Summary of Provision for children and young people with Special Educational Needs or Disabilities – The Local Offer
Special Educational Needs and Disabilities Local Offer
We are a fully inclusive school ensuring that all students achieve their full potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their ethnicity, social background, sexual identity, physical ability or educational needs).
Students may have special educational needs that require additional support when progress has slowed or stopped. We implement a graduated approach based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEND. This is based on an Assess-Plan-Do-Review structure for each area of SEND.
If a child has and Education, Health and Care Plan, then we provide the support detailed in the plan.
Our local offer is intended to give you the approaches we use to ensure all of our students are supported, including those with SEND, in order for them to achieve their potential. We continually monitor, review and adapt our provision to meet the changing requirements of individual students.
Students are identified as having SEND when they have a greater difficulty in learning that the majority of children of the same age and/or a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for students of the same age, within the areas of the Local Education Authority. Once identified as having SEND we work collaboratively with the young person, her family and appropriate agencies to draw up a student profile and put in place child friendly plans, to support the students’ development and accelerate her progress.
Student Support and Guidance
All lessons at Feversham Academy reflect the Islamic ethos and students can participate in a number of events and activities which help them learn more about their faith as well as other faiths and cultures. Students are placed in tutoring groups for daily Guidance and Support Time (GST). The GST class is carefully chosen for those with SEND to ensure that they are supported by trained additional adults. We also ensure that they are given a ‘buddy’, which gives the young person an opportunity to talk to someone other than a teacher on many issues, including bullying.
Students’ pastoral needs are delivered through our year group system, where the students will remain with the same Head of Year ensuring continuity of care and support.
During all transition times such as from primary to secondary, KS3 to KS4 and from KS4 to post-16 additional support and guidance is directed towards those students with additional needs. Visits to schools and other education providers take place prior to entry so that the provision for the student is in place at the start of their new learning episode. Parents and students are given the opportunity to talk about their hopes and aspirations for the future and guided pathways are suggested.
Does my daughter have SEND?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes:
- Learning difficulties
- Medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema
- Specific learning difficulties including dyslexia, autism, speech, language and communication impairments
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities, it may amount to a disability.
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
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 a mainstream school.
If you would like to discuss your daughter, please contact Mrs Valerie Smith.
Key Staff for SEND at Feversham Academy
All our staff are involved in and committed to providing education and SMSC support for SEND students. Subject teachers have day to day responsibility, linking with the SENDCo/Head of Inclusion and Year Leaders, to ensure that academic, social and emotional support is provided for the young person. This happens by giving students time to communicate and discuss issues that are worrying them, providing them with child friendly plans to support skill development, and providing differentiated work in lessons with staff who promote independence and receive training to meet the needs of all students. Students with an Education, Health and Care Plan (formally known as a Statement of SEN) are supported by subject teachers and designated Teaching Assistants, co-ordinated by the SENDCo/Head of Inclusion.
If you are concerned about your daughter, please contact her Year Leader of one of the staff listed below:
Mrs Valerie Smith SENDCo/Head of Inclusion
Mrs Sue Lovell Student Support Manager
Miss Lauren Bradshaw Head of Post-16
Mrs Jackie Abbott Vice-Principal and Lead Child Protection Officer
Miss Beverley Finch Higher Level Teaching Assistant
Miss Khateja Bibi Medical Officer
Mr Ali Jan Haider Academy Director with responsibility for SEND
Any enquiries about SEND provision at Feversham Academy should be made to Mrs Smith.
Responsibilities of SENDCo/Head of Inclusion
The SENDCo/Head of Inclusion has many years’ experience working with SEND students and qualifications in the field of SEND. She is responsible for looking after the progress of students with SEND by:
- Ensuring that all students with special educational needs/disabilities are provided with the opportunity to achieve personal, social, emotional and academic success.
- Advising all teaching staff, Teaching Assistants and other adults about the individual needs of students with special educational needs/disabilities.
