Samuel Ward Academy strives to ensure that all students leave as confident, resilient individuals, positive about their future and equipped to deal with challenges – having a learning difficulty or disability is not seen as a barrier to making progress. There is a shared belief that all students can achieve.
FAQs
- All students have full access to the curriculum – including access to enrichment activities and all school trips.
- Learning Support Assistants and Inclusion Officers support full inclusion.
- Environmental alterations have been made to make the site accessible for students with physical disabilities.
- Technology supports students in lessons – individual laptops and tablets for students with visual/physical disabilities plus a range of software programs are made available according to need.
- In KS4 additional curriculum options are available for students who might benefit from this, e.g. Princes Trust and Entry Level English, maths and science.
- Early identification of needs are through:
- Information from primary schools/other settings.
- Regular Progress Checks in all subjects.
- Class teachers make a referral to Curriculum Support for advice/assessments if they have concerns about students’ progress.
- A range of additional assessments is carried out if progress is not made following personalised teaching approaches and support within the class.
- The school follows the SEND Code of Practice 2015: 0-25 years’ graduated approach with regard to the identification and review of pupils with special educational needs: The four key actions are:
- Assess
- Plan
- Do
- Review
- Learning Support Assistants support students identified as having SEND or who are under-achieving. Support from LSAs is focused on developing students’ independent learning skills and managing their own learning. The emphasis is on the process of learning, not simply task completion.
- One-to-one and small group support targeted at developing skills e.g. phonics, reading comprehension, speech and language, touch-typing, numeracy, communication and social skills.
- There is a School’s Medical Conditions Policy – Care Plans are in place for all students needing them. These are overseen by the school’s Medical Officer.
- Standardised assessments of reading and spelling are carried out with identified students on entry in Y7. Advice at this point is taken from primary schools and SATS results are taken into account. Any student whose scores are particularly weak will receive additional, targeted support for literacy and/or numeracy.
- The Curriculum Support Department has a range of assessments which are used to identify specific needs in literacy and maths. These assessments provide additional information to inform teaching – within the whole class and intervention groups.
- Students take Preparation Exams during KS3/4. These, plus class-based assessments provide evidence of the need for support in exams.
- Where there is a history of need, formal assessments are carried out in KS4 so that exam access arrangements can be put in place for public exams for students who meet the JCQ criteria. Students and parents will be informed. (Please see separate detailed information on EAA on the Unity Schools Partnership website.) Click here
- Referrals for an Education, Health and Care Plan (previously Statement) will be considered if a student remains significantly behind their peers and continues to make little or no progress following interventions and/or additional support. Referrals will be made following discussion and agreement with parents/guardians.
- The Academy works with staff from external agencies and outreach services e.g. advisory teachers for sensory impairment, D.O.T., educational psychologists as well as physiotherapists and occupational therapists for students with physical disabilities. Requests for support from outside agencies will be made when specialist advice is needed.
- All staff have regular training – on teaching and learning, high-frequency special educational needs, child protection. All LSAs have had training in the regulations governing Exam Access Arrangements.
- A number of LSAs have achieved a Level 3 Certificate from the British Institute of Learning Difficulties in Autistic Spectrum Conditions.
- A number of LSAs have achieved a Level 5 Certificate in supporting students with specific learning difficulties.
- One LSA is ELKLAN trained.
- The SENCO is a qualified teacher, has achieved the National SENCO Award and holds the qualification as a JCQ compliant specialist assessor including for exam access arrangements.
- There is also a part-time qualified SEND teacher.
- In addition to the SENCO, the Curriculum Support Department has an experienced teacher and several LSAs who offer interventions in literacy, numeracy and social and emotional development.
- Breakfast Club sessions are run offering support in literacy and numeracy – providing additional support to take place outside of the curriculum.
- Learning Support Assistants work within departments as well as running small group and one-to-one study skills, literacy and numeracy intervention.
- Touch-typing is offered as an Enrichment activity – students with co-ordination difficulties are encouraged to learn to touch-type to reduce the need for a scribe within a class and for exams, therefore, building independence. Students with significant difficulties in handwriting are provided with laptops.
- The five Inclusion Officers support students across the whole age range, including the sixth form – they provide support for behaviour and social and emotional issues. The IOs work closely with the Assistant Head in charge of pastoral support, as well as with the SENCO.
- The school has a resource called The Study which offers support for students with social, emotional and behavioural needs.
- There are school counsellors to support social, emotional and mental health.
- Life skills are developed through the PHSE and personal development curriculum for all students.
- Princes Trust programmes are offered to specifically support work-related learning and preparation for adult life.
- Independent advice and guidance regarding careers education is offered to all students. A specialist careers advisor supports the most vulnerable students.
- The school works closely with the Suffolk Early Help Team to support post 16 transitions.
- Students with an EHCP will have enhanced support via Moving Into Adulthood discussions as part of the annual review process.
- In addition to the school’s extensive transition arrangements, specific arrangements are put in place for vulnerable students. The SENCO visits all main feeder primary schools before transition.
- A Higher Level Teaching Assistant visits schools following the SENCO’s visits to work with individuals or groups of students who may have SEND or who are anxious about transition.
- Students who have Special Educational Needs or who are anxious about transition are invited to Samuel Ward Academy for additional visits during the summer term. They will also be invited to join our Transition Club to get to know the environment and key staff.
- A One page Profile is created for students who may need this and is shared with staff at the Academy. This is completed with students and parents and highlights strengths and targets for development as well as successful support strategies.
- Some vulnerable students are assigned a Key Worker to provide support during the transition period – and beyond if necessary.
- For KS4 to KS5 transition, students with special needs are given enhanced support. The school’s Careers Officer and the SENCO work alongside the sixth form or college concerned.
- Students with Education, Health and Care Plans will have Moving Into Adulthood plans in place from their Y9 Annual Review onwards.
- Travel training is offered to vulnerable KS4 students who are moving on to college post-16 – travel training is provided by the local authority.
- Suffolk’s Early Help Team provide additional support at this time for particularly vulnerable students.
- Parents/carers are invited to parents evenings. This is an opportunity to discuss progress and any concerns.
- In addition to the school’s policy of communicating and reporting to parents/carers, subject teachers or the SENCO can be contacted by email.
- Parents/carers are involved in decisions regarding pupils being placed on the SEND register. It will only be suggested that students are put onto the register if they are significantly behind their peers and there is little or no progress following additional support/interventions within the classroom. Students in Year 6 who are on the primary school SEND register will automatically be placed on the register in Year 7.
- Parents/carers are always involved in referrals for Education, Health and Care Plans and for specialist advice/support from Educational Psychologists and outside agencies. All decisions about students needing additional support will only be made after consultation and agreement with parents/carers. Parents/carers may also request referrals to be made.
- Students with a LEXIA license should be encouraged by parents/carers to access the programme from home where possible.
- Parents/carers should encourage their children to read as extensively as possible, including reading aloud.
- From KS3 (Year7) pupils at Churchill have the opportunity to integrate into the academy for some lessons. Whilst the full curriculum is taught at Churchill, students are able to access lessons at the academy if they want to and are ready to do so.
- The students, parents/carers, Senior Leadership team at Churchill and Heads of Department at the academy decide when and how integration will develop. Students may wish to join one or several subjects with students at the academy.
- Once a subject is identified:
- A member of the Churchill staff will approach the subject department and select an appropriate teacher and teaching group for the student to work with.
- All students have a one page profile which is forwarded to the subject teacher in order for them to understand the student’s needs before they attend the lesson.