SEND

AIMS

We aim to ensure that:

  • Every child achieves their potential regardless of special learning needs
  • There are good links with parents as they play a vital role in supporting their child’s special need.
  • That the views of the individual student are considered when determining provision on the nature of support to be offered
  • The academy’s SENCO has the time and resources needed to fulfil the demands of the role and the effectiveness of the department
  • That students are referred for statutory assessment in a timely and efficient way.

   

PRACTICE & GUIDANCE

The SEND Policy at Bolingbroke Academy is based on the principle of providing all pupils with the opportunities needed to fulfil their potential.

A student is defined as having Special Educational Needs & Disabilities (SEND) if he or she has a learning difficulty which requires special educational provision to be made for him or her. Students with SEND should have those needs addressed via a broad and balanced education.
 
We believe early identification, assessment and provision for any child who may have special educational needs is crucial. We adhere to the SEND Code of Practice, adapting a graduated approach. Most children’s learning needs are met through ‘differentiation’ of the curriculum which means teachers tailor their approaches to suit individual students’ different learning needs and styles.

The academy’s appointed SENCO (Special Educational Needs Coordinator) is responsible for the day to day operation of the school’s SEND policy. They coordinate provision for students with SEND and liaises with parents, staff and external agencies.

The academy is guided by the SEND Code of Practice and the law within, together with the Teacher Training Agency’s document on National Standards.

To view our SEND Policy please click here: Bolingbroke Academy SEND Policy 2017-18

  

A Graduated Approach to Special Educational Needs

At Bolingbroke Academy we have a three-tiered, graduated approach to supporting students’ learning needs. The graduated approach at each tier involves:

  • Assessing the pupil’s needs by considering all of the information gathered from within the academy about the pupil’s progress, alongside national data and expectations of progress.
  • Planning the most effective and appropriate short term intervention, based on evidence of what works
  • Providing this intervention and training staff to deliver it to a high standard
  • Reviewing the impact on the pupil’s progress towards individual learning outcomes at shorter intervals, depending on the type of intervention

  

Wave 1: Universal Support 

It is our firm belief that pupils’ needs are best met in the classroom and that, therefore, every teacher is responsible and accountable for the progress and development of all pupils they teach, including those with SEND. At this universal level, we train our teachers to deliver high quality teaching, differentiated for individual pupils. We review the progress of all pupils at least three times per year and make rapid adjustments to support strategies and, where necessary, teachers’ understanding of the needs of individual pupils they teach. In addition, we talk to students and their parents to gain as full an understanding of their learning needs as possible. The information we gather in this way is shared with teachers in a Pupil Profile. The Pupil Profile is a document that outlines pupils’ strengths and difficulties, with suggested strategies for teachers to best support their learning.

 

Wave 2: Targeted Support

We provide targeted support when we consider it appropriate to make additional short term special educational provision to remove or reduce any obstacle to a pupil’s learning, or to help them catch up when termly data analysis shows they have fallen behind their peers.

Such specific, targeted one to one or small group interventions may be run outside the classroom, limited to a number of weeks to minimise disruption to the regular curriculum. This may include assessment and / or support from:

  • Garratt Park Advisory service (ASD outreach)
  • Mentoring / Youth Workers
  • School nurse
  • Fresh Start reading intervention
  • Lexia reading intervention
  • Counselling

 

Wave 3: Specialist Support

We provide specialist support when we consider it necessary to seek specialist advice and/or regular long term support from a specialist professional outside the academy in order to plan for the best possible learning outcomes for those pupils who fail to make progress in spite of high quality teaching and targeted intervention. This may include assessment and / or support from:

  • An educational psychologist
  • A speech and language therapist
  • Specialist sensory advisory teachers for students with, for example, hearing or visual impairments
  • CAMHS (Child and adolescent mental health service)

   

If you have any queries or questions relating to SEND please e mail Head of SEND : Ms Stanton