SEN Information Report

Kirton Academy is a mainstream school setting. We are fully committed to the provision of equal opportunity for all students, regardless of their ability or individual needs to enable them to achieve their full potential.

We support students with a range of needs, including: physical and sensory needs, social, emotional and mental health needs, communication and interaction difficulties and cognition and learning needs (students who have more difficulty with learning than the majority of children of the same age). We believe that all our students should be valued equally, treated with respect and be given equal opportunities in all aspects of school life.

Where children need additional support to meet our high expectations of being safe, respectful and responsible, we will ensure they have access to appropriate reasonable adjustments, strategies and interventions to meet their individual needs in line with our Behaviour Policy.

We identify the needs of students as early as possible by gathering information from parents, education, health and care services and any previous schools attended prior to the child’s entry into the academy. The academy fully supports the SEND Code of Practice (2015), The Equality Act 2010 and the definition of special educational needs taken from section 20 of the Children and Families Act (2014).

This report complies with:
Section 69(2) of the Children and Families Act 2014;
Regulation 51 and schedule 1 to the Special Educational Needs and Disability Regulations 2014;
Section 6 of the ‘Special Educational Needs and Disability Code of Practice: 0 to 25 Years’ 2015

Throughout this report, the reference to parents also applies to carers and those with guardianship rights.

If you think your child may have special educational needs, you should contact the academy in the first instance and speak with the appropriate Head of Year. If after speaking to your child’s Head of Year, they feel further exploration around your child's needs is required they will facilitate an appointment with the SEN(D) department.

In order to evaluate the effectiveness of SEND provision the school encourages feedback from staff, parents and students throughout the year. This is a continuous process including student reviews, parents’ evenings, provision mapping and the analysis of data.

Student progress will be monitored through our reporting systems, through discussion at parents’ evenings, as published on the academy’s calendar, and other academy-led progress events. For students on the SEN register, termly reviews are held in line with the SEND Code of Practice (2015). Progress of students undertaking interventions will be reviewed and evaluated at the end of each block of intervention. As part of this process, an evaluation of the effectiveness of the academy SEND provisions for each student will be considered.

Further information is gathered from different sources such as child and parent surveys / teacher and staff surveys / parent evenings / feedback forms / school forums. Evidence collated from these sources helps inform academy development and improve planning.

The SEND Policy is reviewed annually but where there are government legislative updates the policy is amended as and when required.

Kirton Academy believes that a close working relationship with parents is vital in order to ensure:

• early and accurate identification and assessment of need leading to the correct intervention and provision
• the holistic progress of children with SEND is monitored
• personal and academic targets are set and met effectively
• attendance to school is regular and consistent

Parents are kept up to date with their child’s progress through reports, parents’ evenings, academy progress events, SEND review meetings or Education Health Care Plan reviews. Parents can also access school parent communication systems for daily updates in relation to behaviour and praise. In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual student’s needs. Parents of students with SEND may be signposted to the Local Authority Parent Partnership Service, also known as SENDIASS (SEND Independent Advice Support Service) in some local authorities, where specific advice, guidance and support may be required.

If an assessment or referral indicates that a student has additional learning needs, parents are invited to attend any meetings with external agencies, are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

Our approach to teaching students with special educational needs is a whole school ethos. All our teachers are teachers of children with SEND. Teaching staff have access to information on individual student’s special educational needs via Management Information Systems and the student’s SEND One Page Profile to enable them to plan and adapt their lessons accordingly.

Learning activities are planned to match individual learning needs. The learning environment is stimulating, supportive and well-resourced. Students identified as requiring SEND support will, where appropriate, be supported by the teacher, alongside a member of the pastoral inclusion team through specific interventions. We will ensure that all staff know and understand the needs of students to allow students with SEND to thrive within a broad and balanced curriculum. All staff will have access to training, advice and support by the central school improvement team and external providers to enable them to contribute to developing fully inclusive practice. Wherever possible we aim to foster adaptive teaching in the classroom and continued preparation and independence into adulthood.

There are many forums where decisions are made about the type and amount of support a pupil will receive; from transition and historical information to the identification and meeting of emerging needs. Where there are emerging or identified needs, a collaborative approach will be conducted through a graduated response. Information will be gathered from parent/carers, SEND One Page Profile reviews, academy staff and input from external professionals.

Each academy has a notional SEN budget as part of the overall funding it receives. This is called notional because it is not a ring-fenced or an extra budget and the DfE gives academies the freedom to make their own decisions about how much of their budget to dedicate to SEN support given the needs of their students.

When planning budgets LGAT academies will take into account the additional support required for students with SEND. To support student progress and meet individual needs, academies will aim to use SEN funding as part of its resource allocation, which may include other sources of funding where appropriate e.g., EHCP top-up (element 3), Pupil Premium and Pupil Premium Plus. Where individual students require additional provision that cannot be met by this notional budget the excess should be met by top-up funding associated with the individual student from the Local Authority. In partnership with other members of the Inclusion Team, the SENDCo will advise where this is appropriate and initiate processes with students, parents and the Local Authority to secure the necessary funding.

As an inclusive academy, we ensure that students with SEND take as full a part as possible in all academy activities. We deliver practice that ensures that statutory obligations with regard to SEND are met, including the duties as outlined in the Equality Act 2010 around reasonable adjustments for protected characteristics. No student is omitted from a trip due to their specific needs. If necessary, an Individual Health & Care Plan or risk assessment will be completed to mitigate risk. We will ensure the staff are fully aware of students with special educational needs, and what those needs are. Staff will be given training and support to help them meet those needs, both in and out of the classroom.