- Assessing students to ensure that the most appropriate access arrangements are put in place during formal assessment periods and exams.
- Providing additional out-of-lesson activities to progress individual students and groups of students.
- Co-ordinating the work of Teaching Assistants to ensure that all pupils with SEND achieve appropriate academic progress in line with target levels.
Looking after the learning and progress of students with temporary and long-term medical needs by:
- Overseeing the supervision and recording of the administration of prescribed medicines.
- Overseeing the completion of health care and medical support plans for individual students.
- Overseeing that correct procedures are applied when administering medicines during school trips and visits.
- Ensuring that information and training takes place for staff working with diabetic, epileptic, and severely allergic students.
- Liaising with TRACKS if appropriate.
- Ensuring that students continue with their learning at home, if unable to attend for agreed medical reasons, by providing appropriate work and ensuring that it is marked.
- Ensuring any required risk assessments are completed prior to a students’ return to school.
- Ensuring any adaptations to a students’ curriculum are made if required.
Looking after the learning and progress of students who are in care of Bradford Local Authority by:
- Monitoring academic progress every half-term.
- Attending LAC and TAC reviews.
- Maintaining close liaisons with carers, Children’s Services and parents.
Looking after the learning and progress of students with temporary or long-term behaviours which impact on them accessing full time mainstream education by:
- Providing a facility within school where students receive learning, social and emotional support so they are able to access mainstream curriculum lessons under the supervision of specialist staff.
Looking after the learning and progress of students who are experiencing difficulties in maintaining progress by:
- Convening a Team Around the Child (TAC) meeting, whereby all professional agencies involved with the student meet with her and her parents/carers to discuss and agree a way forward to provide support for learning progress.
Responsibilities of Lead Child Protection Officer
The responsibility if the Lead Child Protection Officer is to:
- Ensure that confidentiality is maintained and students are provided with a discreet and confidential individual support package within the school setting.
- Attend core group chid protection meetings to ensure protection pans are adhered to.
- Liaise with Academy staff and other professionals as appropriate.
- Ensure there is a trusted adult available during the school day to provide support for the student if required.
Role of Additional Adults at Feversham Academy
Teaching Assistants (TAs) and the Higher Level Teaching Assistant (HLTA) have high expectations of all students, and use their subject knowledge to ensure students achieve the learning objectives in their lessons. Teaching staff plan lessons with the appropriate additional adult to guarantee they make a significant impact on students learning. We have TAs who are specially trained and have extensive knowledge of working with Hearing Impaired and Visually Impaired students as well as those with other additional needs.
The TAs and HLTA provide one-to-one and small group work around literacy/numeracy and based on a students’ SEND plan. They use programmes such as Reading Leaders, IDL Cloud, Fresh Start and Numicon.
Training for Staff Members
All staff members have ongoing training in a range of special educational needs and disabilities. Staff members supporting students with physical and medical needs receive specialised training and we share examples of good practice during staff training and meetings and in subject specific meetings. Sharing information enables colleagues to work together to overcome any barriers to learning. The SENDCo/Head of Inclusion attends meetings with other schools in order to share best practice.
Creating Individual SEND Plans and EHCP
The aim of our provision is to identify and assess any SEND and to plan the provision needed so that students can achieve their personalised aspirational targets thus ensuring they reach their potential. In order to achieve this, we will:
- Arrange a meeting with the student and her parents/carers to discuss what is needed to put together a SEND plan.
- Consult professionals from outside the school setting if appropriate.
- Draw up the plan, which will include any targets, review dates and the people involved.
- Review the plan as often as is necessary and implement any changes.
We will always listen to what students tell us and will try to implement their suggestions where possible. In that way students can feel more in control of their own learning and outcomes.
Education, Health and Care Plans (EHCPs)
The Education Health and Care Plan replaces the Statement of Educational Needs. It includes special educational provision, health provision and social care provision.
