SEND Information Report for Ormiston Victory Academy
(Part of the Norfolk Local Offer for Learners with SEND)
*Please refer to our admissions policy (link on the home page) for further information
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (SEND.) All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the policy for pupils with SEND. The information published must be updated annually. The required information is set out in the draft SEND regulations which can be found here.
At Ormiston Victory Academy we are committed to working together with all members of our Academy community. This information report has been produced with pupils, parents/carers and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:
Dr Dawn Allen (Assistant Principal)
Miss Katharine Rose (SENDCo)
Mrs Sonya Remblance (Support for Learning Manager)
Miss Naomi Palmer (Principal)
Mrs Jennifer Perry (SEND Governor)
The Assistant Principal with responsibility for SEND (Dr Allen) reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times. In addition to this, our SEND Governor will meet regularly with our Assistant Principal with responsibility for SEND. They also report to the Governors to keep them informed.
If you have specific questions about the Norfolk Local Offer for SEND please look at the Norfolk Local Offer home page by clicking here.
Alternatively, if you think your child may have SEND please speak to their Form Teacher or contact Miss Katharine Rose, our SENDCo on 01603 742310 or e-mail email@example.com or firstname.lastname@example.org
2: Our approach to teaching students with SEND
Our Special Educational Needs (SEND) Team supports students who have special educational needs or disabilities. This team comprises of our SENDCo, Miss Rose, our Support for Learning Manager, Mrs Remblance, our Assistant Principal with responsibility for SEND, Dr Allen and 13 full and part-time Learning & Teaching Assistants (LTAs) some of whom work 1:1 with specific students and others who are deployed departmentally on a skills basis. Another member of our Academy support staff is also English as an Additional Language (EAL) specialist.
All students at the Academy are entitled to support for their learning needs enabling them to develop skills, knowledge and understanding to their full potential and maximum personal benefit. Some students need more support than others, in order to achieve their potential and we are committed to providing that.
We believe that:
- All students are entitled to a broad and balanced and differentiated curriculum that satisfies individual learning needs by realistic and achievable methods
- Adults and children should all participate in learning and we celebrate all members of our community
- We must be responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills
- Students are entitled to access the national curriculum
- Students’ learning happens alongside their physical, emotional and spiritual development
- All teachers at the Academy are responsible for meeting the needs of the students they teach
- Parents have an important role in deciding suitable support
- Students have a valuable role in helping to design effective support programmes
We aim to create a learning environment which is flexible enough to meet the needs of all members of our Academy community. We value high quality teaching for all learners and actively monitor teaching and learning in the Academy. Our whole Academy system for monitoring progress includes regular pupil progress meetings, and staff undertake coaching and supervision.
For more information on our approach please see our teaching and learning policy by clicking here.
Our Academy Annual Self Evaluation framework (SEF) is about developing learning for all and there are planned continued professional development (CPD) opportunities for all staff.
3: How we identify SEN
A child or young person may be identified as having a special educational need or disability at different times during their academic career. The SEND Code of Practice 0-25 years (DfE, 2014) defines SEND as:
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others or the same age
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
If a student is identified as having SEND, we will endeavour to provide support that is “additional to or different from” the normal personalised curriculum, intended to overcome the barrier to their learning.
New Year 7 students with Special Educational Needs are identified as early as possible through close contact with primary schools and parents. A system of passing on records is in place and the Support for Learning Manager or Assistant Principal with responsibility for SEND visits the primary school prior to year 6 students joining the Academy.
Procedures for identification of SEND include:
- Previous and/or current teaching records
- Baseline testing including reading tests
- Key Stage SATs results or Teacher Assessment Levels
- Teacher assessments and general observations
- Information from and involvement by parents and the learners themselves
- Staff discussions with our SENDCo or Support for Learning Manager and other colleagues
- Detailed monitoring and reviewing via Go4Schools
- Seeking Specialist expertise where necessary
The triggers for intervention will be concern, underpinned by evidence that a student despite receiving differentiated learning opportunities is:
- Making little or no progress even when teaching approaches are targeted particularly in a student’s identified area of weakness
- Showing signs of difficulty in developing literacy or mathematical skills which result in poor attainment in some curriculum areas
- Presenting persistent emotional or behavioural difficulties which are not improved by the Academy’s usual behavioural management strategies
- Has English as an Additional Language (EAL)
- Has Sensory or physical difficulties and continues to make little progress despite the provision of specialist equipment and/or strategies
- Has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum
The reasons why some students may fall behind with their education are many and varied and may include one or more of the following:
- absence from school
- frequent changes of school without consistent opportunities to learn
- anxiety and worries which distract them from their learning
- little or no understanding of English when starting
In the case of English as an Additional Language (EAL), students’ understanding and use of the English Language is assessed on entry to the Academy and their progress tracked, with extra support and intervention put in place to accelerate their learning where possible. EAL students are encouraged to integrate fully within the Academy and attend normal lessons wherever possible (after a short induction period), immersing them with the target language and also encouraging them to make friends.
