SEND Provision

Oulton Academy has due regard to all relevant legislation including, but not limited to, the following:

• Local Government Act 1974
• Disabled Persons (Services, Consultation and Representation) Act 1986
• Children Act 1989
• Education Act 1996
• Education Act 2002
• Mental Capacity Act 2005
• Equality Act 2010
• The Equality Act 2010 (Disability) Regulations 2010
• Children and Families Act 2014 (Part 3)
• The UK General Data Protection Regulation (GDPR)
• School Admissions Code (2021)
• Data Protection Act 2018
• Health and Care Act 2022

Oulton Academy has due regard to statutory and non-statutory guidance, including, but not limited to, the following:

• DfE (2015) ‘Special educational needs and disability code of practice: 0 to 25 years’
• DfE (2015) ‘Supporting pupils at school with medical conditions’
• DfE (2018) ‘Working Together to Safeguard Children 2018’
• DfE (2018) ‘Mental health and wellbeing provision in schools’
• DfE (2021) ‘School Admissions Code’
• DfE (2022) ‘Keeping children safe in education 2022’
• Equality and Human Rights Commission (EHRC) (2015) ‘Reasonable adjustments for disabled pupils’

This page operates in conjunction with the following school policies:

• Admissions Policy
• Data Protection Policy
• Supporting Pupils with Medical Conditions Policy
• Child Protection and Safeguarding Policy
• Suspension and Exclusion Policy
• Behaviour for Learning Policy
• Complaints Procedures Policy
• Accessibility Policy

Every school is required to identify and address the SEND of the pupils that they support. Through the implementation, the academy will:

• Use their best endeavours to make sure that pupils with SEND get the support they need to access the school’s broad and balanced curriculum.
• Ensure that pupils with SEND engage in the activities of the school alongside pupils who do not have SEND.
• Ensure there is high-quality provision to meet the needs of pupils with SEND, with specific focus on inclusive practice and removing barriers to learning.
• Fulfil its statutory duties towards pupils with SEND in light of the SEND code of practice.
• Promote disability equality and equality of opportunity, fulfilling its duties under the Equality Act 2010 towards individual disabled pupils.

• Make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled pupils are not at a substantial disadvantage compared with their peers.
• Designate a teacher to be responsible for coordinating SEND provision, i.e. the SENDCo.
• Inform parents / carers when they are making special educational provision for their child and in discussions and decisions about support and provision for the pupil
• Review, prepare and publish important information about the school and its implementation of relevant SEND policies, including:
  • Accessibility plans setting out how they plan to increase access to the curriculum and the physical environment for pupils with SEND.
  • Information about the admission arrangements for pupils with SEND and the steps taken to prevent them being treated less favourably than others.
  • An SEND information report about the implementation of the school’s policy for pupils with SEND.

The Governing Board (Academy Council) will be responsible for:

• Ensuring this information is implemented fairly and consistently across the school.
• Ensuring the school meets its duties in relation to supporting pupils with SEND.
• Ensuring that there is a qualified teacher designated as SENDCo for the school.

The Principal is responsible for ensuring the academy offers a broad and balanced curriculum, with high quality teaching and a positive and enriching educational experience of for all pupils, including pupils with SEND.

The SEND link governor is Mr Tony Long.

The SEND governor will:

• Help to raise awareness of SEND issues at governing board meetings.
• Monitor the quality and effectiveness of SEND provision within the academy and update the governing board on this.
• Work with the Principal and SENDCo to determine the strategic development of the SEND policy and provision in the school.

In enacting this information, the Principal will:

• Ensure the school holds ambitious expectations for all pupils with SEND.
• Establish and sustain culture and practices that enable pupils with SEND to access the curriculum and learn effectively.
• Ensure the school works effectively in partnership with parents, carers and professionals, to identify the additional needs and SEND of pupils, providing support and adaptation where appropriate.
• Ensure the school fulfils its statutory duties with regard to the SEND code of practice.
• Work with the governing board to ensure that there is a qualified teacher designated as SENDCo for the school.
• Ensure the SENDCo has sufficient time and resources to carry out their functions.
• Provide the SENDCo with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities.
• Work with the SENDCo and SEND link governor to determine the strategic development of the SEND policy and provision within the school.
• Regularly and carefully review the quality of teaching for pupils at risk of underachievement, as a core part of the school’s performance management arrangements.
• Have responsibility for monitoring the schools notional SEND budget and any additional funding allocated by the LA to support individual students.
• Ensure that procedures and policies for the day-to-day running of the school do not directly or indirectly discriminate against pupils with SEND.

