Special Educational Needs and Raising Acheivement
We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice (2015) and the Equal Opportunities Act 2010.
At Sewell Park Academy we are committed to working together with all members of our school community. This information report has been produced with information and support from all school stakeholders (pupils, parents/carers, governors, and members of staff). We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are
Geoff Sadler (Chair of Governors)
Heather Tew (SEN Governor)
Amanda Barwick (SENDCO)
David Day (Headteacher)
Staff members seek to identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from parents, staff, education, health and care services and early year’s settings prior to the child’s entry into the school.
Monitor the progress of all pupils in order to aid the identification of pupils with SEND. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential. Monitoring progress is an integral part of teaching and leadership within Sewell Park Academy. Parents/carers, pupils and staff are involved in reviewing the impact of what we do. All students have their progress monitored and relevant targets are set through academic mentoring each term. Targets are set and strategies explained in a document called a PLP (Personal Learning Plan). Attendance is monitored throughout the year and at the end of each half term letters are sent home to parents where some pupils have fallen below the Academy’s attendance target for one reason or another. It is important that parents and pupils are abreast of their attendance levels whether absence has been caused by illness or any other reason. If a student has an EHCP then information is shared with parents at the Annual Review, however parents may be contacted at any point during the year and are encouraged to contact staff if they have a concern. Parents evenings are arranged to discuss pupil progress and there are other opportunities when parents are invited into the Academy during the year ie. Open Day when lessons are accessible for parents and guests alike. Progress data of all learners is collated by the whole Academy and monitored by Teachers, Heads of Department and Assistant Headteachers.
Make appropriate provision to overcome all barriers to learning and ensure pupils with SEND have full access to the National Curriculum. This will be co-ordinated by the SENDCo and Headteacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for. This provision may take many forms depending on the individual need and circumstance of the learner. For example: we may use our Raising Achievement Base for students with SEMH difficulties, catch-up Literacy and/or numeracy for those not making expected progress and alternative bespoke courses with external providers. We aim to create a learning environment that meets the individual needs of the students and allows pupils to progress at their own rate. All teachers at Sewell Park Academy are teachers of students with SEND and have regular CPD to ensure up-to-date awareness of good practice. Quality 1st teaching is an expectation of all staff and carefully monitored through our department audits.
Work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in terms of understanding SEND procedures and practices and providing regular feedback on their child’s progress. We also ensure that parents are an integral part of any work with external agencies. Communication between home and school is vital and parents are encouraged to contact members of staff whenever they have a question.
Work with and in support of outside agencies when the pupils’ needs cannot be met by the school alone. Some of these services include Schools and Families Specialist Service (SSFS), Educational Psychology Service (EPSS), Speech and Language Therapy (SaLT), Children and Adult Mental Health Service (CAMHS), Eaton Hall and the Teaching School Alliance, St Eds, The Junction and Boost.
Create a school environment where pupils can contribute to their own learning. This means encouraging relationships with adults in school where pupils feel safe to voice their opinions of their own needs, and carefully monitoring the progress of all pupils at regular intervals. Pupil participation is encouraged through school by wider opportunities such as the student leader ship team, residential and day visits, musical events, sports teams, leaders of learning and peer mentoring. We value high quality teaching for all learners and actively monitor teaching and learning in the school. Our school improvement plan is about developing learning for all and continued professional development.
Preparing for the next step
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Sewell Park Academy is committed to working in partnership with children, families and other providers to ensure positive transitions occur. Planning for transition is a part of our provision for all learners. Transition is discussed at year 6 and year 11 annual reviews, although parents and staff can liaise regarding transition at any point throughout the year. Additional support regarding transition from KS4 to further education establishments can also be accessed through the Local Authority’s Norfolk Guidance Team.
Categories of SEND = Cognition and Learning, Communication and Interaction, Social, emotional and mental health and Physical and/or Sensory.
"Thank you so much for your time today! My husband and myself were absolutely blown away with the school. The support structure you have in place and your expertise far far far exceeds any school we have visited. You are an absolute credit to the school and what you have achieved is incredible. You have a better and more effective system in place than some of the special needs schools we have visited."
K. Harper - parent, Mar 2020