building in correlation to specific needs of SEND users, in the accessibility report which is updated annually. A copy of the plan is available on the internet separately.

Have there been improvements in the auditory and visual environment?No improvements have been made in relation to these two areas and; currently we have no plan to do so.

Are there disabled changing and toilet facilities?Across the site, there are two disabled toilets and changing facilities.

How does the academy communicate with parent / carers whose first language is not English?

When this is required, we gain support from leading practitioners from within the Trust.

What do you do if you have a complaint about Additional Needs provision?

We value the input of our parents and hope that an effective partnership with frequent opportunities for communication will help to prevent any difficulties. However, should problems arise, parents should refer to the academy’s Complaints Procedure.

If there are complaints about the provision of SEND, the best course is to contact the classroom teacher or subject leader if the issue is based in a particular lesson.

If you feel that the issue covers more than one subject or is a more general provision issue, then contact the Leader of Special and Complex Need. If a complaint is unresolved by the Leader of Complex Needs, then please contact the SENDCo (Vice Principal).

Further details of the complaints process can be found in the Complaints Policy; this is accessible through our website or from Main Reception upon request.

Who should I contact if I am considering whether my child should join the academy?

Mrs Julie Corby is the academy’s Admissions Manager and can be contacted via phone (01780 781000) or email enquiries @stamfordwellandacademy . o r g . u k

What other support services are there who might help me and provide me with information and advice? Where can I find the local authority’s Local Offer?

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The Family Services Directory provides a wide variety of information on other support services and is where you will be able to view the local authority’s Local offer:

ww w .l i nc ol ns hi r e. g o v . u k / f sd

Appendix 1: Definitions of Words and Acronyms

SEND – special educational need and/or disabilitySEMH – Social, Emotional, Mental HealthCoP – Code of Practice (How SEN should be supported)EHCP – Education, Health and Care PlanAR – Annual ReviewQFT – Quality First TeachingSpLD – a specific learning difficulty, such as dyslexia, dyscalculia, dyspraxiaMLD – a moderate learning difficulty – when a pupil does not have a SpLD but continues to struggle to learn to a moderate level of difficultySLCN – speech, language and communication needVI – Visually ImpairedHI – Hearing ImpairedPI – Physically ImpairedASD – Autistic Spectrum DisorderADD – Attention Deficit Disorder

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ADHD – Attention Deficit Hyperactive DisorderODD – Oppositional Defiant DisorderAA – Access Arrangements – a legal process of testing and requesting that students with specific difficulties have some form of additional support or time in examsEP – Educational PsychologistSALT – Speech And Language TherapyCAMHs – Child and Adolescent Mental Health serviceTYW – Targeted Youth WorkerFWT – Families working TogetherCAT – Cognitive Ability Tests – tests that measure how the brain may be workingLEA – Local Education AuthorityECLIPS – Extended Communication Language Impairment Provision for Students

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