Special Educational Needs and Disabilities (SEND)
Tudor Grange Academy Kingshurst is an inclusive mainstream secondary school, which welcomes students with a range of special educational needs and disabilities (SEND). The academy has also been awarded the Inclusion Quality Mark.
We work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.
Aims of SEND provision
The aim of our provision is to make reasonable adjustments for those with a disability by taking action that enables students to fully access the curriculum and make progress. We aim to ensure that children and young people are able to access and engage in the activities of the academy alongside students who do not have SEND.
We aim to reduce barriers to progress by embedding the principals in the National Curriculum Inclusion statement and using our best endeavours to secure special educational provision for students for whom this is required, that is ‘additional to and different from” that provided within the differentiated curriculum, to better respond to the four broad areas of need:
- Communication and interaction;
- Cognition and learning;
- Social, mental and emotional health;
At this academy we use the definition for SEND and for disability from the SEND Code of Practice (2014). This states:
“Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability of a significantly greater difficulty in learning than the majority of others of the same age.
Special education provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is “…a physical or mental impairment which has long term and substantial adverse effect on their ability to carry out normal day-to-day activities”.
This definition includes sensory impairments such as those affecting sight or hearing, and long term health conditions such as asthma, diabetes, epilepsy, and cancer.
A student may be identified as having a Special Educational Need (SEN) at any stage during his/her education. This may be a long term difficulty requiring continuing support or a short term difficulty requiring a specific intervention. Staff are familiar with our ‘Record of Concern’ approach and will inform the SEND team should they be concerned about any aspect of a student’s learning. In response to this members of the team will conduct observations and may conduct further testing to ascertain whether further support
Information about your child’s special educational needs comes from a number of sources:
• Transition liaison for Year 7 transfer
• Online testing
• SEND support staff/teacher feedback
• Parental concern
• Student self-referral
If you think that your child may have special educational needs that have not been previously identified then you should contact the school and ask to make an appointment to speak with the Learning and Cognition Manager, Yvonne Bailey.
Parents can contact the SENCo directly should they feel it more appropriate.
All students will be provided with high quality teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to students with SEND is monitored through a number of processes that include:
- Classroom observation by the senior leadership team, the SENCo and external verifiers;
- Ongoing assessment of progress made by students with SEND;
- Work sampling and scrutiny of planning to ensure effective matching of work to student need;
- Teacher meetings with SENCo to provide advice guidance on meeting the needs of students with SEND;
- Student and parent feedback on quality and effectiveness of interventions provided;
- Attendance and behaviour records.
Students with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantages experienced in the academy and to increase their access to the taught curriculum.
All students have their own Pathways of Progress and receive feedback on their child’s progress at Parents Evenings. Student progress is monitored online at three assessment points every academic year. Students causing concern in terms of progress are discussed and where appropriate support is put in place to enable them to improve their grades. Any intervention implemented at the academy is discussed in terms of impact.
Action relating to SEN support will follow an assess, plan, do and review model
• Assess: Data on the student held by the academy will be collated by the class/subject teacher in order to make an accurate assessment of the student’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
• Plan: Of review of the action taken indicates that the need for additional support. The views of all involved including the parents and the student will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject teacher with advice from the SENCo.
• Do: SEN support will be recorded on a student passport, centrally stored and signposted for staff to use to aid their lesson planning and differentiation. Separate to this all students will be placed on a specific academic pathway with expected targets.
• Review: Progress towards target grades will be reviewed termly by the academy.
If progress rates are judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies, regarding strategies to best meet the specific needs of a student. This will only be undertaken after parent permission has been obtained and may include referral to:
- Local Authority Support Services;
- Educational Psychologist
- Health partners such as CAHMS.
Director of Special Educational Needs and Disabilities
Cognition and Learning Manager
Learning Support Specialists (LSS’s)
AEN Specialist for Testing and Assessment
Senior KS3 LSS
- Specialist Inclusion Support Service (SISS) – offers multi-disciplinary support for children and young people with a range of special educational needs and disabilities (0121 770 6267)
- Inclusion and Access Team – local offer for special educational needs (0121 704 6690)
- Solihull SENDIASS – SEND information, advice and support service (0121 516 5173)
- Solihull Solar – Birmingham and Solihull Mental Health NHS Foundation Trust, Barnardo’s and Autism West Midlands work together to provide emotional wellbeing and mental health services for children and young people in Solihull
- Solihull local offer – the local offer provides information to children and young people with disabilities and their families
- Birmingham local offer – the local offer provides information to children and young people with disabilities and their families
- Specialist Assessment Service (formerly Meadow Centre) – working with children with complex medical and developmental needs or who may have Autism Spectrum Disorder (ASD) (0121 722 8010)
- Birmingham mental health service – Care for children, young people and young adults between 0-25 years-old