Special Educational Needs Provision

The kinds of SEN for which Provision is made at Rye Hills Academy

Rye Hills Academy is a mainstream provision and we support students with a range of learning difficulties, such as specific learning difficulties, mild and moderate learning difficulties. We also support students with social and emotional difficulties such as attention deficit hyperactivity disorder (ADHD) or autistic spectrum conditions. We view our Academy as inclusive and supportive of students with special educational needs and believe that we have a responsibly and commitment to ensure that all students regardless of individual needs fulfil their full potential. We are keen to work with students and families to personalise the most effective plan of support for individuals.

Rye Hills Academy’s arrangements for identifying, assessing and making provision for pupils with SEN

The Academy identifies, assesses and supports children with SEND, through the Quality First Teaching and the graduated approach detailed in the SEN Code of Practice i.e. “assess, plan, do and review.” Our Special Educational Needs Co-ordinator (SENCO), Mrs Watson is also in charge of primary transition. Together with supporting documentation and advice from Specialist Services, and high quality information from primary schools, a decision is made as to whether the child needs to be placed on the Academy’s register of special educational needs. Close monitoring of all students by teachers and pastoral teams often highlights vulnerable students or those struggling to make progress. If follow up interventions prove unsuccessful, students are referred to the specialists for assessment and advice, after which, a student may be assigned to the SEND register.

Available provisions include:

  • Educational Psychologist – for students already with an EHC Plan in place
  • Specialist Teaching – Learning
  • Specialist Teaching Service – Autism
  • CAMHS
  • CREST
  • EVA
  • School Nurse
  • Social Services
  • Early Help
  • Junction
  • The Link

For some students additional resources may be required. We are committed towards removing barriers to learning and are happy to discuss any specialist equipment that may be required. We currently have several students supported by aids such writing slopes, specialised writing equipment and reading overlays.

Quality First Teaching

The first step towards supporting students with SEND is ‘quality first teaching’ in the classroom.  Rye Hills Academy is committed to the SEND Code of Practice, that ‘all teachers are teachers of SEND’. Our SEND register summarises each student’s needs, normal way of working and specialist agency involvement. Students on the SEND register with an Education, Health and Care Plan (EHCP) and SEN Support Plan will also have a one page profile. The profile informs staff of the individual’s needs, provisions, outcomes and strategies for promoting positive relationships. We believe that the inclusion of our SEND students’ opinions is important and so students are asked to contribute towards their plans.

Additional Support

The Academy also has the following provisions in place to support students who require additional support:

  • ‘Nurture’ classes in years 8, 9 and 10 (currently). This is a smaller class of 10-12 students with a Teaching Assistant assigned to the group. Students in this class generally have EHCPs and are working academically 2-3 years below their peers and / or have significant SEND needs which require additional support. The provision of places in the Nurture classes is based on individual needs. In line with the new SEND Code of Practice (assess, plan, do, review), this is then reviewed half termly using the Academy’s ‘Data Capture Assessment Points’.
  • Small group intervention programmes led by a teaching assistant: catch-up™ literacy, catch-up™ numeracy, phonics and reading comprehension. Students are identified using Lucid Exact™ testing and / or Specialist Teaching Assessments. Students complete the programme for 7-8 weeks, where their progress is reviewed and next steps planned.
  • Break and lunch club for ASD students. The Academy understands that for some students with Autism, the social aspect of school can be very challenging. The Academy has a classroom (1M1) which is staffed by teaching assistants and / or the SENCO. This provides students a safe space to interact and develop their social communication skills with others.
  • Enhanced pastoral support for students with SEND. The Academy has a small mixed age SEND form which is led by Mrs Allinson (Lead TA for Autism). Students in this tutor group have a range of needs and tutor activities are personalised for each student. To support students with the pressure of GCSE exams, the Academy has two small Year 10 and Year 11 SEND form groups who whilst following the KS4 tutorial programme are supported with additional pastoral and academic intervention.
  • A teaching assistant with responsibility for supporting students with visual and hearing impairments. For example, ensuring that aids are being worn and used correctly, training and support for staff on using axillary aids and liaison with Visual and Hearing Impairment services.

Aspirations for Students and How Progress will be monitored

All SEND students undergo baseline assessments in subject areas. Students complete both formative and summative assessment throughout the year in their subject areas and their progress is reported and monitored at four ‘Data Capture Assessment Points’. Twice a year, identified students complete a comprehensive literacy assessment using Lucid Exact™. This student data is then analysed by the Academy’s SENCO and Assistant Vice Principal for Data and Standards. Each half term, an ‘Inclusion Team’ meeting with Senior Leaders is held and the data is then analysed, discussed and interventions are put in place where appropriate.

Communication with parents

The Academy issues three SEND newsletters a year (Christmas, Easter and Summer) to parents of children in our Nurture provision and / or with an EHCP. The newsletter details student work, achievement and celebrates success. We also ask parents to complete an end of year survey about how their child has been supported in the Academy and use the information collected to improve provision. During the course of the year, the SENCO invites parents to a drop-in coffee morning (by year group) and is in attendance at all parents’ evenings. More importantly, we operate an ‘open door’ policy and are happy to speak to parents and carers informally about concerns. Both the SENCO and Lead TA for Autism regularly communicate with parents at request by email or telephone.

Supporting SEND students with transition to and from the Academy

Rye Hills Academy operates an Early Transition programme where Year 6 students who have chosen the Academy spend the last 2 weeks of Year 6 at the Academy following their Year 7 timetable. Students with SEND are invited to attend an Early Transition Meeting in March so that they meet key staff and understand the transition process. Detailed information regarding the achievement, strengths, talents and any barriers to learning are discussed with primary colleagues and the information is used to identify the needs of individuals. Parents and / or students are welcome to visit the Academy as many times as they wish prior to transition by arrangement.

Students moving onto college are supported by the Routes to Employment service. Students have individual interviews with Routes to Employment who identify strengths and interests and highlight possible pathways. We track their applications to ensure appropriate outcomes. Students are supported in making their applications by the Routes to Employment service and by the Academy and students are accompanied to Open Days and taster sessions, so that they are enabled to make informed choices. Colleges and employers also address students in assemblies and small group presentations to make students aware of the opportunities.  

Support for Improving the Emotional and Social Development of Pupils with SEND

Rye Hills Academy is committed to the development of the social, moral, spiritual and cultural (SMSC) knowledge and values of students. The SENCO regularly leads assemblies to raise awareness of SEND and promote inclusivity within the Academy. Teachers are encouraged to use every opportunity in lesson time to help develop SMSC values. Furthermore, with their tutor groups, students take part in SMSC themed tutorials and activities. For those students in the Nurture Groups, there are regular opportunities to develop SMSC during their student support lessons. Outside the classroom, students have the opportunity to attend activities clubs during lunchtimes. Furthermore, students are well supported by the Academy’s pastoral system. We use outside agencies such to support SEND students facing specific issues.

Contacts:

Mrs Victoria Watson

Director of SEND and Transition

01642 484269

v.watson@ryehills.rac.sch.uk

Mrs Emma Allinson

Lead TA for Autism

01642 484269

e.allinson@ryehills.rac.sch.uk


Redcar & Cleveland Parent Carer Event 2018