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 studentsâ€™ 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.
Our Academy SENDCo is Mr R Storey, Assistant Principal
Email: firstname.lastname@example.org Phone: 01536 203817.
The Special Educational Needs that are provided for at Lodge Park Academy:
- Communication and Interaction (Speech and Language, Communication needs, ASD, Aspergerâ€™s, Autism).
- Cognition and Learning (Moderate learning difficulties, Severe learning difficulties, Profound and multiple learning difficulties, Specific learning difficulties Dyslexia, Dyscalculia and Dyspraxia).
- Social, Emotional and Mental Health (ADHD, ODD, Anxiety, Depression).
- Sensory and/or physical (Visual Impairment, Hearing Impairment, Multi-sensory, Physical needs).
Strategies and procedures for identifying children and young people with SEND and assessing their needs.
- The SENDCo is part of the transition team to attend Primary schools within Year 6 â€“ 7.
- Any student who is on the Primary school SEND register and is coming to Lodge Park Academy will be transferred over to our SEND register. All files and information about the child will also be transferred.
- The SENDCo is available to meet parents/carers of Year 6 students at transition parents evening and open evening of any prospective students who have an identified SEND.
- Any student who has an identified/diagnosed Special Educational Need or Disability via an external professional from medical evidence will be placed on the Academy Special Educational Needs register.
- The Academy carries out screening of students for dyslexic tendencies (screening not a diagnosis) and we also assess students in year 10 and 11 who may require examination board access arrangements.
- Staff parents/carers at the Academy can contact the SENDCo with any concerns and evidence they have to suggest a student might have an undiagnosed SEND that needs exploring.
- Reading ages are taken from Accelerated Reader/STAR reader scores.
- Non-Secondary ready students identified via SATS scores (See Catch Up plan here).
- Teacher or Tutor referral.
- Parental referral.
- Referral from medical practitioner.
Arrangements for consulting parents of children with SEND and involving them in their Childâ€™s Education
- Annual Reviews.
- Parentsâ€™ evenings.
- Option evenings.
- Settling-in evening for Year 7.
- Parent view (survey).
- Arranged meetings with (Pastoral team) Heads of Year/Form Tutor/Year Manager or SENDCo.
- Parents are also requested to provide input into their childâ€™s â€˜Pupil Profileâ€™
- Academic Reports (3 per Academic year)
- Frequent, informal meetings and conversations in the event of any concerns.
Arrangements for consulting young people with SEND and involving them in their Education.
- We operate a pupil centred approach. Each EHCP student with the assistance of their key worker completes a One Page Profile. SEND students also contribute to their personalised Pupil Profile. All the information is sent to teaching staff and parents.
- KS3 have the addition of an LSA or key worker allocated to each year group for SEND students (Year 7-9).
- Student panel/voice.
- Student survey.
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 the childâ€™s teachers in relation to their objectives.
- Tracking and monitoring by Heads of Year and Year Managers in each year group.
- SEND intervention, based upon advice given from professional diagnostic specialist reports.
- GCSE Academic Intervention are put in place to support progress within subject areas.
- Classroom based low stakes assessment.
- Liaison between SENDCo, Principal, Vice Principal and Safe Guarding Officer to discuss key children.
- Weekly monitoring of student welfare by VP and Year Managers. ï‚· Liaise between tutors and Heads of Year and weekly briefings.
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 theirambitions, which could include higher education, employment, independent living and participation in society
- Additional transition days
- Year 6 transition days
- Prospects Careers Service meetings.
- 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.
- Trips and visits to college/further educational providers.
- Individual advice from SENDCo.
The approach to teaching children and young people with SEND in the classroom and how adaptations are made to the curriculum and the learning environment of children and young people with SEND.
- 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 each child feels confidant and safe to make progress, whilst being engaged and challenged at the correct level.
- We are committed to ensuring that SEND and disadvantaged learners receive a curriculum that is as ambitious and as knowledge-rich as any other learner, lest they be further disadvantaged by an impoverished or â€˜easierâ€™ curriculum diet.
- We are committed to ensuring SEND and disadvantaged learners do not receive a curriculum which is shaped around notions of â€˜relevanceâ€™ and â€˜engagementâ€™. Instead, we intend to deliver a curriculum that is â€˜context-independentâ€™ (Young, 2018) to elevate them, intellectually, from their context.
- In English and Maths, a â€˜foundationâ€™ level of curriculum is on offer for Year 7 students who have entered the academy non-secondary ready. This curriculum is designed to offer rapid progress in closing gaps so that students can catch-up with their peers. This is supplemented by interventions in numeracy and literacy.
- Further differentiation to ensure access to the curriculum (in all year groups) occurs through expert teaching (targeted questioning, mastery approaches, scaffolding, modelling, individual support and feedback) not though a dilution of the curriculum content.
- LSAs are deployed into lessons and attached to individual students who may need additional support.
- The learning environment is adapted according to advice given via specialist diagnostic reports, this advice is filtered to teaching staff via Pupil Profiles i.e. Coloured overlays, IPAD, Larger font.
The expertise and training of staff to support children and young people with SEND, including how specialist expertise will be secured
Lodge Park Academy is committed to the continuing professional development of all staff.
