All members of Netherwood Academy are entitled to be valued equally and to enjoy respect as individuals. Staff have high expectations of the progress and attainment of Students with Special Educational Needs and Disabilities (SEN/D). All staff aim to provide appropriate learning and teaching experiences within a supportive pastoral framework. We aspire to nurture in students expectation, confidence and we aim for these students to achieve and attain highly. We aim to celebrate their successes and to foster their development as independent learners and responsible citizens, in partnership with families and the wider community.
Click HERE to download the SEND Policy.
Click HERE to download the Inclusion Policy.
Click HERE to download the SEN/D Information Report 2018.
The Inclusion Team at Netherwood is committed to securing and where appropriate, providing entitlement to support for students. This entitlement includes supporting and encouraging SEN/D to develop independence in their learning and skills for life.
Netherwood provides a broad and balanced curriculum for all students. SEN/D students have equal access to this curriculum. Additionally, the Inclusion Team provide access to quality support mechanisms either within mainstream lessons or through small group or individual intervention. A bespoke curriculum is offered for students with high need through Nurture Groups in Year 7 and a bespoke intervention group in Year 8 and in alternative accreditation groups at Key Stage 4.
Our SEN/D students face barriers to learning and progress; a purpose of the Inclusion Team is to provide the expertise and guidance to help teachers structure learning that will support students in managing those barriers.
The Team’s approach is firmly rooted in a philosophy of nurturing and unconditional positive regard. Through guidance, a focus on key skills development, particularly in literacy and numeracy and access to a range of professionals, students are provided with a secure and caring approach to support both their academic and personal progress in school.
The school strives to help students realise their potential: the personal, social, emotional, physical, creative and intellectual qualities and abilities they will require to enjoy fulfilling, active lives in education and beyond.
Netherwood aims to build self-confidence in students, a confidence in their teachers and those who support them that they will achieve and be able to contribute to the whole life of the school regardless of ability. Students, particularly those with high needs, will have confidence that the additional support they require will be provided and that targeted resources are at the disposal of staff to ensure they make progress and that they are able to access mainstream lessons with learning needs identified and addressed.
To fulfil these aims, the Inclusion Team will:
- Indicate to teachers potential barriers to learning and how to support students to manage those barriers (through the use of the SEN register, additional needs register, IEPs and student passports) in order to maximise quality first teaching.
- Work with primary schools to ensure appropriate provision is made for high needs students and appropriate transition provision is made.
- Maintain communication with students about their learning, progress and needs.
- Communicate with parents/carers about their child’s progress and provide opportunities for parents to contribute to Individual Educational Plans and targets (Code of Practice).
- Monitor the quality of assessment and action response for SEN/D students to ensure students are being guided in addressing their barriers to learning appropriately.
- Advise on how homework should be incorporated into and support student learning to accelerate progress.
- Strive for early intervention to address barriers to learning.
- Advise on curriculum development to ensure appropriate courses and accreditation routes are available at Key Stage 4.
- Place an emphasis on nurturing.
THE INCLUSION TEAM
Netherwood has an appointed team of specialist and experienced staff to lead and develop inclusion provision.
The Special Educational Needs Co-ordinator (SENCO) has specific responsibility for students with a statement of Special Educational Needs/EHCP and the overall attainment and progress of any student listed on the SEN/D register. The role includes:
- Taking a lead on improving the quality of teaching and learning for SEN/D students in the mainstream classroom
- Leading a team of Learning Support Assistants
- Liaising with parents/carers/teachers/LSAs
- Leading Annual Reviews
- Writing and maintaining IEPs, SEN and additional needs register
- Liaising with primary school SENCOs, teachers, children & their parents
- Developing and allocating resources (physical and human)
- Liaising with post-16 providers
- Managing nurture provision
- Producing, collecting and sharing information about SEN/D students following interventions or external guidance
- Advising on the best strategies to support students within a classroom to ensure teaching meets the needs of all students
- Oversee interventions put in place to support students when necessary
- Liaising with external agencies to ensure that all support is appropriate for each individual students when it is necessary
The SENCO is supported by a team of Learning Support Assistants who each has their own specialisms (detailed in the School Offer). The school also has a team of Higher Level Teaching Assistants who oversees some of the specific interventions put in place to support students in Key Stage Three and Four.