At Ormiston Victory Academy we are committed to ensuring that all learners have access to excellent learning opportunities which are appropriate for their needs, and for those at risk of not achieving their full potential, we will intervene.
Not all vulnerable students have Special Educational Needs and only those with a learning difficulty that requires special educational provision will be identified as having SEND.
Our SEND profile of 2016-17 shows that at November 2016, 14.9% of all students have been identified as having SEN based on a whole school roll count of 912 students including Sixth Form.
National Statistics: 12.4% of students in Secondary Academies have Special Educational Needs & Disabilties compared to 12.7% in State Funded Secondary Schools. The percentage of students in Secondary Academies with a statement or EHCP is the same as for State Funded Secondary Schools at 1.7% (21.07.2016)
Our SEND students are made up primarily of the following groups; this includes students who have a combination of difficulties across the 4 key areas identified by the SEN Code of Practice 2014:
74% are identified as having SEN linked to Cognition and Learning (eg: learning needs related to mathematics, reading, writing, spelling, memory difficulties)
59% have learning needs related to Communication and Interaction (eg: speech & language difficulties, handwriting weaknesses)
66% are identified as having Social, Emotional & Mental Health concerns (eg: ASD, ADHD, eating disorders, anxiety, depression, issues with attachment)
22% have a Sensory of Physical difficulty (eg: disability affecting mobility, visual impairment, hearing impairment, other disability affecting access to the curriculum including some medical conditions)
4: Assessing SEN at Ormiston Victory Academy
Class teachers, Learning & Teaching Assistants, parents/carers and the learner themselves are often the first to notice a difficulty with learning. At Ormiston Victory Academy we ensure that assessment of Special Educational Needs directly involves the learner, their parents/carers and of course, their teachers. Our SENDCo (Miss Rose), our Support for Learning Manager (Mrs Remblance) and our Assistant Principal with responsibility for SEND (Dr Allen) will also support with identifying barriers to learning and strategies to reduce and/or overcome these. The cycle is twice yearly using the Assess, Plan, Do and Review model. All parties are kept fully informed during each cycle.
We have a range of assessment tools available which can identify specific difficulties with reading, decoding, processing and working memory skills, some of which could be indicative of dyslexia. Single word and comprehension based reading tests are also used and also another online programme which can help to improve spelling. In addition to this we also have the DfE SEND Toolkit.
For some students we may want to seek advice from specialist teams such as Educational or Clinical Psychologists, our named Academy Nurse, an independent Counsellor and 1:1 specialist mentors from other local organisations.
As part of the Costessey Cluster we have commissioned support from an Educational Psychologist, Speech and Language Therapist and a SEND Advisory Support Teacher.
At Ormiston Victory Academy we also have access to the SSfN (Short Stay School for Norfolk) provision and services universally provided by Norfolk County Council, such as Physiotherapy, Occupational Therapy, CAMHS (Child and Adolescent Mental Health Services) and Gypsy, Roma & Traveller (GTR) Minorities Achievement and Attainment Services, which are described here on the Local Offer area of their website.
5a: What we do to support learners with SEND
Every teacher is required to adapt the curriculum to ensure access to learning for every student within their class. The Teacher Standards 2011 here detail the expectations on all teachers, and we at Ormiston Victory Academy are proud of our staff for the high aspirations they hold for all students and their striving to continually improve their practice to facilitate the best possible outcomes for Victory students.
Our teachers and learning support staff will use various strategies and systems such as:
- Literacy and/or numeracy intervention programmes
- Lexia programme (spellings)
- Reading and comprehension groups run by VIP (Victory Intervention Programme) Team (for students with a chronological reading age of less than 10), Library Manager or Learning & Teaching Assistants
- Personalised curriculum
- Connect Room Access
- Visual timetables
- iPads, laptops and other alternative recording devices such as Dictaphones
- In class support
- Short term withdrawal from classes for 1:1 or small group intervention (especially during induction period for EAL students)
- Homework clubs
- Positive rewards system
- Continued discussion with colleagues re progress
- Student pen-profiles
- Review of progress twice yearly with SENDCo & Support for Learning Manager, teaching colleagues and learning support staff. This is discussed with parents/carers and student at the relevant parents’ evening. If the student continues to make little or no progress this will be discussed with teachers, SENDCo, Support for Learning Manager and parents during each review cycle.