We work hard to ensure that students are included in all aspects of academy life. We believe that all our students should be valued equally, treated with respect and be given equal opportunities at all times. Relational approaches are used to enable consistent and effective ways to help students better manage their emotions and develop their own unique toolkit to self-regulate.

Student well-being is a central part of the academy tutor programme, PSHE curriculum (Life lessons) and other personal development opportunities.

The Learning Manager, Safeguarding and Attendance Officer or members of the support team within the academy, support pupils' needs through pastoral care or specific interventions. Support agencies also offer school advice and support sessions for individual pupils through their Local Offer. Kirton Academy has a diverse cohort of children living within the boundaries of both North Lincolnshire County Council and Lincolnshire County Council. Therefore, our SEND Information Report works in conjunction with the Local Offer of both councils. A link to each Local Offer is located at the end of this document, providing you with information about support for children and young people with Special Educational Needs and Disabilities (SEND) provided within each council respectively.

Support with mental wellbeing:

The academy supports students and parents in any way it can to assist positive mental wellbeing. Please contact the academy if you have any concerns about the mental wellbeing of your child. In addition, please visit the support page in the academy planner that gives access to organisations that can help.

Kirton Academy has at least one Senior Mental Health Lead trained member of staff initiated by the Department of Education.

Students will receive further support from outside agencies as required. Our support partners include:

• School Nursing Team
• Complex Behaviour Team
• Speech and Language Therapy (SALT)
• Short Breaks
• Young Carers
• Educational Psychologist
• Hackberry (Alternative Provision)
• Tamnet (Alternative Provision)
• Children Disability Team
• Post 16 Colleges
• Physical Disability Support Team
• Children Services
• Family Support Service
• One Family Hubs
• Child and Adolescent Mental Health Service (CAMHS)
• Occupational Therapy
• Autism Spectrum Education Team (ASET, SEND Local Offer)
• Children Multi Agency Resilience and Safeguarding (MARS) Board
• Fortis Therapy
• With Me In Mind
• Sensory Education Support Team (SEST)

Who is the Academy’s special educational needs and disability coordinator (SENDCo) and what are their contact details?

The Academy’s SENDCo is Tracy Collier-Murphy, who can be contacted at the Academy on 01652 648276 or via email SEND@kirtonacademy.co.uk

What training have staff supporting special educational needs had and what is planned?

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of students with SEND.

All staff have access to relevant SEND focused internal and external training opportunities. The SENDCo is appropriately qualified and receives additional training to recognise the difference between an unmet need and poor behaviour...

What specialist services and expertise are available or accessed by the academy?

Kirton Academy invites and seeks advice and support from external agencies in the identification and assessment of, and provision for SEND. The academy continues to build strong working relationships...

• School Nursing Team
• Complex Behaviour Team
• Speech and Language Therapy (SALT)
• Short Breaks
• Young Carers
• Educational Psychologist
• Hackberry (Alternative Provision)
• Tamnet (Alternative Provision)
• Children Disability Team
• Post 16 Colleges
• Physical Disability Support Team
• Children Services
• Family Support Service
• One Family Hubs
• Child Exploitation Team
• Youth Justice Partnership
• CAMHS
• Occupational Therapy
• ASET
• MARS Board
• Fortis Therapy
• With Me In Mind
• SEST

How will equipment and facilities to support students with special educational needs be secured? How accessible is the academy?

Kirton Academy may provide the following additional resources for our students with SEND:

• Transition: Extra visits for Year 6 and mid-year transfers, plus bespoke transition plans.
• Lunch Support: Quiet lunch area available by referral.
• Homework Support: Enrichment sessions with ICT access.
• Teaching Assistants: Allocated on a needs basis, classroom and small group support.
• Educational Testing: Identifies needs, supports referrals and exam access arrangements.
• Academy Provision Spaces: Study Support for catch-up, reintegration, emotional support.
• Physical Environments: Disabled parking bay, lifts, wheelchair access, and toilets with alarms.

Assistive Technology

The academy provides access to laptops, Chromebooks, Reading Pens, or other assistive technology on a need-led basis.

Exam Access Arrangements

An identification of SEND does not result in automatic exam access arrangements. Arrangements are governed by the JCQ. More details can be found at JCQ Access Arrangements.

School Transport

Transport is arranged by the Local Authority Transport Department based on need. Contact details are available on the Local Authority Local Offer.

What are the arrangements for consulting young people with SEN and involving them in their education?

Students have the right to express their views and attend SEND reviews. Their opinions will be documented and considered, including on their SEND Support Plan.

What do I do if I have a concern or complaint about the SEND provision made by the academy?

Contact the SENDCo or Head of Year in the first instance. If unresolved, formal complaints can be made in line with the academy’s complaints procedure, available on the website.

How does the academy involve other organisations and services?

The academy maintains strong working links with external agencies and regularly invites them to meetings to review and plan SEND support. The Local Governing Body is kept informed of these collaborations.

How does the academy seek to signpost organisations and services that can provide additional support?

Kirton Academy shares relevant information about services and events via text, email, or post, and participates in the Area’s Fair Access Panel.

How will the academy prepare my child to join the school or move between phases of education?

Transition support is carefully planned for students from Year 6 to 13, including extra visits, staff training, transition meetings, and bespoke arrangements for those with EHCPs.

Prepare for adulthood and independent living:

From Year 9 onwards, independence is a key consideration to ensure the student is prepared for adulthood, as per the SEND Code of Practice (2015).

All students receive information, advice and guidance on Post-16 options and some SEND students are escorted on orientation visits to local colleges, Post 16 centres and University.

Where can I access further information?

• SEND Code of Practice 2014 - GOV.UK
• North Lincolnshire Special Educational Needs & Disability
• Lincolnshire Local Offer
• Kirton Academy Safeguarding Policy
• Behaviour Policy