Special Educational Needs and Disabilities
At The Grange Academy, we believe in equal opportunities for all, and aim to ensure that our Special Educational Needs (SEN) provision offers appropriate support for those facing barriers to their learning. At the academy, we provide experienced support for three areas of Special Educational Need: Learning and Cognition; Language and Communication; and Social, Emotional and Mental Health.
Our SENDCo, Joanne Ricketts, is highly experienced in ensuring that suitable provision is offered to all students with additional needs. Joanne is supported by a team of knowledgeable and qualified staff, including therapists and psychologists.
Our Approach to Teaching Students with Special Educational Needs
Centres run a range of interventions to support pupils, as well as offering a range of training to support classroom teachers. The intervention provided takes a 3-tiered approach to supporting learning:
This is the teaching your child will receive from his/her class teacher, and may include some very minor adaptations to match learning needs. It also includes ensuring that all teachers are aware of how to match these learning needs, through good communication and training systems.
It may be appropriate to consider making additional short-term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four-part approach of
a) assessing your child’s needs;
b) planning the most effective and appropriate intervention;
c) providing this intervention;
d) reviewing the impact on your child’s progress towards individual learning outcomes.
Sometimes this intervention may take place outside the classroom, as a 1-to-1 or with a small group of students. These will be limited to a number of weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes. See below for the full list of interventions we offer at The Grange Academy.
It may be necessary to seek specialist advice and regular long-term support from a specialist professional within the school. Such specialists may include Speech Therapists or Educational Psychologists. Sometimes the school will enlist the services of external professionals, such as occupational therapists, sensory advisory teachers or services provided by the Local Authority. The school may need to prioritise referrals to these services. However, for a very small number of pupils, access to these specialists may be through an Education Health Care (EHC) Plan.
The effectiveness of the support and interventions, and their impact on the student’s progress, are reviewed in line with the agreed date, as part of the normal cycle of discussions with parents of all students. The views of the student and their parents are integral to this process.
The SEN(D)Co, working with subject teachers, may revise the support in light of the student’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and student.
If a student continues to make less than expected progress, despite support and intervention, the school may involve specialists, both in-house and from outside agencies.
The school will provide reports for parents on their child’s progress at 2 or 3 points throughout the school year, as part of the normal reporting process.
At Future Academies, Gary Aubin supervises SEND across our schools to ensure that it is of the highest standards and that the most vulnerable are being catered for. To view the full details of The Grange Academy’s Special Educational Needs (SEN) Information Report for 2020, contact the school directly.