Where children are identified as having special educational needs, they will follow a progressive system that aims to provide the best support for the child’s need:

Quality First Teaching

At Christ Church CE Academy, high quality, inclusive teaching, monitoring and assessment is evident in every classroom.

SEND Concern

Where pupils are displaying gaps in learning or are progressing at a slower pace, every attempt will be made by a class teacher to ensure that the needs of these pupils are met through adaptations to learning and carefully planning programmes of intervention.

A SEND concern form will be completed and discussed with the SENDCO. The SENDCO may undertake some further observations and assessment of the pupil.

SEND Support

However, in some instances, some pupils require support that is additional or different to the quality first teaching taking place in the classroom. School run a number of provisions that support learning and communication difficulties, physical difficulties and social, emotional and mental health needs. These intervention groups are led by specialist teachers, highly training support staff and our Inclusion and Family Support Worker.

Provision and progress for pupils at SEND support will be outlined on a School Support Plan (SSP).

SEND Support (with a Individual Assess Plan Do Review Plan- IAPDR)

For some children whose needs cannot be directly met in school, a request for the involvement of specialist services is made, who will support school and parents in meeting the needs of the child.

These children will be placed on an IAPDR and termly meetings will take place to discuss the outcomes, provision and progress across all areas of SEND relevant to the child.

Education, Health and Care Plans (EHCP)

Where educational progress continues to be limited, despite the support provided by school and external professionals, a request for a statutory assessment of the needs of the child may be sought from the Local Authority.

It may be that an Education, Health and Care Plan (EHCP) is necessary to support the pupil’s academic progress and personal development.

An Education, Health and Care plan (EHCP) is a legal document which describes a child or young person’s aged up to 25 special educational needs, the support they need, and the outcomes they would like to achieve.

The EHCP is reviewed annually and reported to the Local Authority.

The Special Educational Needs Code of Practice 2014 states:

‘a child has special educational needs if he/she has a learning difficulty, which calls for special educational provision to be made for him/her.’

A child has a learning difficulty if he/she:

a) has a significantly greater difficulty in learning than the majority of children of the same age.

b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

c) is under 5 and falls within the definition at (a) or (b) above or would do so if special educational provision was not made for the child.

The four areas of SEN are:

• Cognition and Learning
• Communication and interaction
• Social Emotional and Mental Health
• Sensory and physical

Many children who have SEN may also have a disability. This is legally defined as:

‘a physical or mental impairment which has a substantial and long-term adverse effect on the ability to carry out normal day to day activities’.

At Christ Church CE Academy, we promote equality and strive to develop personalised learning experiences for our children. Children with SEND may require provision to be additional or different.

If you would like to find out more about how we can support children with SEND please contact our Assistant Headteacher / SENDCO, Miss Kerry Morgan

Phone: 01484 226595 or email: office@christchurch.enhanceacad.org.uk

Within every classroom quality first teaching is used to ensure that all children are able to engage with the curriculum effectively and make progress. This means that the teacher has high expectations of the children and through effective marking and assessment they are able to use a range of strategies to build on a child’s existing knowledge and understanding. Personalised learning and adapted teaching strategies are essential to meet the needs of every child.

Special Educational Needs may be identified through:

• Progress against Early Learning Goals and Age Related Expectations.
• Regular monitoring and tracking of progress.
• Pupil Progress Meetings
• Informal Assessment.
• Information from parents/carers.
• Information and assessments from other professionals.
• Standardised assessments and specific assessments related to the learning need.
• Observations of the child in different settings and their response to change.
• Teacher and/or parent/carer concerns reported.

Where a child is identified as not making expected progress, we incorporate a graduated approach response following the model of assess- plan- do- review to identify outcomes and provision that will support learning and accelerate progress.

Assess- The needs of the child are assessed drawing upon background information, school data and external assessments.

Plan- Outcomes, support and provision are agreed for the child. These will be recorded on a SSP or a IAPDR

Do- The plan is implemented and this is monitored and assessed by the class teacher.

Review- The views of all parties are shared and the impact of the plan is assessed and revised.