The SENDCo at Oulton Academy is Mr Chris Williams.

The SENDCo will be responsible for:

• Collaborating with the Governing Board, SEND link governor and Principal, as part of the SLT, to determine the strategic development of the SEND policy and provision in the school.
• The day-to-day responsibility for the operation of SEND policy.
• The coordination of specific provision made to support individual pupils with SEND, including those with EHC plans.
• Liaising with the relevant designated teacher for CLA (Child Looked After) with SEND.
• Advising on a graduated approach to providing SEND support and adaptive teaching methods appropriate for individual students with SEND.
• Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
• Liaising with the parents / carers of pupils with SEND.
• Liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies, as required.
• Being a key point of contact for external agencies, especially the LA and LA support services.
• Liaising with the potential future providers of education to ensure that pupils and their parents /c carers are informed about the options, and a smooth transition is planned.
• Working with the relevant governors and the headteacher to ensure that the school meets its responsibilities under the Equality Act 2010, regarding reasonable adjustments and access arrangements.
• Prepare and review information for inclusion in the schools SEND information report and any updates to this page.
• Ensuring that the school keeps the records of all pupils with SEND up-to-date, in line with the school’s Data Protection Policy.
• Providing professional guidance to colleagues, and working closely with staff, parents and other agencies.
• Being familiar with the provision in the Local Offer and being able to work with professionals who are providing a supporting role to the family.

Teachers will be responsible for:

• Planning and reviewing support for pupils with SEND on a graduated basis, in collaboration with parents / carers, the SENDCo and, where appropriate, the pupils themselves.
• Setting high expectations for every pupil and aiming to teach them the full curriculum, whatever their prior attainment.
• Planning lessons to address potential areas of difficulty to ensure that there are no barriers to every pupil achieving.
• Ensuring every pupil with SEND is able to study the full national curriculum.
• Being accountable for the progress and development of the pupils in their class.
• Being aware of the needs, outcomes sought, and support provided to any pupils with SEND they are working with.
• Understanding and implementing strategies to identify and support vulnerable pupils with the support of the SENDCo.
• Keeping the relevant figures of authority up-to-date with any changes in behaviour, academic developments and causes of concern. The relevant figures of authority include the Principal.

Parents / Carers should inform the school if they have any concerns about their child’s progress or development. 

Parents or carers of a pupil on the SEND register will always be given the opportunity to provide information and express their views about the pupil’s SEND and the support provided. They will be invited to participate in discussions and decisions about this support. They will be:

• Invited to termly discussion meetings to review the provision that is in place for their child.
• Asked to provide information about the impact of SEND support outside school and any changes in the pupils needs.
• Given the opportunity to share their concerns and, with school staff, agree their aspiration for the pupil.

The academy will take into account the views of the parent or carer in any decisions made about the pupil.

Pupils will always be given the opportunity to provide information and express their views about their SEND and the support provided. They will be invited to participate in discussions and decisions about this support. This might involve the pupil:

• Explaining what their strengths and difficulties are.
• Contributing to setting targets or outcomes.
• Attending review meetings
• Giving feedback on the effectiveness of interventions and strategies, supporting the development / review of their individual one page profile.

The pupil’s views will be taken into account in making decisions that affect them, whenever possible.

Oulton Academy recognises that early identification and effective provision improves long-term outcomes for pupils. As part of the overall approach to monitoring the progress and development of all pupils, it has a clear approach to identifying and responding to SEND as outlined in the academy’s SEND Information Report.

With the support of the SLT, classroom teachers will conduct regular progress assessments for all pupils, with the aim of identifying pupils who are making less than expected progress given their age and individual circumstances.

 ‘Less than expected progress’ will be characterised by progress which:

• Is significantly slower than that of their peers starting from the same baseline.
• Does not match or better the pupil’s previous rate of progress.
• Fails to close the attainment gap between them and their peers.
• Widens the attainment gap.

The academy plans, manages and reviews SEND provision across the following four broad areas of need:

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs

This may include progress in areas other than attainment, for example, wider development or social needs.

When teachers identify an area where a pupil is making slow progress, they will target the pupil’s area of weakness with high-quality teaching and adaptive responses. If progress does not improve, the teacher will raise the issue with the SENDCo to have an initial discussion about whether this lack of progress may be due to a special educational need.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. 

Potential short-term causes of impact on behaviour or performance will be considered, such as bullying or bereavement. Staff will also take particular care in identifying and assessing SEND for pupils whose first language is not English.

When deciding whether the pupil needs special educational provision, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents / carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed. This will process will follow the identify_plan_do_review model.

