Special educational needs and disability (SEND)
We are ambitious for every child, no matter what their background, prior attainment or needs. We are very proud of our community and believe we offer something genuinely different and exciting for those who join us We have high expectations of our students and staff - and hold high aspirations and demonstrated complete belief in all our students.
This department is led by Ms K. Warren (SENDCo) (firstname.lastname@example.org) and Mrs A. Miller-Brown (Deputy SENDCo) and it comprises a team of teaching assistants who support students across the academy. In addition there are also four Pastoral Managers who support students throughout the day.
What we do
We provide support for students who have additional learning needs relating to categories of SEND defined in the SEN Code of Practice document as:
- Cognition and learning difficulties
- Communication and Interaction difficulties
- Sensory and physical difficulties
- Social, emotional and mental health difficulties
Students requiring additional learning support have access to a range of intervention groups before school and during the school day. Teaching Assistants are timetabled throughout the day to support students with EHCPs and also for targeted interventions where SEND students are not secondary ready or/and need support to realise their potential/remove barriers to learning.
- Reading comprehension
- Spelling workshops
- ELSA (emotional literacy)
- SALT (speech and language therapy)
- Memory development
- Homework club (afterschool)
We work closely with a range of external agencies who provide specialist support and advice for individual students depending on their needs. These agencies include:
- SALT (Speech and Language Therapy)
- Educational Psychologist
- Occupational Therapist
- CAMHS (Child and Adolescent Mental Health Service)
- Auditory and visual support services
- Local Authority SEN/ Inclusion Team
Assessment and monitoring
All students who enter the Academy are assessed for baseline reading, spelling and numeracy skills and this information is used alongside other data to identify students who may require additional support. Intervention sessions are provided to target specific development needs and the progress of each student is monitored closely.
The SEN register is reviewed on an ongoing basis to ensure that students are moved through the SEN stages of the Code of Practice in an accurate and timely manner.
We pride ourselves on being inclusive and predominately all students attend mainstream lessons with their peers, to ensure they gain the highest specialist subject knowledge from their teachers. Staff at the Academy are continually receiving CPD on how to support a variety of additional needs, therefore in line with the DfE Code of practice First Quality Teaching is at the heart of support for SEND students
There are a number of experienced professionals working to support students at Charles Read Academy.
Should you wish to contact any professional about the support available to your child please telephone 01476 550333 or email email@example.com
Class Teacher, Form Tutor, Teaching Assistant, Key Worker
- Ensuring that all students have access to good / outstanding teaching and that the curriculum is adapted to meet your child’s needs.
- Ensuring that your child receives the correct guidance and pastoral support to make academic progress.
Our Transition Lead and TAs also ensure arrangements are in place for supporting students moving between phases of education and in preparing for adulthood. In conjunction with teaching and support staff our Careers' Lead aids students as they prepare for adulthood aiming to ensure their outcomes reflect their ambitions, which can include higher education, employment, independent living and participation in society.
Special Educational Needs Coordinator (SENCo) and Assistant SENCo
- The day to day management of all aspects of the SEND
- Ensuring that all members of staff working with your child are aware of their individual needs and that they understand what specific adjustments are required.
- Ensuring that all staff working with your child in school are supported in delivering the planned work / programme.
- Ensuring that the school’s SEND Policy is followed in the classroom.
- Coordinating all the support for students with SEND and developing the school’s SEND policy.
- Ensuring that the Governing Body is kept up to date about any issues in the school relating to SEND.
Learning Support Assistants work with the class teacher to identify areas of support for students with SEND. Teaching assistants often work with small groups of students within a lesson to develop particular skills.
- Supporting students to access the curriculum.
- Empower students to develop effective strategies that enable them to become independent learners.
- Support the implementation of differentiation and specialist support strategies in the classroom.
- Keep students on task during the lesson.
- The day to day management of all aspects of the school, including the support for students with SEND.
- Ensuring that the school has an up to date SEND policy.
- Ensuring that the school has appropriate provision and has made necessary adaptations to meet the needs of all students.
- Ensuring that the necessary support is made for any child who attends the school who has SEND.
- Arranging visits to understand and monitor the support given to students with SEND and being part of the process to ensure your child achieves their full potential.
For more information regarding the SEND Local Offer please visit: https://www.lincolnshire.gov.uk/childcare-and-family-support/special-educational-needs-and-disabilities/send-local-offer and http://search3.openobjects.com/kb5/lincs/fsd/localoffer.page?familychannel=2