Our Academy Vision is “Living Well Together in Dignity, Faith and Hope”. We aspire to take dignified decisions and afford dignity to all members of our community, regardless of background or circumstance. Our position as a Voluntary Aided Church Academy means that the Christian faith has a central role in all of our actions and decisions. We strive for excellence in all that we do, enabling our students to transform their lives and to hope for happy and successful futures.
At All Saints Academy, our vision is that we “Live Well Together in Dignity, Faith and Hope”. Our goal is to maximize the educational opportunities of all students within our community, in a stimulating and caring environment. We are determined to meet the educational needs of all our students. Our Academy aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind. We focus on the well-being and progress of every child and where all members of our community are of equal worth.
Our SEND provision is closely linked to our values and particularly those of respect, trust, wisdom, resilience, determination, courage and happiness.
We cater for difficulties across the four categories identified in the Draft Guidance on SEND 5-16: A Graduated Approach Central Bedfordshire.
Some students will have a greater difficulty in learning than other children of the same age. Some may have disabilities, which prevent or hinder them making the use of the facilities provided for our students. We will give these students individual consideration and make special provision for them, working in partnership with others as necessary. Our intention is that the needs of all students are identified and met as soon as possible.
All students whether they have special educational needs or not, must have an equal opportunity to participate in the full curriculum of the academy and all activities. Students with special educational needs will be encouraged to become independent and take responsibility within the academy. Everyone in the academy community – governors, staff, students and parents – have a positive and active part to play in achieving this aim. For further information please see our SEND provision policy.
Concerns and questions regarding Special Educational Need and Disability should be directed to:
Linda Craig: SEND Administrator: 01582 619700 firstname.lastname@example.org
Lisa West: 01582 619700 Curriculum Leader Student Support email@example.com
Kate Searle: SENDCo 01582 619700 firstname.lastname@example.org
Alison Spicer: 01582 619700 Associate Assistant Principal & Inclusion Manager email@example.com
Identifying Children’s Additional Needs
Pupils with SEND are identified through a number of ways including: information from prior schools, robust transition practices, reading and spelling ages as well as undertaking NFER CATs testing and using other prior data upon entry, specialised individual assessments, scrutinising progress at 6 assessment points through the year, referrals from school staff, concerns raised by parents and self-referral by students.
Provision currently offered:
Agencies providing support:
Involving students and parent/carers in planning support:
Parent/carers can contact the child’s form tutor at any time should they be worried about their child and they will be kept informed of the assessments conducted to identify a need. If necessary a meeting will be arranged with Academy staff, parent/carer and young person to discuss the support needed and make plans. These plans would then be reviewed throughout the year. Further assessment may involve specialists such as the Academy’s Educational Psychologist. Parents will be informed by letter if their child has been added to the Academy SEND register and informed of the reasons why. Parents will then be contacted to make arrangements to review the provision. This will either be done over the phone or by a meeting.
Measuring Student Progress
Academic progress is recorded six times a year in October, December, January, March, May and July and information is sent home. We also measure progress by considering a student’s individual needs and learning targets and these are assessed through discussions between the Academy SEND team and staff supporting the student.
Training of Academy Staff:
The training needs of all staff are identified and implemented via the Academy Action Plan. The Academy SENDCo and Curriculum Leader for Student Support are working towards has the required National Award and can deliver training or call on the assistance of specialist providers as necessary (e.g. Hearing Impairment Team, Educational Psychologist). Our Student Support Workers attend more specific training around particular Special Educational Needs including autism, PDA, and how to support the needs of students with Dyslexia.
Accessibility of the Academy:
We have an accessibility policy that ensures the needs of all Students with SEND are catered for.
We have a lift enabling access to the first and second floors of our building. The surfaces in our building are flat with no steps and the corridors are wide enabling room for people to move around comfortably.
Follow this link for the full academy accessibility Policy – Accessibility Plan Policy
Teaching staff are made aware of students learning needs via the Support for learning directory and plan lessons to ensure all are included and make progress in line with identified needs. The Inclusion room and ‘Bungalow’ are used to provide students with particular difficulties opportunities to explore the barriers to their learning and are supported to re-engage without causing disruption to the learning of others.
Starting or changing school/academy
We start preparing for students due to transfer to All Saints Academy in the summer term and contact the schools that students are transferring from to arrange meetings. From here students with SENd are identified and parents are also invited to step forward to meet the team at transition evenings in the summer term. Some students are invited to attend an additional transition workshop and some parents are invited to a meeting before the end of the summer term to ensure robust plans are in place.
On 1 September 2014 a new Code of Practice for children and young people with special educational needs and disability (SEND) was published.
The new code of Practice introduced Education Health and Care Plans which replaced the old Statements of SEND. An EHCP sets out a child or young person’s educational, health and social care needs in one plan.
You can get more information about the support and services that are available locally by visiting the Local Authority’s ‘Local Offer’ which is a dedicated section of the Central Bedfordshire website that provides lots of information for children and young people with special educational needs and/or disabilities, and their families. It can be found at: www.centralbedfordshire.gov.uk/localoffer
Independent Support is available to you and your child via the Central Bedfordshire SEND Parent & Young Person Partnership Service.