SEN

Specific Support for certain SEN Issues

Visually Impaired

Supporting Students with a Visual Impairment

Hearing

Please click here to access family support resources

ADHD & Dyspraxia / Autistic Spectrum & Speech and Language

Supporting Students with ADHD and Dyspraxia & Autistic Spectrum

Learning Difficulties

Medical

The Academy's policy for Supporting Students with Medical Conditions is available on the policy page

If you would like to find out more, please contact our SENCo, Claire Hornsby on [email protected] or contact the Academy on 0191 594 6330

Advice For Parents

Upcoming Events for SEN

Please click here to find out more about upcoming events

Charitable Information

Sources for Additional Support:

Brain Injury Trust (BIT) referral form

Information on Education / Health / Care Plans

Please click here to find out more information

Sunderland Local Offer

Please click here to find out more information

The new URL link for the local offer is https://sunderland.fsd.org.uk/kb5/sunderland/directory/home.page.

SEND Information Report 2017

The SEND Information Report is reviewed and updated, in line with the Academy's Special Educational Needs and Disability policy (on an annual basis). This policy and report was last reviewed and approved by the Governing Body on 8th December 2017.

The Academy’s SENCO is Miss C Hornsby who can be contacted via the Academy on 0191 594 6330

Introduction: what type of SEND do we provide for?

Students on the SEND register under the four areas of the Code of Practice;
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health and
Sensory and physical

Students may be identified under more than one area of the CoP

1. What can I expect if I send my child to Castle View Enterprise Academy?

2. How does Castle View Enterprise Academy organise support for children with SEND?

3. What happens if my child has a high level of need?

4. What clubs are available to my child?

5. How will I be informed about my child’s progress?

6. What additional intervention may my child receive at Castle View Enterprise Academy?

7. How will the school prepare and support my child when they join Castle View Enterprise Academy or move to Further Education or Training?

8. How will Castle View Enterprise Academy ensure my child is included in all aspects of school life?

9. How will my child’s needs be identified and assessed?

10. How will staff in Castle View Enterprise Academy support my child’s learning?

11. What Specialist resources and services are available at or accessed by Castle View Enterprise Academy?

12. How will I be involved in discussing, planning and supporting my child’s education?

13. What if my child needs transport to or from school?

14. What care, guidance and support are available at Castle View Enterprise Academy to ensure the overall wellbeing of my child?

15. What training has the staff supporting my child had at Castle View Enterprise Academy?

16. Who should I contact for further information about my child?

1. What can I expect if I send my child to Castle View Enterprise Academy?

Students experiencing SEND have the right to access the same broad, balanced and relevant curriculum and range of educational opportunities as all other students. The Academy acknowledges that SEND may not be simply a reflection of students’ difficulties to learn or cope, but may be related to factors within the Academy which prevent progress or exacerbate particular problems.

This SEND information report details how the Academy will ensure that the necessary provision is made for any student who has additional needs and that those needs are made known to all who are likely to teach them. The Academy will use its best endeavours to ensure that teachers in the Academy and outside are able to identify and provide for those students who have additional needs in order to facilitate inclusion appropriate to their abilities. This is included in the Academies Act 2010, and covered by the Children and Families Act and Keeping Children Safe in Education September 2016.

At Castle View Enterprise Academy we aim to offer equal opportunities to all students taking into account their needs and abilities. In doing so we:

aim to offer students the opportunity to access learning resources across and beyond the curriculum by ensuring that they have strategies to cope with those resources and that those resources are accessible to all;
aim to ensure that a variety of teaching and learning styles and opportunities are available across the curriculum to ensure appropriate access for all;
aim to provide appropriate intervention strategies in order to ensure that all students reach their full potential;
aim to promote effective partnerships with parents and other professionals;
aim to meet the Children and Families Act and Keeping Children Safe in Education September 2016.

