Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Witton Park Academy has a strong link with Newfield School and our students work closely with a cohort of students from Newfield.

The Academy has specialist teachers in areas such as: Specific Learning Difficulties, Moderate Learning Difficulties and Behaviour.

We seek advice and guidance from the Inclusion Support Service with regards to Visual Impairment, Hearing Impairment, Autism, Speech and Language. We also have excellent relationships with occupational therapy, consultant paediatricians and the speech therapy team.

The Academy employs an Educational Psychologist who assesses students and provides advice and strategies to support the progress of students.

The Academy also has a full time School Counsellor who has Psychotherapeutic Counselling qualifications; she is also an NLP Practitioner and trained in REBT therapy.

We employ a Lead Teaching Assistant for Nurture who is qualified to deliver the Nurture Programme and work with students identified as having social and emotional difficulties

The Academy has an experienced EAL Unit which supports students where English is not their first language.

The school also works closely last academic year with  Achievement for All 3As which is an independent, not-for-profit charity that transforms the lives of children, young people and their families by raising educational aspirations, access and achievement. The principles and strategies have now been implemented into practice.

How will the curriculum be matched to my child's/young person's needs?

All our students’ progress is monitored and tracked on a half termly basis.

On entry to Witton Park Academy students complete the following assessments:

·         Reading Test (Hodder)

·         Spelling Test  (Vernon)

·         Cognitive Ability Tests.

·         British Vocabulary Test

We also analyse primary transfer documents and the National Curriculum KS2 test results.

If the results of the tests alert us to low attainment profiles or other discrepancies the school will implement an intervention plan. 

Parents / student and the school work closely together in a process where we ‘Plan, Do and Review.’ The Academy envisages that this process will occur three times a year and will follow a structured conversation process.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

The curriculum is adapted to meet the needs of all children.  Teachers are aware of all students’ Special Educational Needs and Disabilities and teachers adapt their lessons to suit the needs of the student.

Students in lower ability classes benefit from small class sizes (14 maximum) with a high ratio of staff / students

Students who are identified as having social, emotional difficulties which are interfering with their academic progress can be offered a place in the nurture tutor group or on the nurture programme.  A member of staff with a nurture provision qualification, delivers specific small group activities designed to address each student’s specific needs.  Whilst on the programme students will be withdrawn from lessons for three hours a week for half a term.  Parents will be given detailed reports of a student’s progress each half term. 

During Year 9 some students will be given the opportunity to choose options on the Foundation Learning Pathway.  Foundation Learning enables students to learn in smaller groups with extra support and offers more vocational qualifications and practical activities.  Students on this pathway continue to study at GCSE English, Maths and Science.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.

Specially trained support staff can implement the teacher’s modified/adapted planning to support the needs of your child where necessary.

Specific resources and strategies will be used to support your child individually and in groups.

Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs and increase your child’s access to what is on offer.

Students are placed in sets and the lessons are planned to allow all students in every class to reach their potential.

Through the Academy’s Teaching and Learning Communities, staff are trained to adjust their teaching to adapt to the needs of the child.

How will my child/young person be included in activities outside this classroom including school trips?

Your child’s progress is continually monitored by: teachers, Year Mangers, Curriculum Leaders and the Senior Leadership Team

His/her progress is reviewed every term and levels are given in subject areas as well as information on: attendance, behaviour for learning and attitude to learning

Children who have SEN Support will have a ‘Plan Do and Review’ Meeting three times a year.

The progress of children with a statement of SEN/ EHC Plan / IPRAs is formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENCO will also check that your child is making good progress within any individual intervention programmes that they take part in, through regular meetings with the staff delivering the programme and Curriculum Leaders.

A range of ways will be used to keep you informed, which may include:

·         Home/school book

·         Letters/certificates sent home

·         Additional meetings as required

·         Reports

How accessible is the setting/school/college enviroment?

Student’s Individual Education Plans are shared with Parents / Carers and there is a ‘plan, do and review’ process whereby parents are fully informed on their child’s progress.  Parents are informed of their child’s progress and attainment through the reporting system and Parents Evenings.  The structured conversations with parents also supports in understanding the learning and progress of the child.

The Academy offers parental engagement sessions for Parents / Carers to experience Academy life.

The Academy also offers Raising Achievement Evening to support the home / school link.

The Learning Support Faculty is always available to discuss with parents their child’s progress, through an appointment basis.

The Academy also works closely with Early Support and Achievement for All to deliver key working training to parents of children with Special Educational Needs.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

The Academy provides an outstanding pastoral support team.  Year Mangers and Form Tutors regularly monitor attendance, punctuality and behaviour.  Staff and students value the supportive relationships in the Academy. The mutual respect supports a happy and caring learning environment.  The Academy prides itself on the excellent teacher / student relationship. 

Student Voice is extremely important, the student council are also responsible for making sure that all students have a voice and feel confident in raising issues that are important.

The Academy employs a full time school counsellor who supports the students’ well being.

There is a full time member of staff allocated to Student Services to support students. The Academy employs a full time Educational Welfare Officer and Attendance Officer.  They meet with Year Managers on a weekly basis.

The Academy also employs two Behaviour Support Co-ordinators to monitor behaviour in school making sure students are engaging in school and are supported.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The Academy offers a breakfast club to all students in Years 7 and 8.  The Learning Support Area is open from 7.45am and there is a breakfast club and an area to complete homework, which is supervised by teaching assistants.

At breaktime and lunchtime the learning support area is supervised and offers a wide range of activities to engage students.  The Learning Resource Area is also open at breaktime and lunchtime.

The Academy itself offers a variety of clubs at lunchtime and after school such as:

·         Arts Club

·         Science Club

·         Netball

·         Badminton

·         Dodgeball

·         Geography Club

·         Football

·         Choir

·         Drama Club

·         School Productions

·         School Council

·         Duke of Edinburgh

·         Maths Club

·         Interventions for Subjects

·         Homework Clubs

·         Newfield Link

·         Salvation Army Link

The Academy is also working closely with Youth Action and students can volunteer to take part in activities that are run by them

How is the decision made about what type and how much support my child/young person will receive?

The Academy works closely with all the feeder primary schools. The SENCO or Assistant SENCO will attend all Year 6 Annual Reviews and any transition meetings. The SENCO will also attend the primary school to meet the Year 6 teacher and the primary SENCO to discuss academic ability and other information

The SENCO organises a MOTHS Programme (Moving on to High School) whereby teaching assistants deliver four sessions in the primary school and one session in the Academy.

Students who are identified as needing extra support will be allowed to attend taster sessions and we also hold ‘Getting To Know You Days’.

In Year 9, 10 and 11 the Connexions Link will meet all students with SEND.  They work closely with parents / carers, students and the SENCO.  The Academy liaises closely with colleges and will attend taster sessions with the students.  The learning support staff will also attend interviews with colleges and the student.   The Connexions Officer will attend the Annual Review of all EHC / Statemented / IPRA students in Years  9, 10 and 11

How are parents involved in the setting/school/college? How can I be involved?

Advice from external agencies and advisory teachers enables the Academy to provide the appropriate resources and equipment needed for individual students.  For example the use of hearing aids and radio aid.  Strategies are implemented within the classroom in order for students to be able to access the curriculum