SEN Information Report
At The Halifax Academy we truly believe every child does matter. As a result of this, learning is differentiated to suit the needs of each individual student:
- Communication and Interaction Difficulties - all students with speech, language and communication difficulties are highlighted on the SEN/AEN register which is circulated to staff each term. Communication is embedded within the school ethos and as such, all students are encouraged to improve and progress in this area. Opportunities to improve communication skills are presented in all lessons. Communication is also one of the House values and as such, all three houses look at communication within the wider world. Specialist services are consulted regularly to provide advice and guidance. They are also invited into school to work with individuals or groups of pupils.
- Cognition and Learning Difficulties - all students are supported to make progress. We use a variety of different assessment methods to regularly track progress including exam based assessments, extended writing and oral assessments. Students with cognition and learning difficulties are assessed in Year 11 and access arrangements for external exams are put in place as required. Successes are celebrated with students regularly. All lessons are differentiated; the use of Special Educational Needs Plans and Passports to Progress inform Quality First Teaching. Accelerator groups are taught by specialist Primary and SEN teachers.
- Social, Mental and Emotional Health Difficulties - The Halifax Academy has a dedicated Education Welfare Officer to support students and their families. The SENCo works closely with the Pastoral Team to ensure all students receive the support they need. This includes one to one mentoring, group mentoring and support from house tutors. The needs of students are communicated to relevant staff and support from specialist services is readily available for students, staff and families.
- Sensory and Physical Difficulties - The Halifax Academy is in close liaison with several different specialist teams who support students in their learning. ICT equipment is made available to students to aid learning; both staff and students receive training regarding specialist equipment. All lessons are differentiated; the use of Special Educational Needs Plans and Additional Educational Needs Plans inform Quality First Teaching. Independence is encouraged both at home and school.
Questions about Provision and Support for Students with SEN
|How do we help a child with PHYSICAL NEEDS?|| • Entire site is fully accessible - fully compliant with the Disability Discrimination Act.
• Disabled toilets in all areas of the school with adaptations to facilitate independent toileting.
• Showering facilities.
• Access to a range of ICT equipment and writing apparatus.
• Use of differentiated sports equipment in PE (sports wheelchairs).
• Variable height tables and chairs available.
• Team of staff trained in moving and handling.
• EVAC Chairs on site in case of emergency.
• Personal Emergency Evacuation Plans in place.
|How do we help a child with SENSORY IMPAIRMENT?|| • Close liaison with Visual Impairment Service.
• Close liaison with Hearing Impairment Team.
• Imperio installed in all Secondary Phase ICT classrooms.
• ICT equipment available for individual student use as required.
• Level 2 BSL Communicator within Secondary Phase.
• SENCo trained to BSL Level 1.
• BSL classes available for all students.
|How do we help a child with SOCIAL AND EMOTIONAL DIFFICULTIES?|| • Education Welfare Officer - full time.
• Home School Liaison Officer - full time.
• Staff ASD aware.
• Close liaison with ASD Team.
• Speech and Language Therapists - close liaison regarding ASD and SLCN.
• Inclusion mentoring scheme.
|How do we help a child who needs support with LITERACY?|| • Accelerated Reader - KS3.
• Fresh Start and Lexia schemes in use with Secondary Phase students whose reading age falls below 8 years.
• Accelerated Learning groups for Secondary Phase students working significantly below nationally agreed standards.
• PIVAT assessments used in reading, writing, speaking and listening for students working below baseline measures.
• Literacy lessons delivered throughout KS3.
• Reading, writing, communication and numeracy is a whole school focus.
• Basic literacy skills embedded in all lessons throughout Primary, KS3 and KS4.
• Literacy activities undertaken during tutor time.
|How do we help a child who needs support with NUMERACY?|| • Use of appropriate ICT resources, including Education City and MyMaths.
• Reading, writing, communication and numeracy is a whole school focus.
• Accelerated Learning groups for Secondary Phase students working below significantly below nationally agreed standards.
• PIVAT assessments used to assess skills in Numeracy for students working below baseline measures.
• Numeracy activities undertaken during tutor time.
|How do we support a child who has MEDICAL NEEDS?|| • Individual care plans created by SENCo, first aid staff and parents/carers.
• Team of first aiders.
• Frequent communication with student and those with parental responsibility.
• Support from school nursing team.
|Which SPECIALIST SERVICES do we access beyond the school?||We have regular contact with the following services who provide support and advice:
• ASD Service
• Hearing Impairment Team
• Visual Impairment Team
• Speech and Language Therapy
• Educational Psychologists
• Children and Adolescent Mental Health Service
• School Nursing Team
• Behaviour and Attendance
• Occupational Therapy
• Specialist Inclusion Service
|How will we include all students in EXTRA CURRICULAR ACTIVITIES?|| • Children with SEN are supported by Teaching Assistants and the SENCo during extra-curricular activities.
• Extra staff are deployed for trips to meet stringent requirements of our risk assessment.
• Parents and carers are consulted by SENCo prior to trips.
• Inclusive sports package offered including wheelchair rugby and goalball.
|How do we prepare students for TRANSITION?|| • Home Visits for pupils joining Early Years Foundation Stage.
• Visits with parents/carers and/or school staff to Post-16 providers.
• Connexions advisor on site two days per week.
• Close liaison with both feeder primary schools and post-16 providers to ensure good communication of information.
• Extended period of transition.
• Visits to feeder primaries by SENCo and Transition Manager.