The triggers for further intervention will be that despite receiving individualised support the child:
- Continues to make little or no progress in specific areas over a sustained period
- Continues working at National Curriculum levels substantially below that expected of children of similar age
- Continue to have difficulty in developing literacy or mathematical skills which result in poor attainment in some curriculum areas
- Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group despite having an individualised behavioural management programme
- Has Sensory or physical problems and requires specialist equipment of regular advice or visits by a specialist service
- Has ongoing communication, and/or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning
The SENDCo or Support for Learning Manager, and class teacher in consultation with parents will seek advice or support from external specialists. Additional strategies may be put in place and recorded in the SEND provision map.
If the student continues to make little or no progress this will be discussed with teachers, SENDCo and parents at each review. In severe and complex cases, a decision may be taken that a referral should be made to the Department for Education (DfE) for a statutory assessment for an EHCP (Education, Health and Care Plan)
Each learner identified as having SEND is entitled to support that is “additional to or different from” a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning which has been identified. This support is described on a provision map, which monitors and tracks the interventions and actions that we undertake in the Academy to support leaners with SEND. This map is modified regularly and changes as our learners and their needs change.
We share our provision map in our Cluster with our SEND colleagues so that we can share good practice and learn from each other. We are also able to promote consistent practice across the Cluster schools ensuring equality of opportunity and a smooth transition for students.
In addition to the academic support provided, the Academy building is also equipped with the following to assist leaners with physical difficulties:
- Disabled toilets
- Wet room
- ICT facilities
- Learning Support Rooms and library equipped with specialist resources
- Specialist furniture in specific areas of the Academy eg. rise and fall desks and low level sinks
Funding for SEND Students
Ormiston Victory Academy receives funding directly from the DfE (Department for Education) to support the needs of learners with SEND. “Top up” Funding is also available via a bid process from our Cluster for learners whose needs exceed that available to the Academy. All schools in the cluster have signed a governance document agreement which aids effective working together. The Costessey Cluster is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND. The Costessey Cluster policy for SEND is available here.
If you would like any further information on SEND in the Costessey Cluster please contact our co-ordinator email@example.com
5b: How do we find out if this support is effective?
Monitoring student progress, via our Go4Schools programme, is an integral part of teaching and leadership at Ormiston Victory Academy and progress data of all learners is scrutinized by Ormiston, the Local Authority and OFSTED.
As part of our normal monitoring cycle, reports are sent home to parents 5 times per year, approximately once per half term. Parents/carers, students and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the “assess, plan, do, review” model and ensure that parents/carers and the students themselves are involved at every stage.
Assess – This involves taking into consideration all the information from discussions with parents/carers, the student and their teachers and support staff.
Plan – At this stage barriers to learning are identified, along with intended outcomes and details of the additional support that is to be provided.
Before any additional provision is chose, the SENDCo or Support for Learning Manager, class teacher, parent/carer and learner agree what their expectations are, in terms of improvement, following this intervention. A baseline will be recorded which can be used to measure the impact of the additional provision.
Do – The additional support is put into place
Review – The impact of the extra support is considered and measured and any changes which may need to be made are discussed.
Students, Parents/carers, their teaching and learning support staff and other relevant outside agencies will be directly involved in reviewing progress. The review can be built into the intervention itself or a formal meeting can be held, where progress and next steps are discussed.
If a learner has an EHCP (Education, Health and Care Plan) the same review conversations take place, but the EHCP will also be formally reviewed annually.
The SENDCo collates the impact data of interventions, to ensure that interventions are effective and appropriate. Intervention strategies and impact are also shared within the Cluster so that all SENDCos are able to select high quality provision. The Assistant Principal with responsibility for SEND regularly reports to the Governing Body regarding the attainment and progress of students with SEND and a more detailed report is also provided on an annual basis.
Analysis of SEND student performance data will include:
- Progress and attainment
- % achieving end of key stage targets, or making at least expected progress towards these targets
- Number of exclusions
- SEND attendance
- Number of students moving onto or off the SEND register
- Number of students with an EHCP
- Lesson observations involving SEND students
- Feedback from teachers, support staff, parents and student
- Evidence of impact of SEND training for SEND staff
6: Other opportunities for learning
All learners should have the same opportunity to access extra-curricular activities. At Ormiston Victory Academy in 2014-15 we are offering a range of additional out of hours clubs and activities. These can be found on the “After Hours Activities” section of our Academy website here.
Some of these activities are off-site and need to be booked in advance – details of how to do this can be found here.
We are committed to making reasonable adjustments to ensure participation for all students, so please contact Miss Rose or Dr Allen (e-mail addresses in introduction to this document) to discuss specific requirements.
All staff at Ormiston Victory Academy work in accordance with the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make “reasonable adjustments”.
The Equality Act 2010 defines disability as:
“A person (P) has a disability if –
(a) P has a physical or mental impairment, and
(b) the impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-to-day activities.” (Part 2, Chapter 1 section 6)
NB: ‘substantial’ is defined as more than minor or trivial and ‘long-term’ means 12 months or more.
