Our SEND policy and information report aims to:
John Cabot Academy will endeavour to achieve the best possible outcomes for all young people (including those who are deemed to be vulnerable) and will maximise their opportunities for inclusion and promote equality of opportunity for all.
John Cabot Academy is a truly inclusive environment for all young people regardless of their ability, disability, social or economic status. We are committed to supporting students who have difficulty engaging fully in academy life through disaffection, challenging behaviour, or poor attendance. We prioritise the importance of inclusion for all and ensure these values are integral to our Academy culture and ethos. Providing a safe and supportive learning environment whereby students can thrive, grow, and flourish to their full potential in a learning environment that empowers all students be able to actively participate in all activities by removing barriers to learning students so that may students can succeed to their highest level of personal achievement.
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice (DfE, 2015) and the following legislation:
A student has SEND if they have a long term/ substantive learning difficulty or disability which calls for special educational provision to be made for them if they have:
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other students of the same age within a mainstream school.
The SENCO at John Cabot Academy is Alex Lynett. The SENCO will:
The SEND Academy Councillor is Oonagh Walsh The SEND Academy Councillor will:
The Principal is Kate Willis.
The Principal will:
Each class teacher is responsible for:
The Academy uses and stores data related to student’s SEND needs. All data use is in line with CLF Data Protection Policy.
This policy and information report will be reviewed by Alex Lynett (SENCO) every year. It will also be updated if any changes to the information are made during the year. It will be approved by the Academy Council.
This policy links to our policies on:
Our Academy currently provides additional and/or different provision for a range of needs, including:
We will assess each student’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all students and identify those whose progress:
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a student is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student, their parents, or carers. We will use this to determine the support that is needed and whether we can provide support by adapting our core offer, or whether something different or additional is needed.
For some students we may involve outside professionals for further assessment or advice, such an Educational Psychologist or health services such as the Primary Mental Health Specialist from the Child and Adolescent Mental Health Service (CAMHS) or refer to the Community Paediatrician. We ensure that we work closely with parents/carers and work in partnership at each stage of this process.
We will have an early discussion with the student and their parents/carers when identifying whether they need special educational provision. These conversations will make sure that:
We will formally notify parents/carers when it is decided that a student will receive SEND support.
All SEND Support and EHCP students will have a dedicated keyworker either from the Pastoral Team or SEN Team, who is responsible for writing and updating the Pupil Profile, which is then shared with all teachers. Parents/carers are invited to review the provision and progress for their young person as well as the Pupil Profile and are encouraged to contact and meet with the keyworker if they have concerns or questions at any point, they feel necessary.
We follow a graduated approach to support which is a four-part cycle of assess, plan, do, review. The Pastoral team / Head of Key Stage will work with the SENCO to carry out a clear analysis of the student’s needs. This will draw on:
All staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any strategies or approaches that are required. We regularly review the effectiveness of the support and interventions and their impact on the student’s progress.
Students with Education Health and Care Plans will already be known to the Academy as the Local Authority will have consulted the Academy about the placement.
In addition to the Academy’s transition programme for all students, the SENCO meets with the primary schools to ensure that all transition needs are met. Any vulnerable learners highlighted by primary schools will be offered an enhanced transition package, which will include may include the SENCO visiting to the Primary school to meet with key workers, additional visits to JCA, additional induction mornings or afternoons.
We recognise that there are students who find transition tricky, and we recognise that parental/carer involvement is essential so encourage input at all points in this process.
John Cabot Academy has a 2-year KS4 teaching curriculum.
Parents in Year 9 are invited to the options evening to discuss curriculum choices for Years 10 and 11. For students with SEND the SENCO will be available for additional guidance along with members of the Senior Leadership Team.
Throughout Years 7-11 students take part in a PSHE programme which includes personal, social and health education as well as careers education.
Students are introduced to a range of career options and access to career events and fairs held within the Academy.
In preparation for Post-16 transition, each student meets with the Academy’s Careers Advisor to plan out their options. For students with additional needs these meetings can be supported by key workers and /or parents.
For students with EHCPs, the SENCO and Learning Support Team work closely with the Local Authority, parents/careers to plan out the student’s transition to another setting.
Where appropriate visits to post-16 provisions can be supported with the SENCo, Local Authority, student parents/carers to plan the transition. The Academy will also offer advice and guidance following the transition process.
Teachers are responsible and accountable for the progress and development of all the students in their class.
High quality teaching is the first step in responding to students who have SEND. This will be differentiated for individual students. Our aim is to develop the independence and resilience of all learners including those with additional needs.
We will also provide the following interventions:
We make the following adaptations to ensure all students’ needs are met:
We have a small number of teaching assistants who are trained to deliver interventions such as:
Interventions are delivered in small groups or 1:1 depending on the need of the student. Alongside this some students and classes may have access to additional adult support to access the curriculum.
We work with the following agencies to provide support for students with SEND:
Our SENCO has over 25 years’ experience as a teacher and has successfully completed the National Award for Special Educational Needs Coordination.
We have a small number of teaching assistants who are trained in:
We also have a school counsellor and school nurse who work in providing support for students.
Access to facilities and equipment for students with SEND is outlined in the Academy’s Accessibility Policy.
The Academy works closely with the Local Authority and Health Care Services to ensure students have appropriate support and access to equipment and facilities.
We evaluate the effectiveness of provision for students with SEND by:
All extra-curricular activities and visits are available to students, including after-school clubs.
Students are encouraged to attend residential trip(s) which are organised by the Academy and adjustments will be made to encourage them to do so.
All students are encouraged to take active part in sports day/school plays/special workshops, etc. No student is ever excluded from taking part in these activities because of their SEND or disability.
We provide support for students to improve their emotional and social development in the following ways:
We have a zero-tolerance approach to bullying. Our aim is to provide a safe environment in which students can thrive, flourish and grown as empowered individuals.
Bullying and harassment is behaviour that makes someone feel intimidated or offended. Harassment is unlawful under the Equality Act 2010. Our ethos at John Cabot Academy is aimed at reducing the incidence and impact of bullying of all individuals including those with SEND and embrace and promote neurodiversity (See Anti-bullying policy).
Inclusion and difference are celebrated through assemblies, tutor times and dedicated PSHE sessions, as well as raising awareness through national awareness events. For example: Mental Health; Dyslexia; Neurodiversity; and Autism Awareness Week.
In our academy, staff have knowledge and experience of supporting students with a wide range of Special Educational Needs and Disabilities.
We also work with external services which include:
Complaints about SEND provision in the Academy should be made initially to the person responsible for example the class teacher, tutor, Pastoral Team, or SENCO in the first instance.
If you are not satisfied that your concerns have been addressed, then please refer to the complaints policy.
The parents/carers of students with disabilities have the right to make disability discrimination claims to the first tier SEND tribunal if they believe that the Academy has discriminated against their young person. They can make a claim about alleged discrimination regarding:
Alex Lynett SENCO – JCAinfo@clf.uk
Kate Willis Principal -JCAinfo@clf.uk
Findability is a website full of information for students with special educational needs and disabilities (from birth to 25 years) and their families.
Both South Gloucestershire and Bristol Local Authorities have their own Local offers, which offer support with:
https://www.southglos.gov.uk/health-and-social-care/care-and-support-children-families/local-offer/
Bristol:
https://www.bristol.gov.uk/web/bristol-local-offer
If your concern is with the local authority, then please contact the school or the following:
There are also websites that offer support which are run by national charities. Examples are:
