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SEN Report

SEN Information Report


The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools 

must publish information on their websites about the implementation of the governing body’s or the proprietor’s 

policy for pupils with SEN.  The information published must be updated annually and any changes to the information 

occurring during the year must be updated as soon as possible. The information required is set out in the Special 

Educational Needs and Disability Regulations 2014 and must include the following:


1.      The kinds of special educational needs that are provided for


Geenwood Academy is committed to ensuring that no pupil feels that they are at a disadvantage to their peers. Our Learning Access department sits at the heart of our school and provides support to pupil and families to remove barriers to learning. All children are treated equally, with respect and with positive high expectations in order to strive to their full potential and beyond. We recognise that all pupils may require support at some stage in their Education whether it is social, emotional, behavioural or academic. The SEND provision at Greenwood Academy was described by Ofsted as ‘exceptional’ in our last inspection in November 2014.


Our school is home to a highly specialised ASC Resource Base which caters for the needs of pupils with a diagnosis of Autism Spectrum conditions. The Resource Base team, lead by the SENDCO and Head of Resource base Mrs K Dockery, are involved in all aspects of support to those pupils with a diagnosis of Autism. This will involve aspects of advocacy, assessment, strategic planning, staff/parent liaison and support to form a systematic approach for the inclusion of all pupils with Autism. Our pupils with Autism access a mainstream education with support from the resource base.


Teamzone is an inclusion room that caters for pupils with social, emotional or mental health difficulties, both long and short term that are experienced by our pupils, offering 1:1 and group support on a variety of wellbeing and mental health concerns. We also offer bespoke timetables to pupils who are struggling with a mainstream timetable. This is managed by the Head of SEMH, Sean Jordan, who also advocates for our outside agencies: Young carers, School nurse, Barnardo’s and Aquarius.  Sean is supported by Mark Francis Green, Lee Crofts and Jane Smith from The Sanctuary.   Sean also offers home visits and leads on youth and community projects and initiative such as the FAST (Families and Schools Together) and ‘Time for Change’ mental health awareness programme.


We currently invest in external mentoring support from our local community hub The Sanctuary. All pupils receive the opportunity to take part in mentoring from the local Sanctuary initiative. Mentors are available to work 1:1, in small groups, to run specific interventions and attend mainstream lessons to support within the classroom for a variety of pupils requiring short-term support. 


Academically, we cater for those who may be performing below National Curriculum levels in Year 7 and Year 8 in our Accelerate intervention led by HLTA Angela Walters. This highly specialised curriculum offers pupils an extended primary environment in the Learning Access department.  Accelerate follow a differentiated KS3 English and Maths curriculum and also access additional interventions including Read Write Inc Phonics, Lexia Core 5 and Symphony maths.  Pupils also access Friends for Life resilience building program and PATHS, which is designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills.  Accelerate pupils graduate up into mainstream once their attainment has been boosted.



Looked After Children (LAC) are identified by the LEA’s LACES Virtual School team and are supported in school by the Designated Teacher Mrs Dockery, who is also the school’s SENDCo, these pupils receive a Personalised Education Plan review every term.


Many SEND pupils receive a Keyworker within the Learning Access team. The Keyworker role includes building a relationship with pupils and parents, monitoring the pupils progress, developing pupil’s Individual Provision Plans and supporting staff to deliver strategies which contribute to their provision.


Our school has an appointed EAL coordinator Kate Jackson, to lead, manage and work collaboratively with mainstream teachers and support staff to plan and deliver effective English language support to students with English as an additional language. Kate aims to speed their acquisition of English and facilitate access to the curriculum. Pupils who are EAL are not added to the SEN register but are given specific support from the Learning Access team to ensure they can access the curriculum fully.


We liaise with a variety of outside agencies to meet the needs of our pupils.

·         Ann Remes from the Communication Autism Team (CAT) to work with pupils on an individual basis but also to deliver workshops for the pupil’s specific needs.

·         The School Nurse team provide weekly drop in services, as well as responding to direct requests for medical testing for our pupils.

·         Claire McGuiggan is our Educational Psychologist who works closely with Mrs Dockery to assess pupil’s needs for Educational Health and care Plans.

·         Sarah Smith is from Pupil Support Services and also works with Mrs Dockery on assessing and identification of a pupil’s levels of need.

·         Siobhan O’Donnell from Physical Difficulties Support Services who works with Mrs Dockery to support and promote the inclusion of pupils with physical disabilities.

·         Paul Bramwell from Sensory Support services to work with pupils with a hearing impairment on an individual basis.

·         Cristine Simmonds from the Sensory Support services who works closely with Mrs Dockery to monitor and assess pupils with existing visual impairments.


We also work with other outside agencies who have had specific pupil referrals such as Think Family, Release (Young Carers), Sensory Support Services such as Hearing Impairment and Mobility teams, Anger Management at the Sanctuary, Aquarius Youth Team, DEMOS mentoring, the Local Authority Access To Education Support Services, Headstart and the Children’s Society.  