Return to the top

2. How does Castle View Enterprise Academy organise support for children with SEND?

Multi Agency approach in the Academy:

AGENCY	REFERAL ROUTE	PROVISION
Educational Psychologist	Independent. Funded directly by Academy.	Individualised assessments/planning of provision
Behaviour Support Service	Via School	10 students in 12 months receive 12 weeks of one hour support. Consultation only for a day for other students.
School Nurse	Direct referral	Attends Child Protection/CIN/TAC meetings. Health assessments via referral.
Anti bullying Officer/Professional counsellor	Independent. Paid by Academy.	Individual counselling/signposting for other services. Group work re peer mentors.
Wear Kids	Referral via Single Referral form.	One to one mentoring.
Autism Outreach Service	Referrals can be made from parents or any professionals following confirmation of diagnosis.	Attendance at annual review if available/transition support. Referrals for specific difficulties in school via school referral.
Language and learning	Direct referral for extreme cases only	One to one assessment, and intervention provided if required
Hearing Impairment Service	Referral from Audiology	Quarterly Review
Early help	Referral via Early Help Panel- request form completed by parent at school then referral to Early Help Panel	Individualised programme based on need of family/ child
YDAP	Direct referral	One to one support.
Risk and Resilience Team	Agreement via liaison.	Targeted group work re vulnerable/high risk groups
CAHMS	Direct Referral	Range of delivery
CYPS	Direct Referral	Range of delivery
Social Care	Via referral to Together for Children	CIN assessment or strategy
Range of Community voluntary services	Via referral/Single referral process	As available in TAF/TAC
Speech and Language Service	Direct referral for extreme cases only	One to one assessments as one off
Physical Team	Referral from consultants or school	Bespoke provision
Occupational/physiotherapists	Medical referrals	Limited reports.
MIND	Referral from purchased sessions by Academy	MIND Sessions
Paediatrics	Direct referral	Appointment, which could lead to further assessment or referral
Gender Identify Support Service	Direct referral	Bespoke provision based on individual need
Returners	Referral through CPP panel	Small group provision for students with attendance under 50%

If students have an EHCP plan then the Local Authority is also involved with the child and reviewing the document annually.

The local offer can also be accessed which publish information about provisions that are available in the local area for children and young people from 0 to 25, who have special educational needs and disabilities. The link for the local offer is https://sunderland.fsd.org.uk/kb5/sunderland/directory/home.page Alternatively you can search for www.sunderlandservicedirectory.co.uk which will take you to the new site.

Organisation of Support:

KEY ROLE	NAME	ROLE/RESPONSIBILITY	QUALIFICATIONS FOR SEND
SENCo	Claire Hornsby	Whole School responsibility for the organisation and management of SEND. email: [email protected]	National SENCO Qualification. Dyslexia Qualification. Range of SEND courses.
Assistant SENCo	Leanne Diamond	Year 7 Nurture teacher Completing assessments for exam arrangements	Postgraduate Certificate in Specific Learning Difficulties (Dyslexia). Range of SEND courses
Assistant Vice Principal	Anthony Marshall	Whole School Responsibility for attendance and behaviour	TEAM TEACH trainer
HLTA	Maria Robson	Lead on ELKLAN, BKSB, LEXIA and EHCP support.	ELKLAN trained. LEXIA trained. HLTA. Range of SEND courses.
TA	Esther Meek	Lead on physical needs	Manual Handling training. Adapted sports training. Anti bullying training. Range of risk and resilience projects.
TA	Peter Kelly	Support on physical needs and administration of medicines. Academic support	Manual Handling training. Adapted sports training. Anti bullying training. Range of risk and resilience projects. Managing medication training.
TA	Angela Payne	Lead on ASD	ASD training Level 2 counselling
TA	Victoria Heselton	Medical plans. LRC. Administering medication	Administering medication, writing medical plans, medical policy training. Degree in disability studies and guidance counselling. Range of SEND courses
KS3 Pastoral Manager	Chris Rainbow	Student Welfare Officer Mentoring
Student Counsellor	Gillian Roberts	Student Welfare Officer Mentoring	Level 2 and 3 counselling

Return to the top

3. What happens if my child has a high level of need?

Please see questions 2 and 6.

Return to the top

4. What clubs are available to my child?

The Academy offers a wide range of trips and visits which are offered to all students. Where needed and accessible additional arrangements are made for students to participate.

Music Tuition

Tuition on a variety of musical instruments is provided by specialist teachers. Lessons take place throughout the Academy day and most often involve students missing part of normal lessons although this is designed to be on a rota basis to avoid the same lesson being missed every week. Tuition may not be free; payment is spread across the year, and due termly.

Special Studies and Extra-Curricular-Activity Programme

In addition to standard subjects, students are involved in a series of additional activities which take place both within and beyond the normal hours of the Academy Day. We expect every student to develop their own expertise in at least one of these activities and participation in an extracurricular activity is logged to ensure equality of offer and participation.

