SEND Report (23)

13) What specialist services and expertise are available at or accessed by the academy?

The SENCO (Nicola Owen) is a qualified teacher. She liaises with many specialist services and outside experts, to ensure provision for our students is appropriate and meets all needs. The academy works closely with any external agencies that are relevant to individual students’ needs, including: Health – School Health Adviser, Child Adolescent and Mental Health Service (CAMHS), paediatricians, speech & language therapists, occupational therapists Children, Families and Social Care – locality teams, social workers, family intervention teams One Education for: Educational Psychology/SPLD Sensory Support Service – Hearing and visual impairments Specialist Partner Schools – Melland High School and The Grange School

12) How does the school manage administration of medicines?

Medicines for students are managed by First Aid. If a student requires medicine during the school day, the following procedures must be followed: All medicines must be given in person to First Aid by a parent/carer The student’s name and date of birth are recorded alongside the date, time, name of medicine, and dosage Depending on how the medicine needs to be stored, it will be kept in either a locked cupboard or a fridge in the First Aid Room To take their medicine, the student must go to the First Aid room, where the First Aider will make the medication available to be taken Each time the medicine is administered, the time, date and dosage is recorded

11) What support will there be for my child’s overall well-being? What is the pastoral, medical and social support available in the Academy?

The East Manchester Academy operates a vertical tutoring system in Years 7 to 11, which means that students are placed with students from every year group for their tutor group. This encourages community cohesion, communication across age groups and opportunities for mentoring and leadership. This system also means that students are able to share their experiences and provide support for students experiencing the same changes and transitions that they have already faced. Form Tutors, Pastoral Managers and Directors of Progress are the main point of contact for parents/carers about their child’s pastoral and social well-being. We have a SpLD (Specific Learning Difficulties) teacher for a day a week. We also have counsellors on site throughout the week and a school nurse. We work closely with CAMHS. The SENCO liaises with other teams to arrange referrals to these agencies. Support is also available from the SEND Team for areas of emotional difficulties such as specified social skills; friendships and relationships; anger management; loss and change; self-organisation. Students who struggle with social situations are provided with a choice of quiet spaces to go during lunchtimes, break times and before the academy day, where they are supported by TAs to manage unstructured social time. If a student is unwell during the school day, then they will contact the Pastoral Managers. If the student is too ill to stay at the academy, their parent/carer will be contacted and asked to make arrangements for collecting them as soon as possible. In a medical emergency, appropriate emergency procedures will be followed. All students who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.

10) How does the academy know how well my child is doing?

Teachers, as part of their professional standards, monitor and review all students’ outcomes throughout the year. The whole academy system at The East Manchester Academy includes: Regular data collection, from all teachers, showing the current level of attainment of all the students they teach. This means that teachers in each subject area can track the outcomes of students across the academic year and intervene if students experience difficulties In-class additional support is reviewed half termly by the SEND Team. Adjustments to support are made if necessary. TAs and teachers work together on a day-to-day basis, planning and reviewing lessons Teachers are observed by senior leaders and line managers as part of the academy’s performance management system. TAs are also observed through learning walks by the SENCO and Assistant SENCO The deployment of additional adults in the classroom and the outcomes of students with additional learning requirements are part of the Teacher Standards, against which the quality of teaching is measured Mr Birrell, Deputy Headteacher, is responsible for whole academy data and tracking the academy’s progress against national standards. This provides guidance for academic leaders when planning the curriculum and additional support for students At the start of Year 7 students take the Cognitive Abilities Tests (CATs). Students are also tested on their reading. This allows us to identify when students may need further support, intervention, or additional assessment to detect any underlying difficulties

09) How will I know how my child is doing and how will you support me to support my child’s learning? What opportunities will there be to discuss my child’s outcomes?

We offer an open door policy where parents/carers are welcome to make an appointment to meet the SENCO, Assistant SENCO or Director of Progress and discuss how your child is progressing. Parents/carers can contact staff members by calling the academy on: 0161 230 8039. Planned arrangements for communicating between academy and home include: Every student has an academy planner which they should bring into the academy every day so that so that comments from parents/carers and teachers or tutors can be shared and responded to as needed Directors of Progress are available to meet with parents/carers and discuss outcomes and learning If your child has an Education, Health and Care Plan (EHCP) or Statement of SEND, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the SENCO or Assistant SENCO attended by parents/carers, teachers and outside agencies involved in your child’s education

08) How will the curriculum be matched to my child’s needs? What are the academy’s approaches to differentiation and how will that help my child?

All subject teachers are responsible for planning lessons that are accessible to and differentiated for every student. In some curriculum areas (English, Maths and Science) students are grouped by levels of attainment, whilst other curriculum areas are taught in mixed attainment groups. Students are entitled to participate in all areas of the curriculum and it is the subject teacher’s role to differentiate resources and activities to ensure the student can access the learning. At Key Stage 4, students choose from a range of courses, which help to prepare them for the next steps in their education, be that college, apprenticeships or work. Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.

07) How are the academy’s governors involved and what are their responsibilities?

A report will be sent to the governors annually to inform them about the outcomes of students with SEND; this report does not refer to individual students and confidentiality is maintained at all times. There is an SEN Link Governor – Elaine Morrison who regularly liaises with the Inclusion Team and other elements of Student Wellbeing, led by Deputy Headteacher Mr Sterry.

06) Who will explain provision to me?

Any additional provision that is in place for your child will be explained by the SENCO or Assistant SENCO. In the case of individual/small group interventions/assessments by the Educational Psychologist or Specific Learning Difficulty (SpLD) teacher, the SENCO or Assistant SENCO will write to parents/carers explaining the aims of the intervention. Letters, phone-calls or emails will be used to keep parents/carers updated on their child’s outcomes and discuss support in more detail, if required. Provision is also discussed at the termly SEND parent forums.

05) How will the school support my child?

All subject teachers are responsible for the outcomes of students in their lessons. They are responsible for making the curriculum accessible to all students and will receive ongoing training about additional learning requirements. The SENCO will ensure that: All relevant information is distributed on students’ needs so that teachers have a good understanding The Inclusion Team provide high quality training so that teachers are equipped in meeting those needs Teachers and teaching assistants meet regularly to plan to meet a student’s needs The quality of teaching for students with SEND and provision across the school is efficiently managed There is high quality support in place in classrooms There are regular intervention sessions offered in the Inclusion Team Area during form time, lunchtimes and break times Parents are kept informed of any changes to the provision that is in place for their child The following types of additional support are available, all dependent on need: Additional adult support in the classroom – there are 9 dedicated Teaching Assistants in the SEND department who support teachers in helping the learning of whole classes. Students with an Education and Health Care Plan (EHCP) or a Statement of SEND will receive this support according to their needs Small group withdrawal sessions– when students comes out of some lessons for pre-arranged sessions with TAs or external agencies for example, handwriting, reading, numeracy skills, organisation skills and social skills Intervention from external agencies – Educational Psychology/ Speech and Language Therapy/ Specific Learning Difficulty Teacher / Sensory Support Service

04) What are the categories for SEND?

There are four types of Special Educational Needs (SEN) as described in the SEND Code of Practice 2014: Communication and interaction Cognition and learning Social, mental and emotional health difficulties Sensory and/or physical needs If a student has SEND, then their needs will fit into one or more of these categories.
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