As well as these services and the provision provided by the Learning Access team, all staff at Greenwood Academy demonstrate full commitment to maximising inclusion, developing appropriate learning environments and making reasonable adjustments in teaching methods and approaches therefore making SEND a whole school responsibility.




2.      Policies for identifying children and young people with SEN and assessing their needs, including the 

name and contact details of the SENCO (mainstream schools)


Pupils identified as SEND by Primary schools are placed on the register during transition process and Y6 annual reviews are attended by the SENDCo or an assigned keyworker from the Learning Access Department. Within school, pupil’s reading and spelling ages are checked annually and the SEND register is edited to reflect this, we also have on site the British Vocabulary System which we can assess pupils on the register to gain a better picture of their literacy needs. We are now also incorporating the Numeracy and Literacy Toolkit supplied by the LEA which has been developed from the Primary model and is now available for secondary ages.


Medical needs are assessed via School Nurse, GP or Children’s Mental Health Services (CAMHS) and a review will be held in school to ascertain the levels of support required following a diagnosis from a member of the healthcare profession. Health referral teams such as physical therapy or sensory support service are appointed directly by the NHS and Local Authority and often work within school to support pupils to offer minimal disruption to their attendance to school. 


Dyslexia screening is now available within school and strategies and support provided for the profile of difficulty by our Dyslexia specialist Eve Hamilton and this is also supported by Pupil Support Services from the Local Authority.


Speech, Language and Communication difficulties can also now be assessed in house by Laura Rickards who has completed Speech and Language Therapy Level 3. Pupils who are identified on the register for this need will be assessed by Laura to establish the intervention that is required.


Externally, we can request assessments from the Educational Psychology Service (EPS), Communication Autism Team (CAT) and CAMHS; requests of this type are completed by the SENDCo or a member of the Child Protection Safeguarding Team, led by Sheila Rowan.


Exam Access Arrangements testing is available in school. Pupils with reading and spelling ages below their chronological age are tested at the end of Year 9 in order to have their access arrangements in place throughout Key Stage 4. This is currently completed by an external agent Wendy Holmes


Social, Emotional and Mental Health screening is now available within school. Head of SEMH Sean Jordan assesses new pupils with the Revised Children’s Anxiety and Depression Scale (RCADS) which measures anxiety and depression symptoms. 


Head of Year’s can also refer SEMH concerns to Sean who assesses the type and level of intervention required.


Heads of Faculty consult with the SENDCo regarding academic concerns for pupils that are not progressing in line with their peers or are showing specific difficulties. Following this the relevant support is appointed from within the Learning Access team of Teaching Assistants (also known as Learning Support Officers or LSO’s). This may be dropping into lesson to support or withdrawal from lesson for a specific intervention. All support and intervention is carefully tracked and monitored by the teaching assistant assigned to support the pupil.

Occasionally support is put in place following parental request and this is considered on an individual pupil basis by the SENDCo and Learning Access team.



3.      Arrangements for consulting parents of children with SEN and involving them in their child’s education


Parents are consulted by letter and are required to give consent for their pupils to engage with any outside agency. Advisory letters are sent home by our learning access team regarding internal interventions advising of what, when and where the intervention will take place. If the difficulty is overcome or the intervention changes or is ceased the parents are also consulted by letter. If there is a query regarding intervention or support, or if parents requested an update, the SENDCo or relevant Learning Access team member will contact the parent or carer by phone or email. 

Some specific intervention teams such as the Keyworker teams, Accelerate and Resource Base will hold specific parent / carer meetings such as SEN reviews, IPP reviews and parent coffee mornings to discuss the pupil’s current progress and update their support requirements.



4.      Arrangements for consulting young people with SEN and involving them in their education

Pupils are welcome to attend all parental / outside agency meetings and pupil voice is considered at all stages of support and intervention. We have a specially designed booklet based on the Pupil Centred Review process which is used to gain the pupil’s view on their current views as well as their desired outcomes.



5.      Arrangements for assessing and reviewing children and young people’s progress towards outcomes, 

including the opportunities available to work with parents and young people as part of this assessment and review

Pupil’s progress is closely monitored and is reviewed every half term, in line with whole school assessment points. Their intervention will then be adjusted to suit the outcomes of their review directly linked to the progress they are making. Progress within interventions is carefully tracked by the TA who is delivering their intervention. If we feel an intervention is ineffective it will be adjusted. Parents / carers are invited to attend reviews which are completed by the pupil and their keyworker, in the absence of parent / carer and then an advisory letter and renewed IPP would be sent home. Parents are invited to liaise with outside agencies in an open transparent manner regarding the progress their child is making with that agency.