The definition of disability in the Equality Act (2010) includes children with long term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.
For more information about the Equality Act, the protected characteristics or duties on public bodies, please click here.
7: Preparing for the next step
Transition is a part of life for all learners. This can be transition to a new class in school, having a new subject or form teacher or moving on to another school or college. Ormiston Victory Academy is committed to working in partnership with students, families and other providers to ensure that our young people have positive transition experiences.
At Ormiston Victory Academy we run an Early Transition Programme during the last 2 weeks of the Summer Term for any students in Year 6, who will be joining us in the following September and would like to attend. This aim of this early transition is to allow students to become familiar with the Academy buildings, get to know their form tutor and other teaching staff, meet other new students, learn about Academy procedures, and begin to settle into secondary school life, allaying any potential anxieties which often build up over the summer holidays ahead of the usual September transition.
This Early Transition is not compulsory by any means however we believe it is highly beneficial to students and facilitates a much smoother transition to secondary life for both the students and their families. The majority of primary schools are happy for their year 6 students to attend the full 2 week programme, but the option is there for students to join in for just a few days instead.
For 2016-17, our official Year 6 Transition day is Monday 10th July with the Early transition programme following immediately afterwards on 11th-21st July 2017.
For students with statements and EHCPs (during the changeover period) a transition review will take the place of the annual review in years 8 and 11. The review aims to give recommendations as to the type of provision the child will require in future years. The student’s statement/EHCP can then be amended appropriately. These transition reviews are usually attended by parents, the student, any relevant outside agencies and also Jamie Robson, our Norfolk County Council Guidance Advisor. For more information about our Guidance Advisor, click here.
In addition to Careers Information, Advice and Guidance (IAG) provided during such transition reviews, the Academy regularly hosts Working Lunches, where representatives from a wide variety of businesses and careers talk to students about their work and what it involves. A weekly Careers Workshop also takes place in the library to support and advise students regarding their future choices.
Our Careers Guidance section of the Academy website contains some links to some sites giving useful information, advice and careers guidance for parents/carers and students. Click here.
Year 8 Options – Students will choose their option subjects during the Easter Term in Year 8. Option booklets are distributed about a week before the Year 8 Options Evening (shortly before the Easter holiday). This provides the opportunity for students to discuss their potential choices with their parents over the holidays, talk to subject staff and their form tutor and spend time making this important decision before making their final choices (either on paper or online on our Compass website) at the beginning of the Easter Term. For students with SEND, our SENDCo, Miss Rose will be available during this time to discuss any questions or issues which parents and students may have and will carefully review all choices made by SEND students with regard to suitability for each student.
8: Have your say…
As an Academy we believe that the Special Educational Needs and Disabilities of students are best met when there is effective collaboration and communications between Academy, other agencies, families and students. We aim to foster good working relations with all of these groups especially parents.
At Ormiston Victory Academy we endeavour to communicate positively with parents by:
- Using parental knowledge – you are the ones who know your children best!
- Recognising the personal and emotional investment of parents
- Ensuring parents understand the procedures and feel supported with these
- Respecting differing perspectives and seeking constructive ways of reconciling different view points
- Respecting the differing needs parents themselves may have
- Recognising the need for flexibility in the timing and structure of meetings
The Academy will always seek parental permission before making a referral to other agencies for support for their child. Where parents do not wish to have their details passed on to third parties their wishes will be respected.
This SEND information report declares our annual offer to all learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. For this reason we would ask you to please engage with our annual process to “assess, plan, do and review” so that, working in partnership, your child is supported to achieve the best possible academic outcomes and a happy and successful future.
If you haven’t already responded to our parent SEND consultation survey we would really value your opinions – please click here to tell us how we can better help you and your child.
9: Useful links
Concerns and Complaints Regarding Provision for Children with Special Educational Needs and Disabilities (SEND)
Any concerns or complaints about SEN provision by parents or carers should be initially raised informally, whether by e-mail, letter or a telephone call with the SENDCo. The SENCO will investigate and report back within a week.
If the parents/carers continue to be dissatisfied, the matter should be referred either by the SENDCo, or directly by parents/carers, to the Assistant Principal with responsibility for SEND who will then take further action as appropriate.
If, subsequently, the matter is not resolved to the satisfaction of parents/carers, a complaint should be raised as per the academy complaints procedures by completing the appropriate form – available from the academy website; selecting the appropriate heading in the drop down list.
Alternatively, complaints can be made via email to Miss Nicole Hawes, PA to the Principal, using PA@ormistonvictoryacademy.co.uk To help us identify that it a complaint then please put ‘complaint’ in the subject heading or in writing to PA to the Principal, Ormiston Victory Academy, Middleton Crescent, Norwich, NR5 0PX