Welcome to our Special Educational Needs Information Report which is part of Horizons Specialist Academy Trust’s Local Offer for pupils with Special Educational Needs (SEN).
We are required by law to produce a Special Educational Needs Report on an annual basis, Special Educational Needs (Information) Regulations Clause 65 and make it available on our website.
Horizons Specialist Academy Trust’s (HSAT) Approach to Teaching Learners with SEN
At Abbey Hill Academy and Sixth Form, Green Gates Academy, Westlands Academy, Hollis Academy and Mo Mowlam Academy we ensure that all pupils are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.
- We have effective systems and procedures in place for SEND, taking into account the current Code of Practice 2015.
- We have good communication between staff, children, young people, parents, carers and outside agencies.
- We acknowledge and draw on parents and carers knowledge and expertise in relation to their child or young person.
- We are committed to developing a knowledgeable and skilled staff to manage the challenges and range of needs in the Trust.
- We have an effective review cycle in place that allows us to monitor, review and plan for next steps.
- We ensure that the needs of all our children and young people areconsidered across all the curriculum areas.
Identifying the Special Educational Needs of a Pupil
At different times in a pupil or student’s school life they may have a special educational need. The Code of Practice 2015 defines SEN as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others the same age or,
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.”
All children and young people who attend an HSAT academy have an identified Special Educational Need. Throughout their time at an HSAT academy we monitor, review and plan their progress. If at any time their progress slows down or does not match their previous rate of progress we will review why this might be and put a plan in place to support further learning.
How we support our children and young people with Special Educational Needs
All children and young people are supported through a process of assessment, planning, doing and reviewing.
Assess – this involves taking into consideration all of the information from either the child or young person’s education health care plan together with discussions with parents or carers, the child or young person, teachers and support staff and assessments from support staff.
Plan – this stage identifies new learning needs or why we think learning is slowing down, intended outcomes and details what additional support will be provided to the child or young person.
Do – this involves ensuring the support is provided that is outlined in the plan.
Review– measuring the impact of the support provided and considering whether changes to the support need to be made, along with reviewing the education health care plan.
Any additional support or intervention will be tailored to meet the child or young person’s needs and target the area(s) identified. This support may be provided in class, in another part of the academy, on a 1:1 basis or in a small group. The support may be run by a teacher, a teaching assistant or specialist support staff i.e. educational psychologist. The support provided will be monitored closely and shared regularly with the child or young person and with their parents or carers. For a small number of children and young people their needs may require access to technology e.g. specialist ICT equipment or recording devices.
Assessing the impact of Support and Intervention
The support and interventions used will be those that are proven to make a difference to children and young people.
An assessment will take place at the beginning of the support or intervention and outcomes set. Regular reviews will take place to ensure that the support or intervention is having the intended effect. Should less progress be made than anticipated then consideration will be given to adapting or changing the support or intervention. All reviews will be recorded and involve parents and carers, children and young people, staff and any others involved.
Where concerns continue, advice and support may be sought from other specialist HSAT staff and other professionals. This might involve:
- speech and language therapy
- occupational therapy
- educational psychologist
What to do if you are not happy with the support your child or young person receives.
If you are not happy with the support your child or young person is receiving we would like to hear from you. We take such complaints very seriously.
You can do this in several ways:
- Email the Principal outlining your concerns.
- Write to the Principal outlining your concerns.
- Make an appointment to see the Principal.
We will ensure you get an acknowledgement to your email or letter within three days or a date for an appointment with the Principal. Your complaint will then be dealt with in line with the Trust's Complaints Policy.
Transition is part of life for all of our children and young people, whether this involves moving to a new class or moving to a new academy or to college. We recognise that transition is an important time for all children and young people but especially for children and young people with SEN. We work closely with parents and carers, children and young people and staff to ensure these transitions run as smoothly as possible.
Transition within the Trust takes place in the summer term and is well planned taking into account individual need. Information, along with the education health care plan is shared with the class teacher, academy or college prior to transfer. This will outline the needs and support that the child or young person requires. The child or young person will visit their new class, academy or college where practicable on several occasions and in some cases HSAT staff will accompany them e.g. further education college. There may also be the need for staff from the new academy or college to visit the child or young person at their current academy prior to their move.
Staff qualifications and training
It is an expectation of the Trust that all of our children and young people will be taught and supported by well qualified staff. We value professional development and ensure that our staff have regular access to training courses to improve their expertise.
If you wish to know more about the Trust and the Academies then do contact us through the academy emails below:
- Chief Executive: Ms Elizabeth Horne CBE
- Abbey Hill Academy - Principal: Mrs Rebecca Whelan
- Abbey Hill Academy Sixth Form - Principal: Mrs Kathryn Thompson
- Green Gates Academy - Principal: Mrs Melanie Lyons
- Westlands Academy - Principal: Mr James Newman
- Hollis Academy - Principal: Mr Karl Fenton
- Mo Mowlam Academy - Principal: Mrs Rachel Glover
- Chair of the Board of Directors: Mr Maurice Jones
How we review the SEN Information Report
The SEN Information Report is reviewed annually in the summer term. Parents, carers, pupils and students are all consulted:
- Through structured conversations with parents and carers, as well as parents' days.
- Through questionnaires and in tutor times or ICT lessons with pupils and students.
The following documents, which you might find useful, are available to download:
Links to the Stockton, Middlesbrough and Redcar & Cleveland Local Offers
- Stockton Borough Council's Local Offer
- Middlesbrough Council's Local Offer
- Redcar & Cleveland's Local Offer
The Stockton and Middlesbrough Local Offers provide information and advice on Special Educational Needs and Disability provision.