Specialist Sports Coaching

There will be organised coaching for those in the Academy Sports Squads so that they will be best able to operate together in team situations, especially in fixtures against teams from other schools and Academies. Castle View is involved in a wide variety of friendly matches during the year as well as in local, district and national competitions.

Extra-Curricular Activities

We are committed to see a wide range of activities taking place outside school hours. Examples of the kinds of activities we envisage are Art Club, Badminton, Breakfast Club, Cookery and Catering Classes, Choirs, Dance, Drama and Productions, Enterprise Club, Film Club, Fitness Training, Homework Club, Singing, Knitting, Sports Clubs, Swimming and Table Tennis.

Sport

Sport plays a key role in Academy life, both within lessons, after Academy hours and at weekends.

The wide variety of sporting activities offered are listed below with in-house and/or inter-school teams operating

Aerobics, Athletics, Badminton, Basketball, Cricket, Cross-Country, Fitness, Football, Hockey, Netball, Orienteering, Rounders, Rugby, Swimming, Table Tennis, Tennis, Volleyball, Dodgeball and Golf.

Please take note of the following important details concerning Physical Education and sport at Castle View Enterprise Academy:

a) All students will be dressed as per the uniform requirements laid down for Physical Education.

b) Students selected for Academy teams are expected, if fit, to represent the Academy.

c) Students will only be excused from Physical Education if a note from parents is shown to the teacher in charge. (Permission to be excused for long periods must be sought from the Principal.)

d) Students travelling to and from Academy fixtures home and away, must always dress in full Academy uniform.

The House System

Healthy competition is very much part of the Academy ethos and, to this end, all students and staff (except the Principal) are permanent members of one of the three Academy Houses, each of which is named after one of our reservoirs here in the North-East:

Derwent (House Colour: Purple) Fontburn (House Colour: Green) Kielder (House Colour: Silver)

Inter-House competitions are always the focus of tremendous pride and passion, and students will be encouraged to consider it a great honour to represent their House. These competitions range from sport to craft, from creativity to chess, and incorporate the Golden Merit system across Years 7-11. Trophies and House Points are awarded for a variety of these events, culminating in the end- of-year total which decides the winning House. This overall House Cup is awarded at the Sport and House Awards Evening.

Return to the top

5. How will I be informed about my child’s progress?

Reporting to parents on student progress is done formally through a report outlining performance in the end-of-year-examinations. (Three reports each year consisting of two interim and one full statutory report.) This is followed up by a Parents' Evening at which you will be able to discuss this report with subject teachers, Tutors and members of the senior staff. In Year 7 there is also an interim progress report published just before Christmas, but should you wish to discuss your child's progress at any time you should contact your child's Tutor who will see how best to address your queries. In addition to these reports, parents are sent a single sheet summary of their child’s progress twice a year (at the end of the terms other than the one in which examinations fall). SEND reviews will also provide diagnostic reports and reports regarding progress made with interventions. Where possible and relevant SEND reviews include a multi-agency approach including parents, student and any professionals working with the child. It is important to the Academy that both student and parent voice are evident in all decisions made about a child.

Return to the top

6. What additional intervention may my child receive at Castle View Enterprise Academy?

Students with SEND have support during Key Stages 3 and 4, principally in English, Maths and Science, thus enabling them to access the curriculum. Depending on staff availability some groups of students are also supported in additional lessons. Teachers and Learning Support Assistants provide the support, which is allocated according to numbers of students with SEND and requirements as specified on Students’ current needs. Where possible staff work consistently with particular groups of students in order to provide a link between subjects and facilitate a cohesive approach to the implementation of their coordinated care plan.

Students at Student Support with learning difficulties also receive additional support with their literacy skills through programmes of work which are delivered as withdrawal sessions. Students work either individually or in small groups for up to two sessions a week. The Academy provides a range of intervention programmes to which students are allocated to individual need. Students following these programmes are given an individual literacy plan which supports their plan. Students in Year 7 and 8 may follow a Study Skills programme for the whole of their first two years. This includes the teaching of Intervention Programmes and Study Skills. Support for students at Key Stage 4 can be in-class support; although provision is also made to support individual year 11 students with coursework as need arises.

Special Arrangements for national tests are organised for students at Student Support and Statements/Education, Care and Health Plans where appropriate and where possible students are also supported for internal assessments. Students entering the Academy below Secondary Expectations and below will have an adapted curriculum in Year 7 and 8 to close the gap in Basic Skills or assess for appropriate resources.