6.      Arrangements for supporting children and young people in moving between phases of education and 

in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, 

which could include higher education, employment, independent living and participation in society


Transition into Y7 is considered to be extremely important in our school. The pupils on SEND register are identified early and from the very start of Summer term our Learning Access team begin to liaise with Primary schools to visit pupils and attend their Year 6 SEN reviews.


From Y6 the pupils all receive one day Induction that is arranged at Local Authority level, but in addition to this Greenwood Academy hosts a further transition programme for SEN pupils in the Y7 intake. Pupils identified as being socially or emotionally vulnerable by their Primary schools are invited to attend Teamzone transition programmes in the summer term to ease anxieties. The ASC Resource base also hosts transition workshops for pupils entering Y7 with a diagnosis of Autism and a parent coffee morning to address concerns of parents / carers.


Transitions to Key Stage 4 are supported by keyworkers, form tutors, Assistant Heads of Year and also the leadership curriculum team. ‘Futures’ initiative is placed within the school’s main timetable to ensure that skills for transition points have been imbedded into school curriculum.

Transitions to Key Stage 5 are supported by the Sixth form team with interviews initially taking place in Autumn term to discuss aspirations for post 16. This support includes Careers advice and guidance from Dood Lette from the Sanctuary team.


7.      The approach to teaching children and young people with SEN


Quality First Teaching in the classroom is fundamental to the progress of all pupils and our staff, with the support of the Learning Access team, are able to make the adjustments required to commit to fully inclusive practise. A robust reporting system allows identification of additional support required and a dynamic Learning Access team allows specific support and advice to be provided.  



8.      How adaptations are made to the curriculum and the learning environment of children and young people with SEN


Adaptations in curriculum and environmental made on a pupil by pupil basis, common examples include Time Out Pass, 2 Minute Hallway Passes (allow pupils to leave lesson before the bell to travel down quiet corridors), Visual Timetables, Keyworker support, Personalised curriculum blocks, use of whiteboards, iPads, task boards, sensory room, blackout tent, withdrawal for intervention, exams access arrangements, uniform passes (physical or sensory difficulty), specific seating plans, coloured overlays, highlighting, coloured paper / resources, use of laptops for those with fine motor difficulty,  enlarged font, as well as differentiation by resource, outcome or task.




9.      The expertise and training of staff to support children and young people with SEN, including how specialist 

expertise will be secured


All staff receive a basic level of training from outside agencies, for example CAT team deliver whole staff Level 1 training accredited by the Autism Education Trust (AET).  We have six members of the Learning Access team trained to Level 2 by the Autism Education Trust and three to Level 3.

We have an in house Dyslexia specialist, Speech and Language Therapist and Cognitive Behaviour Therapist.

Staff CPD is run on a carousel of weekly workshops that they can sign up to and also the Learning Access team deliver drop in ‘clinics’ on specific subjects, for example ADHD or Tourettes, that staff are openly invited to attend.



10.   Evaluating the effectiveness of the provision made for children and young people with SEN


The Learning Access team track and monitor the impact of their support on pupil progress to enable them to reflect on the effectiveness of their input and adjust support accordingly.

Parents are sent questionnaires to invite them to feedback and this information is collated to identify gaps in provision. Heads of Faculty and Pastoral teams also report on the progress made by pupils referred to Learning Access.

Pupil’s non-academic progress is also tracked by those delivering intervention.

Academic and non-academic progress are both discussed at SEN review and inform the IEP targets for each pupil.

We happily respond to feedback from parents and pupils to work together to find the best way of supporting pupils.

The SENDCo completes an annual Subject Improvement Plan to enable the evaluation of practises and identify developments that are required. 



11.   How children and young people with SEN are enabled to engage in activities available with children and young 

people in the school who do not have SEN


Pupils are not excluded from taking part in any activity irrelevant of whether it is within curriculum time or is extracurricular, or whether is it offsite. Support will be put in place to ensure that pupils can fully participate. 



12.   Support for improving emotional and social development. This should include extra pastoral support 

arrangements for listening to the views of children and young people with SEN and measures to prevent bullying


Teamzone is an inclusion room that caters for pupils with social, emotional or mental health difficulties both long and short term. This is managed by the school’s Head of SEMH Sean Jordan and is supported by Mark Francis-Green, Lee Crofts and Jane Smith. Teamzone caters for all year groups on an individual pupil basis and offers workshops to help support difficulties the pupils are experiencing that may be affecting the progress those pupils are able to make academically.

For pupils requiring more specialist support, Sean offers 1:1 support on a variety of wellbeing and mental health concerns, both long term and short term being experienced by our pupils. Sean will deliver on initiatives such as ‘Time for Change’ to raise awareness of Mental Health and Wellbeing for all of our pupils.

The Learning Access team also deliver ‘Awareness Raising’ activities such as assemblies and charity events are arranged by our school Charity Committee.

The Year 7 cohort access FAST (Families and Schools Together), Greenwood Academy being the only Secondary school in the country to have completed a cycle of FAST.