The child and their family are central to this process and each stage will involve collaboration with the child and their parents/carers.

Formal meetings led by the SENDCO are held termly.

Parents

It is important that parents work closely with the school in order for the pupil to achieve their learning potential. Parents are responsible for communicating effectively with schools and specialist services in order to support their child’s education.

Parents will be invited to attend termly meetings to discuss their child’s progress. These meetings will give parents the chance to discuss the current provision in place for their child.

Specialist Support Services are invited to attend review meeting.

Specialist Services

Christ Church Academy works in partnership with many different services.

Some of the outside agencies that we work closely with:

• Kirklees Special Educational Needs and Commissioning Team (SENACT)
• Locala- school nursing team
• Child and Adolescent Mental Health Service (CAMHS)
• Educational Psychologists (EPs)
• Children’s Therapy Services
• Kirklees Specialist Provision Outreach Service
• Kirklees Keep in Mind

Sensory Room

Our sensory room developed through funding received from the ‘Wooden Spoon’ society.

Our children enjoy the calm, safe space to explore their sensory needs.

Forest School

Forest School is an extremely important part of our curriculum and plays a key part with regard to the spiritual, social, emotional and personal development of our children.

Language and Literacy Development Worker

Mrs Heyes-North is our Language and Literacy Development Worker.

Her role is very varied, supporting children throughout the Key Stages with both literacy and language skills including speaking and listening.

Butterfly Room

Our Butterfly room is a calm environment where pupils can access activities that help them maintain regulation and supports their social and emotional wellbeing throughout the day.

Our Butterfly room also provides an alternative can space where children can spend lunchtime.

Sunshine Room

Mrs Hamza is our Emotional Literacy Support Assistant (ELSA). She works with individual pupils to support their emotional wellbeing.

Rainbow Room

Our Rainbow room provides an intervention space for pupils who require additional support with cognition and learning needs or communication and interaction needs.

The morning Rainbows group follow a Cognition Learning Strategy (CLS), which aims to accelerate learning in Maths and English. The pupil accessing this group may struggle with working memory and cognitive overload. They require learning to be delivered through repetition and overlearning. This intervention has been supported by Kirklees Specialist Provision: Cognition and Learning Team.

The Afternoon Rainbows group follow a curriculum that provides opportunities to enhance speech, language and communication needs. Pupils access a full curriculum offer of foundation subjects.

Click on the next section to discover more about our Rainbows SLCN provision.

This group has been created in response to the increase in complex communication and interaction needs amongst our children.

A group of pupils from across school attend Rainbows every afternoon to support them to improve their receptive and expressive language needs, increase their vocabulary and develop social communication skills.

Our aim is to enable pupils to access a bespoke curriculum using an early years foundation stage model of provision. Teaching in Rainbows is led by the SENDCO and covers all non-core curriculum areas.
Rainbows offers a curriculum designed to teach, support and develop:

• Receptive language, expressive language and social communication across the wider foundation subject curriculum
• To develop the communication and interaction skills that enable children to engage effectively with others to understand the world around them and be able to express themselves clearly.
• To broaden their vocabulary to enable children to understand what is being said to them and be able to communicate using a range of words that help them to be understood by others.

We also work very closely with Speech and Language Therapists, Kirklees Specialist Provision’s CCI team and cognition and learning team to ensure that each child’s learning journey is specifically tailored to their individual targets and needs.

We aim to deliver a bespoke and individual learning experience for our children based within a nurturing environment where children feel happy, safe and valued.

Contact details of groups that can offer support:

We pride ourselves providing an inclusive education which supports all pupils to learn, contribute and participate in all aspects of school life.

Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of our children.

Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

We ensure that all pupils have access to a curriculum that supports that individual learning outcomes and allows them to engage with all school activities.