The Academy aims to provide a flexible range of strategies and provision for meeting SEND; as well as individual programmes and in-class support, access to outside agency support is also available where appropriate. Department policies are required to state how they intend to ensure that students with SEND can access the curriculum and lesson planning should evidence employment of a range of differentiated strategies and resources as well as outlining how additional support is to be utilised. All staff are provided with a student support information booklet which gives advice and guidelines on making provision for students with a range of special needs.

Parents are encouraged to become involved by attendance at review meetings. These reviews take place at 3 monthly, 6 monthly and annually or on a needs basis.

Numeracy Interventions across the School

Wave 1 for all students- Whole Academy (Lead: Mr Myers)

Study support for any student that Maths feel is underachieving
Boosters for Key Stage 3/ 4 in Maths
GCSE boosters in all subject focusing on presentation of coursework
All staff trained in NAC marking and readability of texts
All staff trained in teaching of basic
All students are assessed annually using Standardised numeracy test then systematically every topic via CAT tests
Basic numeracy tasks given weekly in registration for Year 7 and 8
Numeracy tasks given weekly in registration for Year 9-11, discussing real life numeracy problems

Wave 2-Group/Intervention/Departmental (Lead: Mr Myers)

Key Stage 4 students receive support from BKSB to improve numeracy skills starting from Entry 1
Students below Secondary Expectations are on PIVATS and a termly PIVAT sheet has been introduced
All students in sets 4 and below in year 7 and 8 receive Intervention classes focusing on key themes in literacy and numeracy e.g. Reading for meaning
Guided numeracy sessions using Functional Skill Builders from Entry level
Students in nurture groups have additional numeracy tasks utilising practical apparatus

Wave 3- Personalised (SEND) (Lead: Claire Hornsby)

Students with low level literacy and numeracy levels are given standardised diagnostic tests to assess whether there is a need for Special Exam Arrangements e.g. WRAT test
Diagnostic testing is also completed via the Educational Psychologist to provide individualised support programmes
Mrs Robson HLTA is trained in ELKAN which targets support for those with Speech and Language difficulties and this is utilised with a range of students who need small steps approach to learning number/mathematical vocabulary
Mrs Heslop HLTA has additional training in PIVATS which supports those who have dyscalculia or needs small steps
Dyspraxic and dyslexic students are given adapted resources e.g. Alphasmart, Franklin Spellmasters, adapted pens, tilts and specific support for dyscalculia

Literacy Interventions across the School

All SEN access literacy within English, and additionally SEN intervention as outlined below

Year 7 and 8

Students follow a Literacy programme addressing assessment objective WA06 – use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. A range of Literacy lessons covering word types, punctuation, sentence structures and vocabulary are taught in designated standalone Literacy lessons. Students are assessed using the Dynamic Learning Quickstep Literacy Testing. All schemes of work has been redesigned around a variety of reading texts and guided reading is an element of all English lessons in Years 7 and 8.

All students in the lower band and below in year 7 and 8 receive Intervention classes, targeted literacy classes using the Living Literacy Programme. Students in Y7 below not secondary ready threshold are taught in a catch-up group in English lessons.

Year 9, 10 and 11

Literacy skills required for the new emphasis on SPAG in the new curriculum are signposted in all Language and Literature schemes of work. A detailed focus is placed on teaching of AO5 and 6 of the Language assessment criteria and AO4 of the Literature assessment criteria. Detailed marking for these assessment objectives is a focus of the English marking policy as well as the feedback and DIRT lessons timetabled after each assessment window. All Literature texts in Years 9, 10, 11 are read aloud in lessons as part of the teaching of the text.

The Accelerated reading programme

All students in Years 7 and 8 have a weekly, timetabled Accelerated Reading lesson. Students maintain a minimum of 45 minutes of guided independent reading practice in these lessons. Teachers set regular reading as homework for Years Seven and Eight. Student attend the library fortnightly to select texts for recreational reading from a wide variety of fiction texts according to their reading ages.

In the Accelerated Reading lessons students use context clues, structural analysis, and dictionary skills to increase vocabulary as well as practising previewing, skimming, and scanning of non-fiction texts. Students are taught to understand text structures for expository materials, especially textbooks and develop study skills to tackle content materials systematically.

