Special Educational Needs & Disabilities (SEND)
Welcome to SEND information from Skinners’ Academy.
Our information report is for parents / carers of pupils with Special Educational Needs or Disabilities and all those who work with pupils with additional needs.
This information outlines the support, strategies and intervention, we provide for our pupils at Skinners’ Academy who have Special Educational Needs or Disabilities to ensure they make good or better progress.
- Special Educational Needs Co-ordinator is Jennifer Legge (Maternity Leave)
JLegge@skinnersacademy.org.uk /02088007411 Ext. 157
- Special Educational Needs Co-ordinator is Eszter Solyom (Maternity Cover)
ESolyom@skinnersacademy.org.uk /02088007411 Ext. 157
- Our Senior Leader with responsibility for oversight of SEND is Jay Kerby
JKerby@skinnersacademy.org.uk / 02088007411 Ext. 117
Skinners’ Academy is a fully-inclusive secondary comprehensive school in Hackney; inclusion is at the heart of all we do and we are proud of the diversity of our intake. Our motto is “Be the best you can” and we believe that our success in including pupils with additional needs is beneficial to the identified pupils themselves and also to the whole school community. Our aim is for all pupils to achieve their best, become confident individuals, living fulfilling lives and make a successful transition into adulthood. We are aspirational for all our pupils and believe that all our pupils are entitled to an appropriate education, one that is suitable to their needs, promotes high standards and the fulfillment of potential; we create a learning environment that is responsive, flexible which enables all to flourish. We believe that the success, progress and well-being of all students is a shared, whole school responsibility.
How we identify and assess students with SEND
Every pupil’s skills and attainment will be assessed on entry to Skinners’. We also consider evidence that a pupil may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made.
Subsequent to this a range of indicators are used to identify students with SEN including:
- Concerns raised by parents, or the pupil themselves
- Standardised screening or assessment tools
- Subject teachers regularly assess the progress for all pupils. These assessments can be used to identify pupils making less than expected progress.
- Weekly multi-disciplinary meetings are used to identify and monitor students who may be experiencing barriers to learning
What we do to help pupils with Special Educational Needs and / or Disabilities.
We have a range of ways to support pupils with special educational needs and / or disabilities, including:
- Subject teachers plan lessons so that all students learn and make progress. Some pupils need differentiated learning activities.
- Smaller classes in Maths and English.
- Teaching Assistants work in-class to support teachers in teaching students with SEND. They may also deliver learning activities to groups of pupils.
- Nurture classes in years 7 and 8 offer a focused intervention that targets pupils who are at risk of not being able to fully access the Key Stage 3 curriculum.
- A range of booster classes such as Language and Communication, Spelling and Literacy.
- A Foundation Pathway for students in KS4 who may benefit from individualised programmes.
- Study Skills lessons for pupils who benefit from doing fewer subjects for GCSE.
- After school homework clubs
- Specialised access arrangements for exams and assessments.
- The behaviour team supports pupils who experience social or emotional difficulties which may impede learning. Where applicable, a Pastoral Support Plan may be put in place to support a pupil to improve their behaviour and to prevent exclusion.
Decisions about which intervention is best for a pupil is made by the SENCO in consultation with other staff, parents and external professionals.
To support students who may need more specialised intervention, we work with a range of outside agencies such as:
- Speech and Language Service
- Educational Psychology Service
- Child and Adolescent Mental Health Service
- Hearing Impaired Service
- Social Care
- Hackney Ark
- Young Hackney
We plan carefully for pupils joining or leaving the Academy. Year 6 pupils are invited to extra transition sessions. Where necessary, the Deputy Senco attends the pupil’s Year 6 Annual Review. Year 11 pupils have additional opportunities to prepare for their transition to Further Education, such as attending taster sessions at BSix and extra support and guidance from the Careers Service.
Working with Parents
We work hard to build and maintain good home/school links. We recognise the important role parents have in working with staff to ensure a good understanding of pupils needs. We value parents support in helping pupils to meet Academy expectations in homework, uniform, attendance and punctuality, organisation and participation in extra-curricular activities.
All pupils with statements or Education Health Care Plans have a key worker from the SEN Department who are in regular contact with parents and carers. In addition parents are invited to annual review meetings to review their child’s statement or EHC Plan.
Parents and Carers are always welcome to raise any concerns with their child’s adviser, key worker or with the SEN Department.
If your child has a special educational need or disability and you would like to know more about what we offer at Skinners’ Academy, please see the SEN policy or contact us on 0208 8007411 or firstname.lastname@example.org