Students with a SEN/D are identified at the point of transition from primary schools. The SENCO or the Year 7 Progress Leader attends Annual Reviews held at primary schools in Year 6 for students with a Statement of Special Educational Need or Education, Health and Care Plan. This intervention ensures information about the student is used to plan appropriate provision up to and following transition.
Barriers to learning are clarified and included on the Individual Education Plan (IEP), put in place for SEN/D students who have either a Statement of Special Educational Need or Education, Health and Care Plan. For students who do not have this then strategies are discussed with primary school prior to transition and this information is made available to all teaching staff through the use of the SEN and additional needs registers.
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’ (Code of Practice, 2015)
‘A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’ (Code of Practice, 2015)
Students are placed on the SEN or additional needs register – usually at the stage at which they entered. The registers are:
Additional needs register: often for students with a medical diagnosis which staff need to be aware of or additional needs for literacy and numeracy. Strategies are suggested in order to support that students to make progress. The staff use these strategies to offer quality first teaching within the mainstream classroom. Progress of these students is regularly reviewed and if expected progress is not being made then the student can be placed on the SEN register to allow intervention to occur.
SEN register: Students often receive the above in addition to support from professionals associated with various Local Authority bodies. Students can receive intervention in school typically either to support their literacy, numeracy or social and emotional skills. All students on the SEN register have strategies suggested to support them to all their members of teaching staff. These interventions can either be one-to-one or can be through the use of groups such as the nurture group in Year 7 or the intervention group in Year 8. Students receive intervention and then this is evaluated to decide whether the student needs to remain on the SEN register or can now go onto the additional needs register.
Statement of Special Educational Need or Education, Health and Care Plan (EHCP): Students with a Statement or EHCP receive support in lessons, the level of which is determined by the range of the statement or EHCP which is decided in conjunction with the Local Authority. The SENCO ensures the school’s statutory obligations are met in this respect. These are High Needs students. All these students appear on the SEN register and also have an IEP to further individualise teaching for them.
Individual Education Plan (IEP)
Individual Education Plans are written for students with High Needs which dramatically affect their ability to access learning.
The plan includes targets for students and identifies barriers to learning. Staff plan learning and teaching appropriate to the needs of the student, based on these targets. IEP targets are reviewed once per term or when a student makes significant progress toward achieving targets.
Annual Reviews are held for students with a Statement or EHCP and targets are reviewed. New targets are discussed and set based on student progress in collaboration with all external agencies supporting the child and their parent or carer. The statement or EHCP may be amended if appropriate or necessary, following the review meeting with parents, the student and other professionals.
All IEPs, following a review and/or interventions leading to progress or diagnosis, will be reviewed and amended.
Student progress toward targets and improvements in attainment will be reviewed at and consideration given to the need for a student to remain at the same stage on the register; or indeed if they need to remain on the SEN register. Any such decision will be made only in consultation with parents/carers, the student and other relevant professionals.
Learning support is provided for students in various ways:
- Differentiated teaching & learning in mainstream lessons
- Marking & assessment that is related to learning barriers literacy targets
- In-class support with a Learning Support Assistant. To enhance both the specialist subject knowledge of staff and student independence, learning support is organised in curriculum areas.
- Small group withdrawal (literacy, numeracy, skills)
- Individual withdrawal
- Support from a professional associated with the school
- Access arrangements in exams for identified students
- Key worker support
Our team of Learning Support Assistants, in partnership with teachers, have a commitment to implementing appropriate teaching and learning strategies to provide challenging and manageable learning experiences for our students. Ultimately, each teacher has the responsibility to meet the needs of all the pupils in the school in their curriculum areas.