In addition, students may self-refer by raising a concern to the SENDCo, other members of the inclusion team or a teaching member of staff.

The academy recognises that evidence shows pupils with SEND are at a greater risk of abuse and maltreatment, so will ensure that staff are aware that pupils with SEND:

• Have the potential to be disproportionately impacted by behaviours such as bullying.
• May face additional risks online, e.g. from online bullying, grooming and radicalisation.
• Are at greater risk of abuse, including child-on-child abuse, neglect, and sexual violence and harassment.

The school recognises that there are additional barriers to recognising abuse and neglect in this group of pupils. These barriers include, but are not limited to:

• Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the pupil’s condition without further exploration.
• These pupils being more prone to peer group isolation or bullying (including prejudice-based bullying) than other pupils.
• The potential for pupils with SEND or certain medical conditions being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs.
• Communication barriers and difficulties in managing or reporting these challenges.

The principal and governing board will ensure that the school’s Child Protection and Safeguarding Policy reflects the fact that these additional barriers can exist when identifying abuse. When using physical intervention and reasonable force in response to risks presented by incidents involving pupils with SEND, staff will have due regard for the procedures and recording process for physical intervention.

Care will be taken by all staff, particularly those who work closely with pupils with SEND, to notice any changes behaviour or mood, or any injuries, and these indicators will be investigated by the DSL in collaboration with the SENDCo.

The academy is aware of its statutory duty to provide a broad and balanced curriculum and recognise that high quality teaching, which is adaptive for individual pupils, is the first step in responding to pupils who have or may have SEND.

Teachers at the academy will:

• Set high expectations for every pupil.
• Plan stretching work for pupils whose attainment is significantly above the expected standard.
• Plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.
• Use appropriate assessment to set targets which are deliberately ambitious.
• Plan lessons to ensure that there are no barriers to every pupil achieving.
• Be responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

Decisions on whether to make special educational provision for pupils will be based upon:

• Discussions between the teacher and SENDCo.
• Analysis of the pupil’s progress – using internal formative and summative assessments, alongside national data and expectations of progress.
• Discussion with the pupil and their parent / carer.

Once a pupil has been identified with SEND, the school will employ a graduated approach to meeting the pupil’s needs. This will be through the adoption of a four-part cycle – assess, plan, do, review – whereby earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. The process is as follows:

• Assess: establishing a clear assessment of the pupil’s needs. The views of pupils and their parent / carer will be taken into account.
• Plan: agreeing the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
• Do: implementing the agreed interventions and support
• Review: analysing the effectiveness of the interventions and their impact on the pupil’s progress in line with the agreed review date.

Where higher levels of need are identified, the school will access specialised assessments from external agencies and professionals.

Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEND of a pupil, they have not made expected progress, the school, in consultation with parents, will consider requesting an Education, Health and Care needs assessment.

EAL

The academy is aware that there may be pupils at the school for whom English is not their first language and appreciates that having EAL is not equated to having learning difficulties. At the same time, when pupils with EAL make slow progress, it will not be assumed that their language status is the only reason; they may have SEND.

The academy will consider the pupil within the context of their home, culture and community and look carefully at all aspects of a pupil’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of English or arise from SEND.

The academy recognises that, despite having taken relevant and purposeful action to identify, assess and meet the SEND of a pupil, some pupils may not make expected levels of progress. In these cases, the academy will consult with parents/carers and consider requesting an EHC needs assessment.

The purpose of an EHC plan is to make special educational provision to meet the SEND of the pupil, to secure the best possible outcomes for them across education, health and social care and prepare them for adulthood.

As part of the EHC needs assessment, the academy will meet its duty by:

• Responding to any request for information as part of the EHC needs assessment process within six weeks from the date of the request, unless special exemptions apply as outlined in the SEND code of practice.
• Providing the LA with any school-specific information and evidence about the pupil’s profile and educational progress.
• Gathering any advice received from relevant professionals regarding their education, health and care needs, desired outcomes, and any special education, health and care provision that may be required to meet their identified needs and achieve desired outcomes.

If, following the assessment, the LA decides not to issue an EHC plan, the school will be provided with written feedback collected during the EHC needs. It will use this information to contribute to the graduated approach and inform how the outcomes sought for the pupil can be achieved through further special educational provision made by the school and its partners.

Where the LA decides to issue an EHC plan, it must consult the prospective school by sending a copy of the draft plan and consider their comments before deciding whether to name it in the pupil’s EHC plan. The school will meet its duty to provide views on a draft EHC plan within 15 days.

