MESSAGE FROM THE PRINCIPAL
SEN Information Report
ARK Putney Academy
Special Educational Needs (SEN) Information Report
As a school we work within Wandsworth guidance on Provision for children with SEN in mainstream schools which explains the ways pupils/children/ students with different additional needs are provided for within the school. We also follow our ‘Equality and Disability’ policy and we also have an ‘Accessibility’ plan.
At ARK Putney Academy all pupils, regardless of their particular needs, are offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. We may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and health problems or sensory or physical needs.
At ARK Putney Academy, our Special Educational Needs Co-ordinator is
She can be contacted on 0208 788 3421 ext. 159. And her email is K.firstname.lastname@example.org.
What should I do if I am concerned about my child’s progress or special educational needs?
Please contact the SENCO who is responsible for coordinating provision.
How does the school decide whether a child has special education needs and what extra help they need?
When pupils arrive with already identified SEND the appropriate support is put into place.
If parents are concerned that their child has SEND discussions are held ensuring that parents are:
Involved in supporting their child’s learning and access to the curriculum.
Kept informed about the range and level of support offered to their child.
Included in reviewing how their child is doing.
How will I know how my child is doing and how will you help me to support my child’s learning?
Ongoing monitoring takes place by students’ teachers to identify students who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.
After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. The views of the student or young person about their support will be given consideration at this stage.
This additional support in documented in an individual provision map or IEP. In consultation with the SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each student’s strengths as well as their difficulties.
In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, students are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcome of these meetings will be formally recorded.
Tests and Examinations: Access Arrangements
For some students additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.
Curriculum and Teaching Methods (including groupings and interventions)
How will teaching be adapted to meet the needs of the child?
Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.
Strategies to support the development of students’ social skills and enhance self esteem
Small group programmes
Quiet room available lunch/break time
Social skills groups
Nurture chats by Learning Support staff
Pastoral support mentoring
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
Transition support, visits and events
Reduced modified timetable
Regular contact and liaison with parents as necessary
Open door policy
Strategies to support/ modify behaviour (Pillar Reflection Centre)
School sanctions and reward system as set out in the School Behaviour Policy
PSP report process
Behaviour Support Services: Respite & Facilities through the PRU
Support/ supervision at unstructured times of the day including personal care
Break time – safe haven
Lunch clubs – safe haven
Trained staff supervising during break periods
Quiet room – safe haven
Planning, assessment, evaluation and next steps (Plan > Do > Review)
Bench mark testing in Year 7 – updated yearly in KS3
Student Passports IEPs for all students on the SEN register
Personal and medical care - We have a school nurse on site one day per week
First aid (medical) available for students throughout the day
Care plans for students with medical needs
Increasing accessibility – getting about
Access to strategies/ programmes to support occupational/physiotherapy needs
Advice for professionals disseminated and followed
Use of any recommended equipment
Access to modified equipment and ITC
Specialist equipment as required on an individual basis to access the curriculum
Partnerships with External Agencies
What support from outside does the school use to support my child?
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
Access to Medical Interventions
Use of individualised Care Plans
Referral to paediatrician
Referral to CAMHS
Access to whole staff training if required via SENCO
Liaison/ Communication with Professionals/ Parents, attendance at meetings and preparation or reports
Regular meetings as required
SENCO available at all parents evenings
Referrals to outside agencies as required
Speech and language Therapist for specific individual students
Sensory Support, Educational Psychologist, School Nurse.
Garrett Park Advisort Service (ASD)
How will the school help my child move to a new group/ year group or to a different school?
Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition by:
When moving to another school: We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals.
We will ensure that all records are passed on as soon as possible.
When moving groups/forms in school: information shared with new teacher
In year 6-7 transition: The SENCO will attend the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.
In some cases additional multi agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.
How skilled are staff in meeting the needs of my child?
An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. Recent training has covered:
Dyslexia, Dyspraxia, Speech and Language, ADHD, Safeguarding, Depression in Adolescents, Asperger Syndrome, AMBIT training, charge syndrome training, Diabetes 1 training.
Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND and is a member of Nasen.
We also have staff with specialised expertise and qualifications in school including:
Accredited Teacher of Specific Learning Difficulties (Dyslexia)
Accredited Teaching Assistants
Specialist Speech and Language Teacher
First Aid Trained Teaching Assistants
What should I do if I am unhappy with my child’s support or progress?
In the first instance, please contact the SENCO or Principal
Chair of governors Mr J. Hiscock, Ms F. Forbes
Complaints to Local Authority
Where can I go for further advice and support?
The Wandsworth Information and Advice Service (Information Advice Support Service for parents/carers of children with SEN/disability) provides an impartial and confidential service to all parents of children with SEND. Visit their website at http://www.wandsworth.gov.uk/wiass or telephone 0208 871 8061
The Wandsworth Parents’ Forum “Positive Parent Action” works with the Council to improve all provision for children and young people with SEN and Disabilities aged 0 to 25. If you want to get involved in influencing services visit their website at www.positiveparentaction.org.uk or telephone 0208 947 5260.
More information about the Local Offer of services and support for children and young people with special needs and disabilities in Wandsworth can be found on the Family Information website at http://wandsworth.childrenservicedirectory.org.uk . Their helpline is open from 9am to 5pm Monday to Friday on 0208 871 7899.