At the Academy, we currently provide support for students with a range of Special Educational Needs, including:
As well as supporting students in mainstream, we also have a 12 place Designated Provision for Cognition and Learning. Places here are allocated by the local authority and are for students who have an EHC plan.
The Academy’s approach to teaching students with SEND
High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have Special Educational Needs. It is the role of the class teacher/subject specialist teacher in providing for all students. The academy regularly and carefully reviews the quality of teaching and learning for all students, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable students and their knowledge of the Special Educational Needs most frequently encountered.
This can be done on an individual level by working with the SENCo and outside agencies, or as part of Professional Development Training sessions. Any staff new to the Academy also receive SEND training as part of the induction process.
Our team of Teaching Assistants also deliver targeted intervention sessions where appropriate. All teaching and support staff receive regular Professional Development to inform them of strategies to support Students with additional needs. Teaching Assistants have also had access to a range of external training opportunities.
We work very closely with external agencies and staff carry out programmes of work (for example from the speech and language team). Referrals are regularly made to the Educational psychologist, the Child Development Centre, the Youth Services and other outside Agencies to request further advice and guidance if needed.
The development of Literacy skills is supported through the delivery of the Fresh Start Programme and IDL.
Student voice is very important at Padgate Academy. Students have an input into their Passports for Success, which all staff have access to. These contain details of barriers to learning, as well as strategies for support.
All students attend their annual review meetings and are able to access the SEND support base (The Hub) to discuss any concerns with the SENCo or members of our support staff.
Transition from Key Stage 2 to Key Stage 3 of those students with additional needs begins as early as possible. The SENCo attends Annual Reviews, Child in Need meetings and Early Help meetings where appropriate during the year prior to transition. Students are visited in their own settings and are offered additional transition visits. Early links with parents/carers is encouraged to ensure successful transition.
Representatives from post 16 education providers attend the Annual reviews for Year 11 students to support and discuss post 16 pathways. The Academy then plans a series of transition events (such as additional visits and taster sessions) to ensure successful transition. Pupil Passports and any additional information are shared prior to starting at college.
The Academy has a policy of inclusion, and all students with SEND are expected to have equal opportunities to participate in all curriculum areas. This involves adapting the curriculum if needed to allow for participation. We will also ensure that students have access to all parts of the Academy. The majority of the Academy building is situated at ground floor level. There is a lift available in a two storey teaching block. A wheelchair ramp is available. The environment has been adapted for a visually impaired student, and there are handrails fitted on steps and stairways. There is some disabled toilet access, and the changing rooms are at ground floor level. Should specialist equipment be needed, a key worker will be allocated to ensure this is available and accessible.
Students with SEND are included in all trips and residential following appropriate risk assessments to ensure safety is maintained. As part of this inclusive policy, any incidents of discrimination on the grounds of SEND are dealt with very seriously, as are any complaints of bullying.
Support for Emotional and Social Development
The Academy has a strong system of Pastoral Care and support. Students have the support of their form teacher and Head of Learning. Four Learning Coaches are employed to support specific groups of students.
Students may also be allocated a key worker within the Academy should additional support be required. Systems and policies are in place for the administration of medicines and care plans are in place where appropriate.
SENCo (Special Educational Needs Co-Ordinator)
Parents or carers are encouraged to pass on any information or concerns about their child by contacting the Academy and speaking to the SENCo Mrs Kath Bretherton on 01925 822632 or by email at firstname.lastname@example.org.
Here you will find the Annual Report to Parents on the implementation of the Special Educational Needs and Disability Equality Scheme (SEND). You can download a copy of this, together with our SEND Policy and SEN Information report by visiting our Statements & Policies section here.
Local Offer details
For further information regarding the Local Offer please Click Here.