When the academy admits a pupil that names Oulton Academy in an EHC plan, the SENDCo will ensure that all those teaching or working with a pupil named in an EHC plan are aware of the pupil’s needs and that arrangements are in place to meet them.

The academy will ensure that teachers monitor and review the pupil’s progress during the year and conduct a formal review of the EHC plan at least annually.  

The academy will:

• Cooperate with the LA and relevant individuals to ensure an annual review meeting takes place, including convening the meeting on behalf of the LA if requested.
• Ensure that the appropriate people are given at least two weeks’ notice of the date of the meeting, such as representatives from the LA SEN (SENSAP), social care and health services.
• Seek advice and information about the pupil prior to the annual review meeting from all parties invited, and send any information gathered to all those invited, at least two weeks in advance of the meeting.
• Ensure that sufficient arrangements are put in place at the school to host the annual review meeting.
• Contribute any relevant information and recommendations about the EHC plan to the LA, keeping parents/carers involved at all times.
• Lead the review of the EHC plan to create the greatest confidence amongst pupils and their parents/carers.
• Prepare and send a report of the meeting to everyone invited within two weeks of the meeting, setting out any recommendations and amendments to the EHC plan.
• Clarify to the parents and pupil that they have the right to appeal the decisions made regarding the EHC plan.
• Where possible for CLA, combine the annual review with one of the reviews in their care plan, in particular the personal education plan (PEP) element.
• Where necessary, provide support from an advocate to ensure the pupil’s views are heard and acknowledged.
• Where necessary, facilitate support from an advocate to ensure the parent’s views are heard and acknowledged.
• Review each pupil’s EHC plan to ensure that it includes the statutory sections outlined in the ‘Special educational needs and disability code of practice: 0 to 25 years’, labelled separately from one another.

If a pupil’s needs significantly change, the school will request a re-assessment of an EHC plan at least six months after an initial assessment. Thereafter, the governing board or principal will request the LA to conduct a re-assessment of a pupil whenever they feel it is necessary.

A pupil will be removed from the SEND register, in consultation with parents/carers, if it is decided that they have made sufficient progress and are able to access the curriculum successfully. However, they will continue to be monitored in case any issues arise. Some pupils may move in and out of SEND support, parents/carers will be consulted at each stage. Following the review of an EHC plan, the Local Authority will decide whether to keep the EHC Plan as it is, amend it or cease it, based on the recommendation of the review meeting (see section 9). If it is decided to cease an EHC Plan because the pupil no longer requires the special education provision within it, we will continue to monitor the pupil’s progress using the academy’s data collection and tracking processes.

Teachers are responsible and accountable for the progress and development of all the pupils in their classes. High-quality teaching is our first step in responding to pupils who have SEND. This will be adapted for individual pupils on an individual basis. We may also provide the following interventions:

• Keyworker support
• 1-2-1 Learning Support Assistant support
• 1-2-4 Learning Support Assistant support
• 1-2-4 group support
• HLTA support and group work
• Subject specialist tutors
• SEMH intervention
• Social Skills groups
• Literacy intervention
• Haven, Haven Plus, PLC or Pathways Support

Oulton Academy is committed to working in partnership with the pupil, parents and carers in the best interests of the child. Where a pupil is receiving SEND support, the school will regularly liaise with parents in setting outcomes and reviewing progress.

The planning that the school implements will help parents, carers and pupils with SEND express their needs, wishes and goals, and will:

• Focus on the pupil as an individual, not allowing their SEND to become a label.
• Be easy for pupils and their parents to understand by using clear, ordinary language and images, rather than professional jargon.
• Highlight the pupil’s strengths and capabilities.
• Enable the pupil, and those who know them best, to say what they have done, what they are interested in and what outcomes they are seeking in the future.
• Tailor support to the needs of the individual.
• Organise assessments to minimise demands on parents.
• Bring together relevant professionals to discuss and agree together the overall approach.

Where the LA provides a pupil with an EHC plan, the school will involve the parents and the pupil in discussions surrounding how the school can best implement the plan’s provisions to help the pupil thrive in their education, and will discern the expected impact of the provision on the pupil’s progress.

Where necessary, the school will facilitate support from an advocate to ensure the parent’s views are heard and acknowledged.

We evaluate the effectiveness of provision for pupils with SEND by:

• Reviewing pupils’ individual progress towards their outcomes.
• Regularly reviewing the impact of interventions.
• Using pupil questionnaires.
• Monitoring of the quality of education provided for pupils with SEND.
• Getting feedback from pupils and their parents/carers.
• Holding annual reviews for pupils with EHC plans

Resources will be allocated through the use of available funding to meet the needs of pupils. Please refer to the academy’s SENDCo, Mr Williams, for further information.