We use various strategies to make adaptations to the curriculum to support are children with SEN:

• Use a range of teaching and learning styles
• Differentiated learning materials.
• Practical resources to support learning tasks
• Access to ICT and Technology
• Provide additional in class support
• Provide additional out of class support
• Opportunity for outdoor learning- ie: Forest School
• Wellbeing programmes or bespoke packages to support SEMH needs.
• Provide enrichment opportunities to enhance learning experiences
• Use flexible groupings – including small group work and intervention
• Give every child the entitlement to a sense of achievement.
• Use appropriate rewards and sanctions
• Ensure that staff are aware of individual needs and how these can be effectively met through high quality planning, teaching and differentiation.
• Set outcomes and targets to stretch the abilities of the pupil and allow them to make progress.
• Review outcomes and short-term targets for pupils as part of the assess, plan do and review process.

For some children, it may be necessary to provide a personalised timetable of provision, which allows them to access provision from many areas of school in order to meet their individual needs. Personalised timetables are implemented in consultation with the SENDCO, class teacher, 1:1 support, parents and external professionals.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan and the Equality and Disability Policy.

Our Designated Teacher for Looked after Children is our SENDCO, Miss Kerry Morgan.

The school works with the Virtual School who ensure effective systems are in place for LAC. Some children may not be diagnosed when they are first looked after and we work with carers to address any concerns and quickly and effectively assess and address any SEND needs.

All LAC have a statutory Care Plan which is drawn up by their local authority.

The Personal Education Plan (PEP) is a legal part of the Care Plan and is a statutory requirement for LAC in education.

Where a LAC pupil with SEND has a SSP or an IAPDR in place, they should work alongside the PEP.

Support for children with SEND starting at our school

As Christ Church CE Academy has nursery provision, we already know the majority of our new starters well. Where a child has attended another setting, EYFS teachers will liaise with the staff there to ensure that they are fully aware of the child’s abilities, interests and needs. We have a series of transition visits for new starters and parents so that there are opportunities to become familiar with the setting and to meet and talk to staff. For children with SEND, the SENDCO will meet with parents, the previous setting and external professionals to discuss the support required for the child and further visits can be arranged to help with support the transition to a new school.

Support for transition to a new class

When the children are reaching a transition point between two classes, we have transition days so that they can become familiar with the new setting and any different routines.

For children who may find change challenging, additional visits may be organised and time provided to allow the child to get to spend time with new adults who they will be working with in their new class.

Support for transition to a new school

Children with SEND are given an extensive level of support before they move to their new school. We work closely with parents and their school of choice to make transition as smooth as possible. As well as having visits from the SEND co-ordinator at the new school, there are opportunities for extra transition visit. The new school will be invited to attend SEND review meetings in the summer and all relevant paperwork is passed on.

If you have any concerns regarding transition or would like to discuss transition plans in more detail, please contact the SENDCO.

Curriculum

The curriculum will seek to promote the learning of all pupils regardless of disability, so that they can fulfil their potential and be prepared for the opportunities of adult life.

Teaching methods will be adapted to support the learning of pupils will disabilities.

Teaching materials will be adapted as far as possible to meet the needs of disabled pupils.

The achievement of disabled pupils will be monitored and action will be taken if disparities arise.

Identification of a disability

• Opportunities for disclosure – open evenings, induction meetings and Special Educational Needs reviews
• Initial learning assessment on entry to the academy whenever that is
• Staff training to raise awareness
• Good lines of communication between teaching staff and support staff
• Involvement of external agencies when appropriate, eg. Local Authority Services, Ed psych, health services, social services, social worker, behaviour support team, Child Mental Health Services.

Provision for pupils includes:

• In class support to meet pupil need
• Scribing
• Reading
• Mobility support
• Personal care
• Support at lunchtime, break times and breakfast club
• One to one support
• Loan of equipment as required
• Access to specialist software
• Small group teaching
• Examination arrangements
• Modified resources
• Specialised teaching resources
• Pastoral Support

This is not an exhaustive list as the school will always consider adaptation and modification based on pupil need and in light of annual monitoring data.

Admission

The School will admit pupils with Education, Health and Care Plans (EHCPs) where school is named on the plan.

Provision for these pupils will be specific to the needs of the pupil and detailed in the plan.

For further information please read the Accessibility Plan and the Disability and Equality Policy.