Teachers provide pupils will regular, quick comprehension tasks to help them familiarise themselves with the question and answer process of the STAR reading tests and to ensure that pupils can skim, scan and close read alongside retaining key information. Staff monitor the progress of STAR reading tests each term, analysing the data reports on each student and class group.

Pupil Premium literacy intervention

All PP student access all English departmental and whole school Literacy programmes. On top of these the following are aimed exclusively at PP students.

PP students in years 8 to 10 follow a 6 week literacy intervention programme during morning intervention slots throughout the academic year.

These intervention programmes link to the Writing Assessment Objectives of the new GCSE curriculum.

The assessment objectives addressed are:

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.WAO5
Organise information and ideas, using structural and grammatical features to support coherence and cohesion of text.WAO5
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Students complete a baseline online test using the Living Literacy Programme and are retested after their six week intervention. The programme specifically focuses on the skills needed at each year group to be successful to fulfil the AO5 and AO6 objectives.

Literacy SEN intervention

All PP SEN students access the Literacy within English, Cross-Curricular support and Enrichment activities as well as the following waves of intervention:

Wave 1 Whole Academy

Intervention for any student that English identify underachieving in KS4(BKSB report)
All staff trained in departmental LAC marking, readability of texts and in teaching of key words which is an emphasis in cross-curricular support.
All students are assessed 6 monthly using Standardised tests for Reading and Spelling. (Reading and Spelling ages in staff area)

Wave 2-Group/Intervention/Departments

Students identified as below reading age 11 are supported using LEXIA in years 7-9 and Accelerated reader in years 7-8 with a small number still receiving Lexia support in year 10.(LEXIA report; Accelerated Reading report
Students with reading ages below 6 are supported with guided reading using the Ruth Miskin Fresh start programme. (Ruth Miskin report)
Key Stage 4 students receive support from BKSB to improve literacy skills starting from Entry 1.(BKSB report)
Students with significant speech and language issues may be on ELKLAN progress points.(ELKLAN report)
Guided reading in targeted groups using range of texts Inc. Wellington Square, Superstars.
Pupil Premium intervention classes/study support by the English department and small group withdrawal as well as a targeted not secondary ready class in Year 7.

Wave 3- Personalised (SEND)

Bespoke learning plans for individual students are provided by SENCO.

Students with low level literacy levels are given standardised diagnostic testing to assess whether there is a need for Special Exam Arrangements e.g. WRAT test. (SENCO records)
Diagnostic testing is also completed such as PHAB to assess and identify specific difficulties and develop individualised programmes such as Word Shark.
Mrs Robson HLTA is trained in ELKAN which targets support for those with Speech and Language difficulties and this is utilised with a range of students. (ELKLAN report)
Head of KS3 Mrs Steel has received extensive training on ASD and these are used in interventions in years 7-8.
Dyspraxic and dyslexic students are given adapted resources e.g. Alpha smart, Franklin Spell masters, adapted pens, tilts and mini-laptops.
Stile and SRA utilised as alternative interventions by nurture teacher and HLTA’s.
Handwriting programmes including MLS Handwriting Rescue Kit.

Cross-curricular literacy support

Whole school drive on SPAG and the use of Writing Frames to support essay writing and genres of text.

The quality of written communication is assessed in a SPAG mark in all Humanities subjects. Marks for spelling, punctuation and the accurate use of grammar must be allocated to written and externally assessed units where there is a requirement for sufficient extended writing to enable the accurate application of the Performance descriptions. The marks allocated must achieve a total weighting of 5% of the total marks for the qualification.

Writing support

Teachers use the Literacy Marking Policy to address common literacy errors in marking of written work.
Teachers use Literacy Writing Mat to guide and prompt students when completing independent writing tasks in lessons.
Teachers give students the opportunity to edit their own written work using the Literacy Writing Mats to check Apostrophes and Punctuation; Spelling; Sentence types; Connectives; Spelling of easily confused words.
Teachers use LOOK, COVER, SAY, WRITE, CHECK to teach the spelling of any new key words or subject specific vocabulary used in lessons.
Teachers use writing frames for different types of writing to guide extended writing or assessment writing in lessons.
Teachers use model answers on the board to deconstruct written assessment answers.

Reading support

Library activities and skills training – Young Librarians programme
Teachers use Reading Strategies Mats to inform students of the type of reading they are expected to complete in lessons i.e. Skimming; Scanning; Close Reading.
Teachers use Reading Strategies Mats to inform students of the type of activity they need to complete using the text read in lessons i.e. Inferring; Deduction; Predicting; Asking questions; Looking for evidence; Visualising.
Teachers use Guided Reading alongside independent reading where there are students who struggle to read in lessons.