The academy is aware of the importance of planning and preparing for the transitions between phases of education and preparation for adult life. The SENDCo works closely with primary colleagues and parents/cares early in the academic year once parents/carers have been formally offered Oulton Academy as their secondary school. Information will be shared and meetings attended by the SENDCo. There are also opportunities for pupils to participate in early transition activities to support an effective transition into the academy.

Where pupils have EHC plans, these will be reviewed and amended in sufficient time prior to a pupil moving between key phases of education, to allow for planning for and, where necessary, commissioning of support and provision at the new setting.

The academy is aware that being supported towards greater independence and employability can be life-transforming for pupils with SEND. It recognises the importance of starting early, centring on pupil aspirations, interests and needs, and will ensure that pupils are supported at developmentally appropriate levels to make a smooth transition to what they will be doing next, e.g. moving on to higher education.

The academy will:

• Ensure that the EHC plan review includes a focus on preparing for adulthood, with additional focus on transition and preparing for adulthood from Year 9 onwards.
• Build transition planning into the revised EHC plan to identify appropriate post-16 pathways for higher education and employment, and support preparation for independent living, maintaining good health in adult life and participating in society. 
• Seek partnerships with employment services, businesses, housing agencies, disability organisations, and arts and sports groups, to help children understand what is available to them as they get older, and what it is possible for them to achieve.
• Engage with FE providers as necessary to help plan for any transitions.
• Ensure pupils are provided with independent careers guidance.

The academy has a commitment to ensure that all staff development in the area of SEND effectively meets the needs of pupils. Training opportunities for all staff members will be provided and delivered in line with the academy’s CPD programme - The SENDCo regularly updates teaching staff on any changes to SEND provision and also has regular CPD slots to ensure that all staff are familiar with the SEND practices and the policy. The SENDCo will assess staff competencies and ensure that CPD provision allows staff to develop their awareness, skills, and practices in identifying, educating, and assessing pupils with SEND.

Some staff roles, such as the SENDCO’s and LSA’s, will require specialist training which may involve internal and external agency training which will be arranged as required. The SENDCo will maintain links with the LA Support Service, Educational Psychology Service and specialist agencies such as the Health Service, to ensure that all support staff are up to date with changes across the authority.

The purpose of the local offer is to enable parents and young people to see more clearly what services are available in their area and how to access them; it includes provision from birth to 25. The Leeds Local Offer is available at:

https://leedslocaloffer.org.uk/#!/directory

Further information can also be found at:

https://www.leeds.gov.uk/schools-and-education/support-for-pupils-with-send

Links and partnerships are developed with external agencies to provide support and advice, to enable the academy to meet pupils needs effectively. Examples of outside agencies and specialists includes:

• Child and Adolescent Mental Health Service (CAMHS)
• Families First
• Complex Needs Team and Educational Psychology
• Educational Service for Physical Disability
• Cluster Family and Therapeutic Support
• Hearing Impaired Support Service
• Visual Impairment Team
• (STARS) Specialist Teachers Autism Response Service
• Multi-systemic Therapy Team (MST)
• Occupational Therapy Service
• Children’s Physiotherapy Service
• School Nursing Team
• SEN and Inclusion Team (SENIT)
• SENSAP
• Children’s Social Work Services (CSWS)
• Child Health and Disability (CHAD) Social Work Team
• Targeted Youth Service – Leeds
• Speech and Language Therapy
• Scope Leeds
• Barca Leeds
• Speech, Language and Communication Therapy Service
• Gypsy Roma Traveller Education Team
• Paediatrician/Optician
• South AIP

Where parents have concerns about our school’s SEND provision, they should first raise their concerns informally with the SENDCo. We will try to resolve the complaint informally in the first instance. If this does not resolve their concerns, parents are welcome to submit their complaint formally. Formal complaints about SEND provision in our school should be made to the Principal in the first instance. They will be handled in line with the school’s complaints policy.

The academy is aware of the formal and informal arrangements for resolving disagreements at a local level and will work with the LA in responding to requests for information as part of procedures for:

• Disagreement resolution.
• Mediation.
• Appeals to the SEND Tribunal.

This page links to the following documents:

• SEND information report
• The local offer
• Accessibility plan
• Behaviour for Learning policy
• Supporting pupils with medical conditions policy
• Attendance policy
• Safeguarding and Child Protection policy
• Complaints policy