SEND Provision at Sedgehill Academy

At Sedgehill Academy, students with Special Educational Needs and Disability (SEND) are fully integrated into the life of the school. The school believes that students learn most effectively when they feel valued and their efforts and achievements are recognised. The Curriculum for students with SEND is the Curriculum offered to all students, including those with exceptional abilities and disabilities. Students have access to all clubs, visits and trips.  When required, a more bespoke curriculum can be offered to meet the neds of students.

This page should be read alongside our SEND policy which can be found here.

The SEN Co-ordinator (SENCO) for the school is Ms Oragano who is also the Vice Principal. She is responsible for the day to day operation of the SEN and Disability policies. The SEND department consists of a SEND manager, two deputy SENDCos and five Teaching Assistants.

The success of the school’s policy for SEN and Disability is dependent on a whole school approach to supporting students with SEND. All teachers in every department have the responsibility to provide the learning opportunities necessary to meet all students’ needs and to ensure the progress of students with SEN and/or Disability.  This is monitored closely by Heads of Department and the SENDCo. SEND provision, in conjunction with the arrangements for pastoral care, reflects the Academy’s values, which celebrates every child as an individual.

When offers of places have been made, Primary schools are requested to send the SENCO the names and details of all students with SEND. Therefore, there can be early identification of a particular need or difficulty, prior to admission in September. This aids a smooth transition process.

The SENCO may also be invited to attend Transfer Reviews for students with Statements/EHC plans in the Summer Term prior to the student’s admission. This helps to ensure a smooth transition from Key Stage 2. Where possible the SEND team will  visit year 6 students in their setting to support transition further. When required, students who need further support with transition will be invited to attend The Academy in the summer term.

Assessment, monitoring and review form the basis of identifying and addressing the needs of students with SEND. The views of the student and parents are essential in planning for and the monitoring of progress. When needs have not been identified in Primary school, a referral system is also in place to identify any undiagnosed needs. Referrals come from teachers and the SENDCo works alongside staff, following our referral procedures to explore possible needs and make referrals to external agencies if needed. 

The following methods are used as a baseline assessment and to further identify students with SEND:

  • The school’s and LA’s transfer procedures
  • SATS (where held) and Standardised test scores from KS2
  • The recording of initial concerns other than those already identified, in line with the recommendations in the SEN revised Code of Practice and the Disability Discrimination Act, 2010
  • MiDYIS tests in year 7.
  • Reading tests in year 7.
  • Baseline assessments in English and Maths.

 

Levels of difficulty are categorised under four headings.

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Needs

 

When a student has been identified as having SEND, their name is placed on the SEND register. Further, all subject teachers receive group lists which include the students’ SEND Level and access to a Student Passport where applicable. This enables all staff to be part of the monitoring and review process.

All parents/carers are informed that their child’s name is included on the SEND Profile. They will be kept regularly informed and consulted on issues relating to their child’s progress.

At Sedgehill our SEND and inclusion provision consists of:

  • Reading recovery via the Ruth Miskin programme
  • Some in class support where necessary
  • Small group interventions including Chatterbox for ASD
  • Lego Therapy
  • Circle of Friends
  • Mentoring
  • Careers advise and support
  • Speech and Language programmes
  • Special Examination Arrangements
  • Comprehension programmes
  • Handwriting
  • Lewisham Outreach service
  • Child and Adolescent Mental Health Counselling (CAMHS)

 

Sedgehill benefits from the established working relationships with a range of external professionals and there is an Educational Psychologist.

Members of the Special Educational Needs and Disability Department are committed to ongoing personal and professional development in order to extend their knowledge and expertise. Opportunities are also given for all staff to benefit from a range of twilight INSETs on SEND issues including policy and practice.

Any concerns regarding SEND provision in the school are dealt with initially by the SENCO who is also the Vice Principal. The Principal is also available to assist in addressing any unresolved issues.

 

The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

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