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How we identify, assess and support students with SEND through the different Key Stages.
Our aim is to identify any student’s SEND as early as possible in order to put in place appropriate interventions and resources. Students who face challenges in their learning, despite receiving high-quality teaching, will be likely to need additional strategies or different provisions in order to meet their needs, removing barriers to learning by deploying effective special educational provision.
SEN support takes the form of a four-part cycle (assess, plan, do, review). Through this cycle, actions are reviewed and refined as understanding of a student’s needs and the support required to help them secure good outcomes increases. This is known as the graduated approach.
The SENDCo and Assistant SENDCo will visit primary schools to ensure that students identified with SEND will experience a smooth transition from Key Stage (KS) 2 to KS 3. Year 6 students and parents have the opportunity to visit Perryfields on a number of occasions before starting, this can be arranged with the SENDCo. A new initiative was launched in summer 2019 where parents/carers of prospective students with SEND will be invited into Perryfields Academy during the summer term to complete a student profile sheet and to meet the team. The student profile sheet will support the student during their transition days and from the very first day of year 7.
During KS4, SEND students will access Connexions and in-house support for transition to KS5. Parents are invited to attend with their child. If you are unable to attend, a member of the Inclusion Team will be available to support. We encourage a handover meeting with KS5 providers and furnish them with copies of relevant information to ensure the next educational provider is fully informed about the student’s need(s).
The involvement and support of parents/carers is very important to us at Perryfields Academy. We aim to work in partnership with you and will talk to you and your child about your child’s needs. We do this through consultation evenings, email, telephone calls, appointments made with individual teachers, and Annual Reviews/termly reviews (for those on the SEND register). All staff within school use the information on the students ‘Profile Sheet’ to inform and support their planning for the specific need of the child.
You can find information about our policies in our Inclusion Policy by clicking here.
How does the school evaluate the effectiveness of the provision on your child’s progress?
All student progress is tracked using the Assessment, Marking, Target Setting and Reporting Policy which can be found here.
Students are monitored at weekly line manager meetings and progress evaluated at every data drop. Inclusion provision is managed and tracked by the SENDCo and Assistant SENDCo. The SENDCo will monitor and review your child’s levels and pick up on any subjects where your child is not making the right amount of progress. We liaise with class teachers to ensure the correct intervention is put into place. At the next data drop we will check whether the right progress has been made.
The school has a Quality Assurance process that assesses the effectiveness of Teaching and Learning for all students, including those with SEND and the outcomes of these evaluations are used to create and implement development plans for all aspects of school life. These are regularly reviewed through regular evaluation.
What are our arrangements for assessing and reviewing the progress of students with SEND?
You will be invited to SEND review meetings during Consultation Evenings to discuss the progress of your child. The meeting is led by a member of the Inclusion Team who has worked closely with your child. Parents will be invited to attend the meeting via letter.
Students with an EHCP will have an Annual Review. This meeting is attended by the Assistant SENDCo, together with any external professionals who have worked with the child.
What additional support for learning is available to students with SEND?
There is a wide range of provisions on offer at Perryfields and these are open to all students. Additionally, we run a wide range of activities to support SEND students including Homework Club, Lunch and Break Time Social Club, Breakfast Club, etc. We also run coursework/revision sessions for older students as and when required. This will be provided by Assistant SENDCo, LSPs, Key Workers or Learning Mentors.
How is the decision made about how much/what support my child will receive?
EHCP Annual Reviews involving the student, parents/carers, subject staff and other professionals evaluate those targets and strategies. The decision is based on evidence of need and impact.
What support is available for improving the emotional, mental and social development of students with SEND?
Within the 25 minute daily Tutor Group time slot, a programme of Personal Development and Mentoring (PDM) takes place with a year group assembly once a week. The PDM sessions cover some aspects of Personal, Social, Health and Economic (PSHE).
Issues relating to bullying are regularly discussed in PSHE, appropriate lessons and assemblies. Staff do not tolerate bullying of any kind at Perryfields Academy and any reported incidents are dealt with swiftly and effectively. Support and counselling are offered to the victim and strategies to deal with the bully are sought.
Learning Mentors run programmes targeted at students with particular needs, e.g. stress management, young carers, bereavement. For students with specific social, emotional and mental health difficulties, we work with an Educational Psychologist (EP), a Specialist teacher for SEMH from Sandwell Inclusion Support, CAMHS and other agencies to support the student.
What other agencies provide services in school for students with SEND or disabilities?
The Governing Body supports the School in engaging with external agencies and specialists to share best practice and to seek advice.