Student voice is important to us as the student is at the centre of everything we do. Students are invited to all review meetings to express their thoughts and feelings. The voice of the child is integral when personalising curriculum and support. Student voice interviews and questionnaires take place termly and all students are involved in the development and writing of their Passport to Progress. The SENCO regularly meets with students in groups and 1:1 and is available for all students to talk to throughout the school day.
We welcome and encourage all parents and carers to participate in their child’s educational progress from the outset. Form tutors and teaching staff are available for subject specific concerns regarding progress. Planners can also be used to pass messages on to staff. The SEN mobile can be used to request a call back from the SENCO at a time to suit parents/carers.
There are several events throughout the year which can also be used to communicate views and express concerns. The SENCO will be present at each Parents Evenings, Open Evenings and Transition Events to discuss individual students. Where a student has an Education, Health and Care Plan, the SENCO is in constant contact with parents/carers to support both the student and family. Reviews for all students with an Education, Health and Care Plan take place annually.
Any changes made to student SEN status will be in consultation with students and parents/carers. Students are aware of the SENCo and their role within school. All pupils are encouraged to speak to the SENCo regarding any issues or worries they may have. The SENCo can be contacted at the school:
Special Educational Needs Co-ordinator
The Halifax Academy
SEN Mobile: 07501 532614
Identifying and Reviewing SEN/AEN
The whole school has a responsibility for the identification and review of students’ needs in line with the guidance the SEN Code of Practice 2014. Teachers will use the SEN referral form to pass on any students they have identified as requiring more support and intervention. The school employs the use of the Graduated Approach to identify and support students and their families. Students who are identified as having SEN are recorded on the Whole School SEN Register. Education, Health and Care Plans and Special Educational Needs Plans will be used as appropriate to monitor and review progress for those on the Whole School SEN Register.
SEN students at The Halifax Academy are involved in an extended transition period. The SENCO works closely with feeder primary schools to prepare students and their families for the transition to The Halifax Academy. A transition plan is formulated for each individual student dependant on their needs. We also take our commitment to prepare students for life at Post-16 and beyond seriously and are driven by the ‘Every Child Matters’ agenda. Students are encouraged to engage with the local community and the Connexions Advisor to plan for their future. All targets and predicted outcomes are based on the five outcomes from the ECM agenda:
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
Inclusive Teaching at The Halifax Academy
The Halifax Academy has developed the curriculum so it enables learners to maximise progress. Accelerator groups use Primary curriculums and resources to ensure all students are provided with the opportunity to improve Literacy, Communication and Numeracy skills. These skills are the basis of all lessons at The Halifax Academy. All staff differentiate lessons effectively according to the needs of the students. Special Educational Needs Plans are used to inform planning. Students are supported to participate in all aspects of school including extra-curricular activities. ICT equipment is used to support students with additional needs.
Students with SEND who are Looked After
The Academy understands that many Looked After Children and those formerly Looked After (e.g. Adopted from Care or subject to a Special Guardianship Order) often have the most complex Special Educational Needs and that they are often the most vulnerable students in the Academy. As such, the Academy works in close partnership with carers/guardians and agencies, such as Social Care, to ensure that the educational needs of such students are met as far as possible and makes its best efforts to ensure that necessary provision is available.
All staff at The Halifax Academy take an active part in their development. This is supported with both a CPD and coaching programme. Specialist services are used to facilitate staff training during different times of the year.
Evaluating the success of provision for students with SEN
The following will be evaluated regularly:
- Progress against SEN priorities in the School Improvement Plan.
- Outcomes of provision made through review of students targets and tracking.
- Analysis of how and where the Inclusion Budget is being used to provide for students on the Whole School SEN Register.
Emotional and Social Development
All students at The Halifax Academy are involved in the House System. House teams provide pastoral support to pupils. The Behaviour for Learning Policy allows explicit teaching of positive behaviour for learning through a SEAL approach. This is embedded across school in all lessons. Elements of the ‘Social and Emotional Aspects of Learning’ curriculum are delivered through tutor time. All students are aware of their rights and responsibilities within The Halifax Academy.
The Halifax Academy operates a zero tolerance to bullying policy. Please refer to the Behaviour Policy for more information.
External Agency Involvement
The Halifax Academy has close liaison with local authority support services, health and social care bodies and voluntary sector organisations. External agencies work with the school to offer advice and guidance to students, families and school staff.
The Halifax Academy has regular contact with the following services who provide support and advice:
- ASD Service
- Hearing Impairment Team
- Visual Impairment Team
- Speech and Language Therapy
- Educational Psychologists
- Children and Adolescent Mental Health Service
- School Nursing Team
- Behaviour and Attendance
- Occupational Therapy
- Specialist Inclusion Service
What to do if you have a concern or complaint
If you have any questions/concerns relating to provision for students with SEN or the Academy’s contribution to the Local Offer you should contact the Academy SENCO – Mrs Hayley Hopper on 01422 301080 or firstname.lastname@example.org in the first instance. The Academy complies with recommendations from the Department for Education and government legislation (Section 29 of the Education Act 2002).
It is the school’s aim to remove barriers to learning for all students in its care through improving outcomes, raising achievement and enabling participation in the full life of the school. Please refer to the local offer for more information regarding the support available at The Halifax Academy.
If you have any queries, please do not hesitate to contact the SENCo:
Special Educational Needs Co-ordinator
The Halifax Academy
Academy SEN Governor Contact: Dr Phil Shepherd
Link to Calderdale Local Offer:
To view the SEND Policy, please follow this link: SEND Policy
To view our Accessibility Plan, please follow this link: Accessibility Plan