High needs students follow a bespoke curriculum in Years 7 and 8. This is heavily weighted toward core skills, but remains balanced (see curriculum map). In Year 8 the students access the group for 8 weeks at which point the success of the intervention is measure to decide whether the students should access more intervention or if suitable progress in key skills, such as literacy and numeracy, has been made for them to return to mainstream lessons. In Year 9, literacy and numeracy remains central, but a range of realistic, practical and achievable option choices are available. Choices in Year 9 will form the foundation for Key Stage 4 courses and this options process is then completed again in Year 9 to ensure students are taking suitable options in Key Stage 4.
Assessment & monitoring
Students are continuously assessed by their teachers and, currently, attainment data is collected five times each year. The progress of SEN/D students is monitored by the SENCO, Progress Leaders and the leadership team. The information is used when advising teachers about possible teaching and learning strategies and in progress discussions with students. This also helps to inform the SENCo about whether any suitable intervention needs to be put in place. Where appropriate this may also support the referral to external agency to get further advice of suitable teaching and learning strategies to further support students who are not making expected progress.
The Inclusion team are committed to students accessing mainstream learning wherever this is right and appropriate. The priority is that students make at least good progress.
For specific learning needs, such as those related to literacy and numeracy, students will be withdrawn from lessons to participate in small group or one-to-one interventions.
We aim, at Netherwood, to identify learning needs early in Year 7 to minimise disruption to learning and progress as the student moves through the school. The learning need of a student is addressed at this time because:
- There will be continuity for the student as intervention continues from the primary school setting.
- The intervention will help students cope with the demands of the secondary curriculum.
- We aim to help students to overcome barriers to learning so that they do present problems for the student during further years at the school.
The inclusion Team is continually developing expertise to deliver a variety of intervention programmes. Students will also, where necessary, receive pastoral support and intervention.
EXTERNAL SUPPORT SERVICES
Netherwood and the Inclusion Team liaise with a wide range of external bodies, offering expertise, support and advice for both staff and students. The school has a Student Manager for Individual Needs who oversees all of the EHA process, TAF meetings and makes any referrals to external agencies deemed necessary and appropriate.
Netherwood calls on various aspects of Barnsley Inclusion Service to help support students:
– Communication & Interaction Team
– The Sensory Team
– The SEN Assessment & Review Team
– The Educational Psychology Service
We are also advised by professionals representing various organisations about the needs and requirements of students with physical disabilities, where and when the need arises.
The Inclusion Team supports teachers with differentiation of work and learning and teaching strategies to help them provide a supportive yet challenging learning environment for SEND students. The team also facilitates professional development opportunities for all staff and is committed to developing their own skills also.
ROLE OF PARENTS AND CARERS
Parents and Carers play a key role in the way Netherwood cares and provides for our SEN/D students. We aim to communicate with parents and carers to keep them informed of changes to SEN/D provision, progress made by students, difficulties experienced by students and during periods of review and reporting. We will maintain our statutory obligations but wish to go further than that by forging close and productive relationships with parents and carers.
If your child has a special need or disability we will:
- Talk to you about your child’s difficulties in learning or disability so we can understand their needs.
- Make an assessment of your child’s learning so we know which skills they need to learn next.
- Ask the Special Educational Needs Coordinator (SENCO) to support and advise teachers so that your child can learn in the best way for him/her.
- Have a range of programmes to help children who need extra support to read, write, learn maths or manage their behaviour.
- Regularly check and inform you about progress.
- Ask for advice from an educational psychologist, advisory teacher, speech and language therapist or health colleague if we are unsure how to help your child make progress.
- Tell you how to get in touch with Parent Partnership Services who can offer advice and support inform you about how to make a complaint if you are not happy with what we are doing to support your child.
- Talk to you if we think we need to consider asking the local authority to make a Statutory Assessment of your child’s needs because more advice/resources are needed to help your child to make progress.