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What kind of special educational needs provision is made at the school?
Children are identified as having SEND when they have a significantly greater difficulty in learning than the majority of children the same age, or have a disability which prevents or hinders them from making use of education facilities of a kind generally provided for children of the same age in schools within the area of the Local Authority (SEND Regulations 2014).
Our aim is to ensure that all students who come to Perryfields Academy fulfil their potential. Inclusive provision is made for students who have an additional need; Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health difficulties and Sensory or Physical difficulties, that makes it harder for them to learn than most children or young people of their age.
We have a multi-agency team approach which underpins the school’s commitment to the philosophy of provision for an inclusive education for all students by removing barriers to learning.
2023/24 academic year, we have 189 students on the Student Focus (SEND) Register, of whom 17 are in receipt of an Education and Health Care Plan (EHCP) and 172 identified as having known (K) send needs.
How does the school approach teaching students with SEND?
Teachers and support staff at Perryfields Academy are highly skilled in adapting teaching methods to meet the diverse needs of individual students. Lessons are differentiated to ensure that learning opportunities are maximised. This could involve adapting questioning or the use of additional aids, such as visual supports, writing scaffolds, and specialised ICT. Staff deliver high quality lessons based around the ‘5 a day’ principle.
There are a range of interventions and additional subject support which are available, and should your child need these, it would be discussed with you.
When your child is approaching the start of Key Stage 4, if we think it is needed, we will assess and apply for exam Access Arrangements according to the Joint Council for Qualifications exam regulations.
How does the school adapt the curriculum and learning environment for students with SEND?
Most of our students follow a traditional curriculum. However, a small number of learners have a more personalised curriculum to match their individual needs, interests and abilities. This may include option choices, additional literacy, nurture groups, intervention groups and the number of qualifications studied.
Support is overseen by the SENDCo. A Specialist Inclusion Centre contains learning mentor rooms, classrooms and intervention rooms.
The school offers a wide range of activities, which SEND students are actively encouraged to attend. These include Homework Clubs, Inclusion Reading Club, Handwriting Club, Breakfast Club, and TRAC (Lunchtime Club). Students referred to the Inclusion Centre follow an agreed individualised curriculum/pastoral programme of study. Specialised equipment is available as needed.
Our school is a safe and has mostly accessible buildings. All safeguarding procedures and risk assessments are in place and adhered to by all staff. We have a range of different facilities to help SEND students throughout our school including disabled toilets, ramps and equipment to help with reading and writing. If a classroom is not accessible to the students, for whatever reason, the best solution will be found to support the student.
How are the school’s resources allocated and matched to children’s special educational needs?
We have Literacy and Numeracy Interventions and Head of Year (HOY) interventions. Resources are allocated based on evidence of need and effectiveness. Students with an EHCP have resources allocated as outlined in their plan. Learning Support Assistants are allocated, where resources allow, to support students in lessons. Staff liaise closely with them to ensure maximum effectiveness. They have a huge range of skills to offer in supporting students directly and indirectly, assisting staff and helping parents/carers. Students with EHCP’s will have targets and strategies set by the SEND team in discussion with Sandwell Inclusion Support.
How is a student with SEND enabled to engage in the activities of the school together with students who do not have SEND?
All students are encouraged to access extra-curricular activities. They will be informed of activities available through form tutors, newsletters and parental contact systems.
Risk assessments are carried out to ensure all students will be safe.
Some activities are dedicated to helping students with SEND, as outlined above.
Identified students will be made aware of dedicated activities.
What specialist training do our staff have?
All staff at Perryfields Academy are highly trained and have the opportunity to advance their professional development through regular Continuing Professional Development (CPD) opportunities.
Inclusion personnel have appropriate skills and knowledge in supporting students with a wide range of special educational needs. Additional specialist expertise is accessed from external support services, who provide advice, training, or direct support as appropriate.
How does the School secure the equipment needed to support students with SEND?
The funding received will be spent in accordance with the individual’s need and this is constantly under review. Perryfields Academy will provide specialist aids and equipment in accordance with assessed needs.
What arrangements do we make for you to be involved in the education of your child with SEND?
Students with an EHCP will have an Annual Review, involving parents, students and professionals to ensure future provision.
When an issue arises, parents/carers will be informed as soon as the issue has been identified, and we will work in partnership with you to plan and review any support.
Inclusion staff will signpost parents to suitable professional bodies, agencies or organisations who can offer advice and support at home.
In addition to the termly SEND reviews, all parents will receive regular updates on progress and attendance. Each year group has a consultation evening. You will be notified when these are via the school calendar and letters.
How do we involve your son/daughter in their own learning and decisions made about their education?
Students are given regular opportunities to express their views.
This can be through: