SEND Information Report
|SENDCO - Aurora Reid|
|Telephone||020 8838 8758|
How we support young people with Special Educational Needs or Disabilities
At Capital City Academy we work to ensure all students with Special Educational Needs and or disabilities receive the support they need to make exceptional progress and prepare effectively for adulthood.
We uphold high standards of achievement, provide opportunities for all to succeed and encourage in our students a set of personal values based on honesty, trust, tolerance and respect for others. We are fully committed to meeting the needs of those pupils with Special Educational Needs and Disability so far as is reasonably practicable and compatible with the provision of the efficient education of other pupils. In meeting these responsibilities, Capital City Academy has due regard to the SEND Code of Practice (January 2015) and the Disability Discrimination Act 2001.
We work collaboratively with parents/carers and students to ensure they are at the forefront of decision making regarding their/ their child’s educational needs.
Please click on the expandable sections below for further information.
How we know if a young person has Special Educational Needs
Students have special educational needs if they have a difficulty which calls for special education provision to be made for them e.g. which is in addition to or different from areas differentiated curriculum plans. Capital City Academy regards students as having a SEN/D if they:
- Have a significantly greater difficulty in learning than the majority of students of the same age; or
- Have a disability which prevents or hinders students from making use of educational facilities of a kind generally provided for students/young people of the same age in schools within the area served by the LA.
- Students must not be regarded as having a learning difficulty solely because the language or form of language of the student’s home is different from the language in which they will be taught or because they have received poor teaching which has hindered progress.
- Identified through teacher observations and assessment standardised assessments.
- Baseline and standardised assessments SATS,LASS and NGRT (literacy assessments), MIDYAS (verbal, non- verbal and quantative assessment).
- Termly data collection
- Parental / guardian concerns
- The students own observations
- External agencies (Speech and Language/Educational Psychologist/Occupational Therapy)
- Parents are kept informed at all time by letters and meetings
What we do to help young people with Special Educational Needs
Capital staff pride themselves on providing high Quality First Teaching, which includes differentiation, effective feedback and marking and ensuring that pupils’ needs are met within the classroom. Subject teachers are responsible for all the pupils they teach.
- For those pupils identified as needing additional support, a Learning Support Assistant (LSA) support may be provided in lessons.
- Withdrawal in small groups and 1-1 support for students exhibiting difficulties in literacy or who are not responding to Quality First Teaching is provided by the SEND department.
- These pupils will be expected to catch up with their peers as a result of the intervention. These interventions are timely, with clear entry and exit criteria.
- Pupils with exceptional Special Educational Needs will have on-going and targeted intervention from the SEND team.
- Provision mapping gives an overview of the additional interventions that the school provides. All the interventions are carefully selected to meet the needs of the pupils.
- The interventions are carefully monitored by the SEND team.
- Governors play an active role in strategically monitoring the quality of our Special Education Needs and Disability provision. The link SEND governor meets regularly with the SENCO throughout the year.
- Pupils’ targets are monitored and reviewed termly and Annual Review of Statements or EHCP are coordinated and convened by the SEND department.
- At Capital we have a large number of students with communication and interaction difficulties, as such we have onsite a Speech and Languages Therapist and a Speech and Languages Assistant.
- We offer a range of 1:1 and small group literacy and numeracy programmes.
- Social skills, career and life skills sessions are also provided.
- There is a large counselling and therapy service based at the Academy.
- We offer a range of extra-curricular activities, which can be found in our clubs and classes section.
- Parent English and Maths classes are also available (please contact Aurora Reid, SENDCO for more information).
How we adapt teaching for young people with Special Educational Needs
- A broad and balanced curriculum is provided at Capital.
- Teachers use IEP information and targets to differentiate for students.
- Setting and smaller groups are used where appropriate to meet students’ needs. In English and Maths additional teachers are employed to ensure smaller class sizes.
- The quality of teaching of SEND students is regularly assessed and monitored to ensure it is meeting students’ needs.
- In year 7 and for those with complex needs a highly differentiated literacy and numeracy curriculum is taught.
- Regular training is provided to support teachers and LSAs in meeting the needs of SEND students.
- Additional support is deployed in classrooms e.g. LSAs.
How we decide what resources we can give to a young person with Special Educational Needs
- When a student is identified as having special educational needs an individual education plan is devised
- The IEP informs the resources that are deployed to meet the students’ needs
- For ECHP students resources are deployed based on the aims of their Statement/ECHP and reviewed in IEP and annual review meetings
- The budget is deployed to meet the needs of the students in accordance with the provision map and evaluation of the effectiveness of interventions
How we check that a young person is making progress and how we keep parents informed
Assessment, Planning and Review
SEN/D students may be identified through teacher observations and assessment, standardised assessments (Baseline,LASS, MIDYAS, SATs, etc.) progress checklists, target setting, parental / guardian concerns or the students own observations or by external agencies. Areas of need are identified and prioritised and become the basis of the IEP.
IEPs include 3 or 4 (and no more) short realistic and measurable targets related to the area of concern and the young persons aspirations, suggested strategies to be used by teacher, support assistants, parents / guardians and student and the date the provision starts. The IEP should include information about:
- The young person's needs
- The yound person's aspirations
- The short-term targets set for or by the student
- The teaching strategies to be used
- The provision to be put in place
- When the plan is to be reviewed
IEPs are reviewed termly, with input from the student, parent / guardian, teachers, learning assistants and outside agencies. Students with a statement of Educational Needs (ECHP) are set short term targets, which have been established after consultation with the parents / guardians and the individual student and include targets identified in the statement of SEN/D. These targets will be set out in the IEP and be implemented, at least in part and as far as possible, in the normal classroom setting. The delivery of the interventions will continue to be the responsibility of the form and subject tutors. All statements will be reviewed annually with the statement review taking place in school. The parents / guardians, the student and involved professionals will be invited to consider the progress made by the student in achieving targets set and whether any amendments need to be made to the statement. Students participate in their Annual Reviews by:
- Attending their review meetings
- Offering their opinion and advice in the setting of targets
- Discussing their achievements / concerns / issues in advance of the review meeting with parents / guardians or others as appropriate.
The SENDCO, will then discuss the outcome of the CCA review and inform the LA representatives. At the Annual Review at the end of KS4 the aim should be to give clear recommendations as to the type of provision required Post 16. Student Voice Statemented students are invited to submit their views in writing as part of their annual review as well as to attend the review itself. Students contribute to the setting of their own targets and strategies.
EHCP students are invited to submit their views in writing as part of their annual review as well as to attend the review itself. Students contribute to the setting of their own targets and strategies.
Support we offer for young people's emotional, social and general wellbeing
- A comprehensive PSHE curriculum covering all aspects of SMSC with in learning advisor and assemblies
- Specialist mentors
- A counselling and psychology service based at Capital
- A variety of therapeutic services
- Health care plans produced by the school’s welfare officer
Specialist external services we use
- Educational psychologist
- Speech and Language Therapist
- Psychiatric services
- Child Adolescent Mental Health Service (CAMHS)
- Occupational therapist
- Brent Autism Outreach Services
- Teacher of the Deaf
Staff training information
- Individual teachers and teaching assistants training relevant to the needs of specific groups of pupils, e.g. Autism, Speech and Language needs, Dyslexia
- Staff training takes place on a regular basis – five whole school staff INSET and weekly staff and department meetings including department focused SEND training sessions.
- Specialist SALT training for all staff
- Induction on SEND for new staff throughout the year if needed.
- Further, INSET on the changes to the SEND Code of Practice.
- Members of the professional teams to meet with individual teachers about students they maybe assessing or working with.
- Daily LSA training
Our school environment
- An accessibility plan is in place in accordance with the 2010 Equality Act
- The school is a single site modern building with lift access
How we involve young people in their education
- Frequent discussions regarding their individual education plan
- Work reviews
- Whole academy policy regarding feedback from all students regarding their learning in every lesson (RAG123) which informs teacher planning
- Students attending IEP and annual review meetings
- Students evaluating interventions and quality of provision
- At Capital students with known SEND needs (K) achieved a progress 8 score 0.35 compared with Non- SEND who achieved 0.26
- Year 11 English SEND pupils’ attainment 8 score was comparable to Non-SEND for middle ability learners and just below for low attaining learners.
- In Year 11 Maths SEND K were in the top 10% for progress and comparable to Non- SEND middle learners and slightly above Non-SEND for lower ability.
How parents are involved in school life
Parents are encouraged to participate and engage in the life of the school. You are encouraged to discuss any concerns at the earliest opportunity. Communication with parents will consist of some of the ways listed below:
- Parents’ evenings
- Review meetings
- PSP meetings
- Annual Reviews
- Meet the Tutor evenings
- Phone calls
- Information on the school website
- Governing body
- Multi-professional meetings
Contact details for support services
A link to the local authorities offer
Please click on the following link for the local authorities offer.
How we prepare for young people joining our school and leaving our school
Open evening in the autumn term is an opportunity for SEND pupils and their parents to meet the different staff and departments in the school. Individual appointments can be made with the SENCO for a tour of the school and gather relevant information.
- Attendance at Annual review and other meetings at the primary schools by the SENCO.
- Induction programmes in the summer term.
- Extra visits by SEND pupils.
- Summer school run by Capital staff.
- Transition support from the learning mentors.
- Careers support and guidance from SEND Careers at key transition stages.
- In school careers and guidance at key transition stages.
- Staff visits to the primary feeder schools.
Looked After Children
Where a young person is looked after they will be assigned to Patrice O’Brien Bhuj who is the school’s designated professional PO'Brien@capitalcityacademy.org. Her role is to liaise with the virtual school and children’s services, hold Personal Educational Plan (PEP) and Looked After Child (LAC) reviews.
Looked after children are assigned pupil premium funding which is used to support their education.
Where students have Special Educational Needs or Disabilities this information would be shared with the SENDCo and where relevant with teachers.