If a student has an Education, Health and Care Plan, we provide the support detailed in the plan.
Bradford Children’s Services SEN Department is responsible for the EHCP and reviews are held at least once a year to ensure the student’s needs are being met.
Common Assessment Form (CAF)
In certain circumstances, in order to help your daughter achieve her learning potential, we may ask your permission to fill in a Common Assessment Form (CAF).
A member of staff will ask you to provide information about your daughter and your family and in your presence will fill in the CAF. We will only include information that you give to us. The CAF will provide an overview of your family and will help us to decide together what we need to plan for next. The CAF is a confidential document and will not be shared with anyone unless you have given your permission to do so.
Special Educational Needs Provision
Admissions
All parents of students with SEND and who would like an Islamic education for their daughter are eligible to apply for a place at Feversham Academy.
Discrimination
At Feversham Academy we have an Equalities Policy ensuring that every student is provided with the opportunity to access all aspects of your curriculum. We welcome any suggestions as to how we can further improve this facility.
Facilities
The Academy building has an access ramp and there is a lift to the first floor. We have disabled toilets throughout the building. A specialist area for our more vulnerable students is provided so they can come at break and lunchtimes to play games or just chat. There are also lunchtime clubs that our SEND students are encouraged to attend and the gardening club is one of the most popular. Hearing Impaired and Visually impaired students have access to specialist equipment and are encouraged to use IT in as many lessons as possible.
We recognise that there is always room for improvement and welcome any suggestions as to how we can improve our accessibility to all. If you have any suggestions to make in this area, please do not hesitate to contact Mrs Valerie Smith or Mrs Judith Halliwell, the school’s Business Manager.
Academy Directors
The Academy Directors are confident that every student with additional needs currently on roll at Feversham Academy is provided with a support package designed to cater for their individual educational requirements. The Academy Directors are informed of any changes of policy which may affect the education of students with additional educational needs, and the way in which school will respond. If you have any queries, please do not hesitate to contact Mrs Valerie Smith.
Review of Student Progress
We use assessments and feedback from students to accurately track student progress. Each subject reviews its own teaching and learning strategies to ensure that all students reach their potential. This information is used as part of the whole school self-evaluation process and is vital in planning for student progress and highlighting any necessary interventions. All plans are child and young person centred.
Student Voice
Student Voice is very important to us and the Academy offers students a number of ways to feedback their views and express their feelings on their own progress and how the Academy operates. Informal conversations are used in addition to IT packages such as Survey Monkey to achieve this.
Links with Outside Organisations
Feversham Academy works in a collaborative partnership with many different agencies. This means that a supportive plan can be developed to meet your daughters’ needs both in and our of school.
We hold regular meetings to monitor the EHCP and SEND plans and make changes when deemed necessary. We sometimes call these meetings Team Around the Child (TAC) – a meeting where the student and her parents consult with team members to implement the plan developed to support her.
Listed below are some of the outside agencies with whom we work collaboratively:
- Bradford Children’s Services Hearing Impairment Team
- Bradford Children’s Services Visual Impairment Team
- Bradford Children’s Services Autism Spectrum Team
- Bradford Children’s Services Cognition and Learning Difficulties Team
- Bradford Children’s Services Physical Difficulties Team
- Bradford Children’s Services Educational Psychology Team
- Speech and Language Therapy Services
- Occupational Therapy Team
- Child and Adolescent Mental Health Service (CAMHS)
- Common Assessment Framework (CAF) Team
- School Nursing Team
- TRACKs
Policies Relating to SEND
A range of policies underpin our SEND offer. These are listed below:
Anti-bullying policy
Attendance and Punctuality Policy
Behaviour for Learning, Rewards and Sanctions Policy
Child Protection Policy
Curriculum Policy
Equal Opportunities Policy
Health and Safety Policy
Inclusion Policy
Race Equality Policy
Special Educational Needs and Disability Policy
