At Roseberry Academy we are committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND).
We recognise that all pupils are entitled to a quality of provision which will enable them to achieve their potential and enjoy well- being as enshrined in the outcomes of Every Child Matters (be healthy; be safe; enjoy and achieve; make a positive contribution and achieve economic well-being). We believe in positive intervention; removing barriers to learning; raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all SEND pupils.
Special educational needs (SEN) – The government has transformed the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them.
The bill extends the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in ‘Support and aspiration: a new approach to special education needs and disability – progress and next steps‘ including by:
· replacing old statements with a new birth- to-25 education, health and care plan
· offering families personal budgets
· improving cooperation between all the services that support children and their families, particularly requiring local authorities and health authorities to work together (see https://www.gov.uk/government/policies/increasing-options-and-improving-provision-for-children-with-special-educational-needs-sen)
Curriculum – Access to a broad and balanced curriculum
All pupils follow the National Curriculum at a level and pace suitable for their ability. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupil needs. At times modifications to the curriculum may be implemented. To successfully match pupil ability to the Curriculum, Roseberry Academy continues to be committed to:
· A range of teaching and learning styles
· Differentiated materials (both for reinforcement and extension)
· Access to ICT
· Additional in class support
· Additional out of class support
· Flexible groupings (including small group work)
· The appropriate use of rewards and consequences
· Mentoring and counselling
· Assessment procedures that emphasise pupils’ strengths and achievements
· Preparing pupils for the next stage of their education and embedding life skills
We work closely with the following professionals in order to provide the highest levels of support for pupils with SEND:
· External Agencies – Partnerships
· ELT SEND specialists
· SEND Team: North Yorkshire LA
· Behaviour and Inclusion Team
· Specialist teaching team
· Educational Psychologists
· The Service for the Hearing Impaired
· The Service for the Visually Impaired
· Occupational Health/Therapy
· Speech and Language services
· The Child and Adolescent Mental Health Service (CAMHs)
Parents are informed as their child is registered on the Code of Practice and are involved in all stages outlined within the Code of Practice. There are informal meetings every half term, involving class teacher. Appointments may be made to discuss things further with the SENDco and these appointments may be made via email or through the school office; as we understand that questions may arise about your child’s needs and the level of support that is required for your child to make expected progress. We hope that together we can alleviate concerns and work together to make sure each child fulfils their potential and becomes independent. A positive and supportive relationship with parents is one of our most powerful resources and has a significant impact upon pupil progress. We also acknowledge that support may be required as parents navigate through the new code of practice protocols and see this as a service we can provide. If parents require more specialist information we aim to signpost appropriate agencies.
Parents – What do we do?
· We will host 1-1 meetings with parents/carers or family meetings can also be arranged
· We will arrange meetings so that any professionals involved with a child can come together to share information and views
· We invite parents/carers to come and chat about any concerns they or the school may have with a sense of collaboration
· We provide opportunities for parents/carers to meet with professionals in confidence
· We provide opportunities outside of parents evening for parents/carers to work with teachers and the SENDco to look at the needs/challenges of individuals
Primary to Secondary School Transition
· In the SEND arena we know how important a successful transition is for our pupils with Additional Needs. We provide extra support for those who will benefit from an enhanced transition. The period of transition depends on the individual needs of the pupil.
· Pupils are given the opportunity to visit the Secondary school in small groups or individually, with a trusted member of staff (usually our Family Mentor) over a period of time to elevate anxiety or concerns they may have
· We provide the Secondary school SENDCo team detailed information - this is in the form of a face to face discussion, relevant pupil support documentation and opportunities for parents to meet the SENDCo team prior to their child starting school.
· We work closely with Secondary schools to ensure children with SEND have the support they require in place for them starting their new school.
The SEND information on our website outlines details for parents/carers of children who have Special Educational Needs or a Disability (SEND) and all those who support children with additional needs. This information outlines the support and provision you can expect your child to receive at Roseberry Academy.
The name of the senior member of staff with responsibility for Special Educational Needs and Disabilities and children with serious medical needs is Miss Melissa Burley.
‘All children and young people are entitled to an education that enables them to make progress so that they achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training’ (6.1 CoP 2015).
At Roseberry Academy, we ensure that steps are taken to prevent children with SEND from being treated less favourably than other pupils. This was recognised during a Local Authority Inclusion Quality Mark report, which stated that Roseberry is:
‘A highly inclusive and reflective school.’
‘The curriculum and learning environment provide opportunities to celebrate and recognise the difference and diversity of all members of the school community, for example in preparing the whole school community for the arrival of pupils with different backgrounds, physical or learning needs.’
‘Roseberry (states that it) is an inclusive and caring school that recognises, values and celebrates the contributions of all its learners’. There is plenty of evidence that this is lived by all who work in the school. For example, governors spoke of the ‘unconditional positive regards for every child’. The school’s vision and aims are promoted widely with all stakeholders and reflected clearly though a range of inclusion policies.’
Please note: Our admission arrangements for children with SEND are the same as those for children without SEND.