Special educational needs and disability (SEND)
Lodge Park Academy values the individuality of all our students.
We are committed to giving all students every opportunity to achieve the highest of standards.
We do this by taking account of students’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all students. The achievements, attitudes and well-being of all our students matter. This policy helps to ensure that this Academy promotes the individuality of all, irrespective of ethnicity, attainment, age disability, gender or background.
We actively seek to remove the barriers to learning and participation that can hinder or exclude individual students, or groups of students. This means that equality of opportunity must be a reality for our students. We make this a reality through the attention we pay to the different individuals and groups of students within our Academy.
The Special Educational Needs that are provided for at Lodge Park Academy:
- Communication and Interaction (SLCN, ASD)
- Cognition and Learning (MLD, SpLD, SLD, PMLD)
- Social, Emotional and Mental Health (ADHD, AD, depression)
- Sensory and/or physical (VI, HI, MSI, Physical/med)
Policies for identifying children and young people with SEN and assessing their needs.
- Primary School liaison.
- Special Educational Needs Co-Ordinator (SENCo) meeting parents of Year 6 students on request.
- Screening students for reading age, dyslexic tendencies and examination board access arrangements.
- Teaching staff and tutors referring to SENCo.
- Pastoral team referrals to SENCo.
- Parental enquiry at parents’ evening or by contact made with SENCo.
- Students themselves directly to SENCo or via other staff.
- Mr R Storey is the SENCO. Contact details: firstname.lastname@example.org or Phone 01536 203817.
The Special Education Needs Policy can be found here.
Arrangements for consulting parents of children with SEN and involving them in their Child’s Education
- Annual Reviews.
- Transfer Reviews.
- Parents’ evenings.
- Arranged meetings with Progress Leader/Form Tutor/Year Manager or SENCo.
- Parents are also requested to provide input into their child’s ‘Pupil Profile’
- Academic Reports are sent home termly (6 per Academic year)
Arrangements for consulting young people with SEN and involving them in their Education.
- Pupil centred approach. Each Statemented / EHCP student with the assistance of their Key Worker completes a One Page Profile. SEN students also contribute to their personalised Pupil Profile. All of the information is sent to teaching staff and parents.
- Students also meet with Form Tutors termly for Steps to Success where they have discussions about their academic progress.
Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review.
- Annual / Transfer Review paper work, feedback from all of the child’s teachers in relation to their objectives.
- Tracking and monitoring by Progress Leaders in each year group.
- SEND intervention, based upon advice given from professional diagnostic specialist reports.
- Intervention packages are put in place to support progress within subject areas throughout the Academy.
Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society
- Prospects Careers Service meetings.
- Post 16 facility links.
- During Transfer/ Annual Reviews (from year 9 onwards) objectives are set specifically to prepare the child for ‘adulthood’.
We arrange open day visits to post 16 Educational Facilities to support the young person in making decisions for their further education, liaising with the SEND department if required to support a smooth transition.
The approach to teaching children and young people with SEN in the classroom.
- High quality teaching in the classroom is the initial starting point. Academy staff are inclusive in their teaching of all students and have high expectations.
- We are committed to giving all students every opportunity to achieve the highest of standards.
- Staff at Lodge Park Academy will take many different approaches to personalise the learning and create a learning environment where your child feels confidant and safe to make progress, whilst being engaged and challenged at the correct level.
How adaptations are made to the curriculum and the learning environment of children and young people with SEN.
- Specialist LSA’s are deployed into lessons and attached to individual students who need support. The LSA specialisms are ASD social and emotional, Literacy, Behaviour and EAL.
- Intervention- we have 3 main areas of intervention in the Inclusive Learning Centre, these are Literacy, ASD Social and Emotional, and EAL.
- The curriculum and learning environment are adapted according to advice given via specialist diagnostic reports, this advice is filtered to teaching staff via Pupil Profiles.
- Wave 1, 2 and 3 approach to support. (link)
The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
- Lodge Park Academy is committed to the continuing professional development of all staff.
- All teaching staff complete a weekly update on teaching and learning strategies.
- Sessions have included differentiation, using additional adults in the classroom, behaviour management, ASD awareness and strategy, support for dyslexia, support for VI and HI students.
- Specialist expertise is also secured through the Local Offer www3.northamptonshire.gov.uk/councilservices/children-families-education/send/local-offer, Higher Needs Funding and statement / EHCP funding.
Evaluating the effectiveness of the provision made for children and young people with SEN.
- The Academy follows the SEN Code of Practice with the graduate approach, in evaluating the effectiveness of the provision made for children and young people with SEN. As part of this both quantitative and qualitative information gathered is used as evidence.
How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN.
- All students at the Academy have an opportunity to participate in all available activities offered, fully integrating with whole school students. For example Spring/Summer and Winter Cup, County Challenge , Academy Sports Day , Yr7& 8 weekly enrichment sessions, Activities week , Dragons Den , residential trips and many more.
Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.
- Intervention programme run by our specialist LSA for Social and Emotional difficulties.
- The Academy also runs a successful Peer Mentoring Programme as well as a Student Council.
- The Academy recognises that bullying takes a number of forms and works actively to promote an understanding that bullying is unacceptable and will not be tolerated. Students are supported to report any incident which they believe may be bullying. All reported incidents are dealt with and support provided, when appropriate, for both the bully and the victim.
How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families.
The Academy makes contact with a variety of support services to help meet the young person’s SEN and support their families as and when required.
We have current links with :
- Referral Management Centre: www.nht.nhs.uk
- Autism Outreach: www.northamptonshire.gov.uk/en/councilservices/educationandlearning/special-educational-needs-disability-support/pages/autism-outreach-service
- County Sensory Impairment Service: ww.northamptonshire.gov.uk/en/councilservices/educationandlearning/special-educational-needs-disability-support/pages/sensory-impairment-service
- Prospects: www.prospects.ac.uk
- CAMHS: www.nht.nhs.uk
- Educational Psychologist: www.northamptonshire.gov.uk/en/councilservices/educationandlearning
- Dyslexia Life:. www.dyslexialifeline.co.uk
- Education Inclusion and Partnership team: www.northamptonshire.gov.uk/en/councilservices/EducationandLearning/Parents/Pages/Education-Entitlement-Service
- ADHD Matters: www.adhdmatters.co.uk
- Autism Concern: www.autismconcern.net
- School Nurse
- Information and Advice service: www.northamptonshire.gov.uk/en/councilservices/EducationandLearning/special-educational-needs-disability-support/Pages/Information-advice-support-services
My Son who has a diagnoses of ASD and ADHD has settled in incredibly well at LPA, the SEN department have gone out of their way to help him have a happy, successful time at school. I can't praise them enough. I would recommend Lodge Park Academy to anyone, my son comes out of school buzzing and smiling from a great day! Thank you very much for all you have done for my son! I decided to move my other son here from another secondary school due to the successful transition for my other son. He has settled fantastically and is also now happy and bubbly again too, they both really are back to the same cheerful boys they were at Primary School.
I am forever thankful and grateful to the SEN staff at LPA for all their support and guidance they have offered myself and my daughter since she joined the Academy in September. Without them, I don’t believe she would be as happy and settled as she is.
Since my son joined mid-way through the year, he's become so much more happy and confident as Lodge Park have listened to both myself and my son about his additional needs and Lodge Park have a more personalised care plan for him rather than as a whole as he's an individual, the transition changing schools was also excellent and my son was made to feel welcome at all times, thus meaning his needs being met so that he can finally enjoy school.