Oracy support

Teachers use different forms of classroom talk in lessons i.e. Dialogue; Exploratory; Socratic; Initiate-Respond-Feedback.
Teachers use Question Word Mats for different types of questions to show the differentiation in questioning students of varying ability.
Teachers use a variety of questioning techniques in lessons i.e. De Bono Thinking Hats; Blooms Taxonomy Wheel; Flash Cards.

Literacy within tutor time

Literacy in Tutor time takes place on a six week cycle. This is planned to ensure that all areas of Language objectives AO5 and AO6 of the English GCSE curriculum are fulfilled which focus solely on Literacy skills.

Skills focussed on are:

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Book boxes are available in all classrooms for bespoke tutor activity.

Weekly spellings are issued to tutors.

Return to the top

7. How will the school prepare and support my child when they join Castle View Enterprise Academy or move to Further Education or Training?

Joining Castle View Enterprise Academy

Transition into Castle View Enterprise Academy is very carefully planned from year 6 onwards. CVEA have a range of staff that attend the local primaries on a regular basis throughout year 6 and offer a range of activities including: class based work, dance, cricket and also a full range of bespoke events. CVEA also provide parental events to provide clear information so that parents can reassure their children at this important time. Links with the local primaries are strong and information is shared that is pertinent for their ongoing support. Students with SEND are offered additional visits to CVEA including one to one as part of their planned induction. The SENCO is also invited to any relevant meetings or SEN reviews during year 6 so that support plans can be developed prior to induction.

Students who are vulnerable on transition may be allocated a place in a small group for a limited period of time to reduce anxiety. This will be reviewed termly.

Transition into Further Education or Training

The year 11 Transition programme allows all students to gain access and further knowledge regarding their future beyond school education.

We work closely with SEND students to help make decisions that will help carve their way into employment via further education. Students are given one to one interviews with Sunderland College mentors and support staff so they can prepare for the students' needs when they start attending the college. We set up "Buddy Days" for vulnerable students, which allow them to meet staff and current students attending the college in courses they may be interested in. This has proven to help boost confidence in our students who may feel that college is a bit daunting.

Along with the "Buddy Days" we offer to take SEND students in small group visits to the college as many times as they like so they can start to settle in and get to know their future surroundings to help with the transition from school to college. Once the students have started college we keep in touch via their tutors and SEN staff who give regular updates on their progress and contact us if they need any advice or information."

Supporting pupils preparing for adulthood

From Year 9 reviews for pupils have an additional focus on preparing for adulthood, which is documented in their Co-ordinated Care Plan. A member of the Connextions team are invited to an SEN review for students in Year 9 and 11.

Return to the top

8. How will Castle View Enterprise Academy ensure my child is included in all aspects of school life?

Castle View Enterprise Academy is fully inclusive and prides itself on every child having the opportunity to achieve his or her personal best.

Return to the top

9. How will my child’s needs be identified and assessed?

On entry to the Academy all students take the Suffolk Reading Test and the Vernon Spelling Test. The results from these tests, along with Key Stage 2 data provides a baseline of assessment information which assists in the identification of students with SEND and is also used for banding purposes. The SENCO circulates information about students with SEND prior to the start of the academic year; more information and Co-ordinated Care plans are distributed after the October half-term when more detailed information about their individual learning needs in this Academy context is known.

Students with SEND are entered onto the Academy’s SEND list. This is reviewed throughout the year, sometimes with the Heads of Year or key members of staff working with the children and amended where necessary and Co-ordinated Care plans are reviewed at 3 months, 6 months and annually.

Students may be entered onto the register or have their SEND stage changed at any time during the year as need arises. The Academy has a referral system which enables curriculum and pastoral staff to register concerns and request input by the SENCO.

Students who are referred to the SENCO are given additional assessment as appropriate. Parents are consulted about placement on the SEND register if this is deemed necessary, and are kept informed about additional provision which is made available in Academy.

The Academy recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a student’s needs and the best ways of supporting them.

All parents of students with additional needs will be treated as partners and given the necessary support to play an active and valued role in their child’s education.

Screening and Diagnostic Assessment in the Academy for the Intervention of SEND

The Academy liaises closely with parents, other schools and agencies to identify issues for support through communication. We also identify concerns through pupil voice and teacher comment. Intervention strategies are put in place by departments who may also refer. Interim report, parental reviews and review meetings are also used.