Our SENDCo (Assistant Principal Mr R Storey) has completed the National Award for Special Educational Needs Coordination.
The Academy rational behind staff professional development:
- To develop subject expertise so that our teachers are masters of their discipline and creators of a world-class knowledge-rich curriculum.
- To develop fully guided instruction as the norm in all classrooms.
- To develop leaders who have domain-specific knowledge, strong personal and professional purpose and a relentless drive for the highest standards for children.
- To empower teachers to seek out, critically engage with and learn from the full wealth of educational research, literature and experiences available to them.
- To develop theoretical and practical knowledge of assessment, in all its forms, so that we can be assured that our curriculum is being implemented effectively.
- To create a culture where teaching and learning is the foundation of all conversations (from strategic, deliberate discussions; to informal, incidental corridor-conversations).
Within this Academic year staff will receive training
- Supporting and challenging SEND learners
- Rosenshineâ€™s Principles of Instruction
- I do, we do, you do
- Subject expertise / knowledge-rich curriculum
- The science of learning
- Metacognition and self-regulated learning
- Feedback and questioning / responsive teaching
- Do now tasks
- Whole class feedback
- Knowledge organisers
- Knowledge retrieval practice
- Explicit vocabulary instruction
- Powerful and ambitious knowledge
- Morphology and etymology
Specialist expertise integrated into CPD Programme:
- Target Autism
- Educational Psychologists
- Specialist Support Service
- Educational Inclusion Officer
- ADHD Nurse Practitioner
- Education Inclusion Officer for Mental Health
- Accelerated Reader
- Use of Lead Practitioners to explore ways of ensuring individual needs are addressed in the classroom.
Evaluating the effectiveness of the provision made for children and young people with SEND.
- The Academy follows the SEND Code of Practice with the graduate approach, in evaluating the effectiveness of the provision made for children and young people with SEND (Assess Plan Do Review).
How children and young people with SEND are enabled to engage in activities available with children
and young people in the school who do not have SEND.
- 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, weekly enrichment sessions, County Challenge, Close- down timetable days, Combined Cadet Force, residential trips, University visits, Music Cup 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 SEND and measures to
For a whole school approach this academic year the Academy has joined the Northamptonshire Targeted Mental Health in Schools (TaMHS) project and the Anti-Bullying Alliance Anti-Bullying Alliance All Together United Against bullying programme.
TaMHs â€“ â€˜is a coordinated multi-agency programme for building capacity within schools through training, support and introducing new programmes and approaches to better meet the mental health needs of all children.â€™ (NCC) www3.northamptonshire.gov.uk/councilservices/children-families-education/schools-andeducation/information-for-school-staff/pupil-support-and-inclusion/Pages/targeted-mental-health-inschools.aspx
- 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.
- Intervention programme run by our specialist LSA for Social and Emotional difficulties in Emotional Literacy.
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 peopleâ€™s SEND and
supporting their families.
The Academy makes contact with a variety of support services to help meet the young personâ€™s SEND and support their families as and when required.
We have links with:
- Referral Management Centre: https://www.nhft.nhs.uk/cyprmc
- Target Autism http://www.targetautism.co.uk/
- County Sensory Impairment Service: https://www3.northamptonshire.gov.uk/councilservices/children-families-education/SEND/specialistsupport-for-send/Pages/sensory-impairment-service.aspx
- CAMHS: https://www.nhft.nhs.uk/camhs
- Educational Psychologist: https://www3.northamptonshire.gov.uk/councilservices/children-familieseducation/schools-and-education/educational-psychology-service/Pages/default.aspx
- Dyslexia Life: www.dyslexialifeline.co.uk
- Education Inclusion and Partnership team: https://www3.northamptonshire.gov.uk/councilservices/children-families-education/schools-andeducation/information-for-school-staff/pupil-support-and-inclusion/attendance-andbehaviour/Pages/default.aspx
- ADHD Matters: www.adhdmatters.co.uk
- School Nurse https://www.nhft.nhs.uk/special-school-nursing
- 0-19 Service: https://www.nhft.nhs.uk/0-19
- Information and Advice service: http://www.iassnorthants.co.uk/Pages/home.aspx
My Son who has a diagnosis of ASD and ADHD has settled in incredibly well at LPA, the SEND 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 SEND 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 donâ€™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
Hi, I thought I would send you an email just to say thank you for all your support given to my son whilst he was at Lodge Park Academy. I am most grateful to yourself and all the SEND team who made his school life easier. Itâ€™s always a difficult decision to send a special needs child to a mainstream school but with your support, patience and understanding Joe was able to enjoy being a student at your school. my son struggles to make friendships, as you know, and being a part of the inclusion area, especially at break times, helped him to be more sociable with familiar people. Without this area, Iâ€™m not sure he would have coped! He was also able to build close relationships with your SEND team and the support he received was fantastic. I also would like to thank you for supporting us as a family and for always keeping us up-to-date every step of the way. I can honestly say that my son coped so well during his GCSEâ€™s, not once did he come home stressed like I had expected. I was so proud of his exam results! he has now moved onto the Beehive College in Northampton which is more tailored to teach life skills. He is really enjoying being there but often talks about how he misses being at Lodge Park and the staff who supported him. Keep up the good work! And once again thank you for your continued support.