All Leicestershire Local Authority (LA) maintained schools and academies have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.
The four broad ‘areas of need’ are Communication & Interaction, Cognition & Learning, Social, Emotional and Mental Health Difficulties and Sensory & Physical Needs.
What is the Local Offer?
- Local Authorities and schools are required to publish and keep under review information about services they expect to be available for children and young people with Special Educational Needs and Disabilities (SEND) aged 0-25. This is the ‘Local Offer’.
- The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
- The Local Offer is available at www.leics.gov.uk/local_Offer.
Heath Lane Academy SEN Information Report
- This utilises the LA Local Offer to meet the needs of SEND pupils, as determined by school policy, and the provision that the school is able to meet.
- If your child has Special Educational Needs, what can Heath Lane Academy offer? At Heath Lane Academy we embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs.
Frequently Asked Questions
- Heath Lane Academy strives to be fully inclusive. The academy is a mainstream secondary school with a Learning Hub on site for students aged 11-19 who have individual needs. Admissions to the Hub are determined by the Pastoral Team and SENCO/Senior HLTA.
- Students who visit the Hub are integrated into mainstream lessons, with tailored support.
- Heath Lane Academy does not refuse admission to students with Special Educational Needs within the catchment area, nor discriminate against students out of catchment area on the basis of their Special Educational Needs.
- For students with Statements of Special Educational Needs or Education Health Care Plans, the Local Education Authority determines admission having regard to parental preference and in consultation with Governing Bodies, unless this is incompatible with the efficient education of other students and there are no reasonable steps that can be taken to prevent this incompatibility.
- Initial concern about whether a student has a specific learning difficulty may arise because:
- a student expresses a concern
- a parent expresses a concern
- a classroom teacher expresses a concern
- a form tutor or student manager expresses a concern.
- Assessment is a continuing process and Heath Lane Academy uses a graduated approach of assess, plan, do and review.
- The importance of early identification, assessment and provision for any child who may have special educational needs cannot be over-emphasised. The earlier the action is taken the more responsive the child is likely to be, and the more readily intervention can occur.
- We also take into consideration:
- Information from feeder schools on transfer.
- Information from Outside Agencies
- The analysis of data including end of Key stage teacher assessment, results of reading and spelling tests during induction and subsequent exam concession testing.
- Tracking individual pupil progress over time.
- If a pupil has been identified as having special educational needs, this information will be shared with appropriate staff members.
- Teachers ensure that there is increased differentiation within the student’s normal lessons, set clear targets and monitor progress. All teachers have been provided with guidance for teaching students with different special educational needs.
- If reviews indicate that the students educational needs are of such complexity or severity that it may be necessary to carry out a formal assessment, all those involved with the student will be consulted.
- As part of our monitoring and reporting cycle we regularly PLAN, DO and REVIEW via a number of methods. Below are some of the methods currently used:
- Reading and writing tests.
- Exam concession testing and reviewing.
- Personal Education Plans.
- Education, Health and Care Plans (EHCP).
- Mentoring and one to one.
- Pupil pursuits.
- Provision for pupils with special educational needs is evaluated throughout the academic year. The progress of SEN students is tracked within the PiXL systems and also by individual teachers and their Heads of Department.
- Students have a half-termly mentoring session where they are able to discuss any concerns and where progress towards targets will be considered.
- Heads of Department are encouraged to discuss provision with the SENCO and to decide on the best utilisation of resources e.g. placement and responsibilities of Learning Support Assistants.
- The SENCO attends Governors meetings termly to feedback on SEN developments. There is also a SEND Link Governor.
- The impact of interventions such as reading interventions and withdrawals are examined by the SENCO and Senior HLTA at regular intervals.
- The effectiveness of a provision is measured in the progress that individuals and groups of students make over time. The Academy is required to measure progress in line with national standards as well as using 4Matrix and PiXL strategies.
- All statements and EHC plans are reviewed on an annual basis. Reviews are carried out in line with statutory guidance.
- Advice is provided by the academy, external agencies, the student and the parent/carer. Documentation is shared in advance, and meetings held at mutually agreed times. Summary advice is sent to the LEA, the parent/carer and the academy. Students are always encouraged to participate in their meeting.
- Progress of other students with SEN support needs is monitored half termly in line with school assessment procedures. Internal tracking systems are used to highlight progress of individuals as well as identified groups.
- Progress data is shared with parents regularly during the year, in written format as well as in face to face meetings.
- The SENCO is available to discuss individual students at any point, usually by appointment, to ensure privacy and confidentiality.
- Individual progress is measured by the levels of progress attained over time. The academy is required to measure progress using nationally agreed standards and criteria, as well as progress in individual social, emotional or behavioural targets. If students are not achieving their expected targets the level of intervention and support will be reviewed and revised as necessary