Identification can also be via regularly screening as follows:

All students:

SATS on entry
Annual NFER Numeracy tests
Biannual Suffolk Reading Tests
Biannual Vernon Spelling tests
Half termly departmental tests
PIVATS for those significantly below secondary ready

If screening or liaison reveals concerns then a range of diagnostic tests are utilised in the Academy in additional to outside agency tests via referral.

Diagnostic tests include:

SNAP for behaviour
Boxhall Profile for behaviour
Behaviour screening for observations
Phonological Awareness Battery for SPLD
WRAT for Literacy/Numeracy
Hedderly Sentence structure for processing
Range of processing speed tests
Gross motor skills testing from Madeleine Portwood
Tests provided by Educational Psychologist as needed
Dyscalculia screen
LUCID for dyslexia
LEXIA and BKSB

It is essential that a full picture of the student is acquired so that the best intervention can be put into place.

Education, Health and Care plans

Where a student with SEN is failing to make progress, despite high quality teaching and support through their SEN support, an application to the Local Authority for an Education, Health and Care Plan may be considered. Parents, the Local Authority and outside agencies will be fully involved in such decisions and meetings will be organised to consider and plan such a referral. More information on the application process and criteria for Education, Health and Care Plans is available on the Local Authority Website.

Return to the top

10. How will staff in Castle View Enterprise Academy support my child’s learning?

The Role of the Principal

The Principal has responsibility for the day-to-day management of all aspects of the Academy’s work, including provision for students with SEND. The Principal keeps the Trust Board fully informed and works closely with the SENCO.

The Role of the Governing Body

The Role of the Governing Body, in co-operation with the Principal, determines the Academy’s general approach to provision with SEND and establish the appropriate staffing and funding arrangements. It maintains a general oversight of the Academy’s work and reports to parents annually on the Academy’s SEND policy. A link governor has responsibility for SEND.

The Role of the SENCO

The SENCO, in collaboration with the Senior Leadership Team, plays a key role in helping to determine the strategic development of the SEND policy and provision in the Academy to identify students with difficulties and to raise the achievement of students with SEND. The key responsibilities of the SENCO are:

overseeing the day-to-day operation of the Academy’s SEND policy;
liaising with and advising fellow teachers;
managing the SEND staff team;
coordinating provision for students with special educational needs;
overseeing the records on all students with special educational needs;
liaising with parents of students with special educational needs;
contributing to the in-service training of staff;
liaising with external agencies included within the Local Offer;
coordinating reviews and Annual Statutory Reviews of students with SEND.

The Role of Pastoral Leaders

The pastoral leaders and tutor team monitor the progress of the students within their year groups bringing to the attention of the SENCO any who are failing to make adequate progress or who have social, emotional or mental health difficulties which are affecting their education by:

regular monitoring of academic progress using the Academy’s assessment, recording and reporting procedures;
regular monitoring of behaviour using the Academy’s behaviour recording system;
providing information on students as required by the SENCO;
participation in profile/provision and Annual Statutory Reviews;
dissemination of information relevant to meeting the needs of students with SEND.

Return to the top

11. What Specialist resources and services are available at or accessed by Castle View Enterprise Academy?

Please see question 2.

Return to the top

12. How will I be involved in discussing, planning and supporting my child’s education?

Please see question 5.

Return to the top

13. What if my child needs transport to or from school?

Students who require portage apply to SEN Panel for such provision. Students who require a taxi because of social care intervention are supported as part of their care plan and transport is allocated by the social worker according to need.

Return to the top

14. What care, guidance and support are available at Castle View Enterprise Academy to ensure the overall wellbeing of my child?

Systems of Care (The Pastoral System and Medical Services)

It is important that our students have a sense of personal worth and significance and to this end pastoral care within the Academy serves to look after the day-to-day individual needs of each student. We are concerned that no student carries anxieties about their schooling or other matters without knowing there is someone available to help. Equally, students needing advice or correction can be given personal attention.

This advice is always given in the context of the child's home background and does not presume to act separately or to counsel students confidentially without the involvement of their parents as appropriate.

To this end all students belong to a small group in the care of a Tutor who oversees the progress and development of each student and, when necessary, offers that personal support which helps to smooth the way. This Tutor is your first port of call if you have any issue of concern in relation to your child as the Tutor will know your child best. Similarly, it is the Tutor who will make contact with you in the majority of cases.

Should matters become more complex however, either pastoral leaders, or one of the team will become involved, and they may well be the one who makes contact with you should the need arise. Ultimately, should your concerns remain; e.g. Pastoral leader (Year 7) will bring the matter to the attention of the Vice Principal or Principal.

Special Educational Needs provision is delivered in conjunction with the Pastoral System, ensuring that all students receive personalised attention appropriate to their needs. This embraces both high achievers and those with specific difficulties in terms of attendance, health, behavioural or academic performance.

Essentially, the teaching of every individual is the responsibility of each subject teacher. However, many students require extra help at some point in their Academy career. When this extra help is beyond what a subject teacher would normally give in the course of a normal lesson, and is needed for a set period of time, a Co-ordinated Care Plan may be written. The Co-ordinated Care Plan sets out specific targets for the child and describes strategies and resources that will be used to reach the targets. If a student has medical needs a Medical Care Plan may be utilised.

Provision will vary; some students will attend small group lessons that target specific skills, some will be given additional support in mainstream lessons, others will meet regularly with a reading or learning mentor, and a few will have one-to-one sessions. In line with the legislation plans will be reviewed regularly, usually around the time of the annual Parents’ Evening. Parents and students are encouraged to attend reviews and to be involved in setting new targets. Our objective is to move students off the register of Special Educational Needs as soon as this becomes appropriate. Please note that not every child who receives targeted help will have a Co-ordinated Care plan.

Through early assessment, appropriate provision and careful monitoring we hope to enable all students who experience difficulties to reach their full potential.

As far as medical matters are concerned, the Academy is well-staffed by qualified First Aiders and will act “in loco parentis” should emergency services need to be called. There are also four staff trained to administer medication.

Should your son or daughter have a matter of a personal nature that he or she might wish to discuss only with a male or female member of staff then the Director of Learning and/or Welfare Officers are available, if required a referral can also be made to MIND.

Please ensure that the Academy is made aware of any relevant medical condition, either on the medical questionnaire or as they arise after your child has started at Academy. Should the Health Authorities and Governing Body agree to provide any immunisation or other programmes, parents will be consulted and invited to complete any Consent Forms as appropriate before immunisation(s) are carried out.

Students needing to take medicines during the Academy day must produce a letter/ complete an official request form to that effect from their parents and medicine, barring inhalers, should be stored for them at Student Services Reception or in the Medical Room. Please note that the Academy is not permitted to give any medication to students (e.g. paracetamol) without written permission from parents and this is sought on a standard form. Students are not allowed to carry any medication (other than inhalers).

In case any medical emergency arises involving your child, it is essential that you keep the Academy up-to-date with any medical details or change of address or telephone numbers, including mobiles.

Return to the top

15. What training has the staff supporting my child had at Castle View Enterprise Academy?

Principle

The most significant resource in ensuring success for our students is the staff team. Professional development encompasses all of the activities that staff undertake to raise their performance. This includes external courses, internal courses, opportunities for curriculum development work and new responsibilities.

Aims

Academies are at the leading edge of educational development and this will imply a need for a Continuing Professional Development programme. The Academy has an obligation to secure the professional development of its staff and it aims to encourage career development.

Guidelines

1. The Professional Development programme will be integrated and have clearly definable outcomes through targets identified through the following process:

Development planning
Teacher appraisal
The individual member of staff identifying a training need
Monitoring

2. The programme will extend to all staff in the Academy.

3. Professional development has three aspects:

induction into the Academy; and
training for the job; and
professional development for career progression.

4. Where possible professional development activities will be accredited.

5. The Principal will allocate a budget to support the Professional Development programme.

6. The negotiated delegation of responsibilities represents an important opportunity for the professional development of staff.

7. Where appropriate, professional development will be delivered internally and draw upon the expertise of the staff team.

CPD Wednesday Sessions:

There will be weekly CPD sessions offered to staff around 30 weeks of the year.

Support Staff Sessions:

Support staff will follow an individual CPD programme linked directly to their role. Some sessions are relevant for all staff e.g. Safeguarding the Welfare of Children and others will be attended upon request or as and when necessary.

Return to the top

16. Who should I contact for further information about my child?

Please contact your child’s Pastoral leader in the first instance or Miss Hornsby, SENCO, regarding SEND provision.

Return to the top