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SEN Information Report 2016 -2017
Special Educational Needs (SEN) Information Report for the Harris Academy Rainham 2016- 2017
Part of the Havering Local Offer for Learners with SEND
Welcome to our SEN information report, which is part of the Havering Local Offer for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually.
At the Harris Academy Rainham, we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:
Name of SEN Governor: Mrs Julie Seagrott
Name of SENCO: Mrs Anne Walcott
Name of Head teacher: Mr Gareth Stananought
Our Approach to Teaching Learners with SEN
At the Harris Academy Rainham, we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all learners and actively monitor teaching and learning in the school.
Our school improvement plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff.
We aim to create a learning environment, which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and staff continually assess our students ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in mentoring and tuition.
At the Harris Academy Rainham, we value learning for all.
How we identify SEN
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEN as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age: or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended many different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At the Harris Academy Rainham we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for September 2016 shows that we have 119 children identified as having SEN, and 16 of those have an Education Health and Care Plan.
Of the children identified as having SEN, 76%of children are identified as having SEN linked to Cognition and Learning, 15 % linked to Communication and Interaction and 8 % linked to Physical and Sensory.
Assessing SEN at the Harris Academy Rainham
Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At the Harris Academy Rainham we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning.
For some learners we may want to seek advice from specialist teams. In our school, we have access to various specialist services. We have access to services universally provided by the London Borough of Havering, which are described on the Local Offer website www.havering.gov.uk/directory.
We also employ six full time equivalent Teaching Assistants who deliver the interventions in the provision map as co-ordinated by our SENCO. All of our teaching assistants have taken on further training and regularly update their skills by attending training courses e.g. the 5P Approach and Autism awareness. All teaching assistants have attained the NVQ level 3 qualification.
What we do to Support Learners with SEN at the Harris Academy Rainham
Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at the Harris Academy are proud of our Teachers and their development.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
- Practical equipment
- Writing frames, knowledge organisers
- Laptops or other alternative recording devices
- Peer mentoring systems
- Positive behaviour rewards system
Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at the Harris Academy to support learners with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.
Funding for SEN
The first 12 hours of support are funded from the school’s own budget. The Harris Academy Rainham receives high needs funding from the Local Authority to support the needs of learners with SEN.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within the Harris Academy Rainham. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.
Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors.
Other Opportunities for Learning
All learners should have the same opportunity to access extra-curricular activities. At the Harris Academy Rainham 2016 -2017 we are offering a range of additional clubs and activities. These can be found on our extended school web page.
All staff at the Harris Academy Rainham have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’
The Equality Act 210 definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”
Section 1(1) Disability Discrimination Act 1995
This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.
Preparing for the next step
Transition is a part of life for all learners. This can be transition on to another school, training provider or moving into employment. The Harris Academy Rainham is committed to working in partnership with children, families and other providers to ensure positive transitions occur.
Planning for transition is a part of our provision for all learners with SEN.
The Senco will liaise with feeder primary schools during the summer term of year 6 in order to ensure a smooth transition for students beginning their secondary Education. The Senco will attend Person Centered Reviews in order for an action plan to be drawn up with all parties having a say about what should be included.
Transition to college will be discussed in the autumn term of year 11, to ensure time for planning and preparation.
Have your say
The Harris Academy Rainham is our community school. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN. If you would like to make a complaint about some aspect of your child’s Educational provision, please contact the Head teacher or a member of the governing body in the first instance.
The Local Offer
The local offer gives children and young people with special educational needs or disabilities, and their families, information about what services are available for them in their local area.
If you have any comments or suggestions about the Havering Local offer please email: email@example.com or call the Havering Early Education Inclusion team on 01708 43178 or for more information, visit www.havering.gov.uk/directory