Paignton Community and Sports Academy aims to provide the most appropriate provision for any pupil who has special educational needs or disabilities and ensure that, where there is evidence that the pupil has significant needs, those needs will be made known to all who are likely to teach him or her.
The Academy seeks:
- To help each pupil develop his/her potential to the full;
- To ensure that each pupil leaves school with the core skills of literacy, numeracy and social independence, which they will need in adult life;
- To help each pupil to learn to appreciate and value their own strengths;
- To enable pupils to have the skills to take their place in society.
“Our whole philosophy is built around flexibility of support and doing our utmost to create the best environment and facilities for students to be happy and successful. If it is possible – we will try it and if it seems impossible we will look for a way to try to make it happen.”
Our Academy has a well-established Learning Support Faculty, with over 30 experienced staff specially trained to meet the varied and changing needs of all pupils.
A wide range of provisions are available for any pupil who has Special Educational Needs and/or Disabilities (SEND). Where there is evidence that the pupil has learning or emotional difficulties we will support these pupils under the SEN Support category as described by the SEND Code of Practice 2015. Pupils with an Education, Health and Care Plan (EHCP) will be supported to meet those specific objectives.
Paignton Community and Sports Academy is an inclusive school and all pupils on role will have access to all on site provisions if required. The Academy SEND Policy adheres to the Equalities Act 2010 and the SEND Code of Practice legislation introduced as part of The Children’s and Families Act 2014, we welcome all pupils regardless of their special educational needs or disabilities.
The Academy has worked closely with Torbay Local Authority in the construction of the “Local Offer” provided by Torbay. The Local Offer documents all Special Educational providers and provisions available in the Torbay area and beyond as a means of informing parents and young people of the choices available to meet their individual needs. Paignton Community and Sports Academy has posted its contribution to the Local Offer on the Torbay Local Offer website fis.torbay.gov.uk.
Paignton Community & Sports Academy – Local Offer
|1. What special education provision is available at our setting?
What do we do here to meet your needs?
|A wide range of provisions are available for any pupil who has Special Educational Needs and Disabilities (SEND). Where there is evidence that the pupil has learning or emotional difficulties we will support the pupil under the SEN Support category as described by the SEND Code of Practice 2015. Pupils with an Education, Health and Care Plan (EHCP) will be supported to meet the specific objectives detailed.|
|2. What criteria must be satisfied before children and young people can access this provision/service?
What sort of needs would you have for us to be able to help you?
|Paignton Community and Sports Academy is an inclusive school and all pupils on role will have access to all on site provisions if required.
The Academy SEND Policy adheres to the Equalities Act 2010 and the Children and Families Act 2014. We welcome all pupils regardless of any special educational needs or disabilities.
Prior to admission the Academy will seek to discuss with parents/carers the individual needs of their child, and agreements made to ensure the pupil has access to the appropriate provisions available in the Academy. During the transfer from year 6 to year 7, information is gathered from the feeder primary schools and following admission, reviews are arranged with the parents of new year 7 pupils in the autumn term.
|3. How do we identify the particular special educational needs of a child or young person?
How do we work out what your needs are and how can we help?
|Primary Liaison – during the summer term of Year 6 information will be gathered from feeder primary schools. We will also seek the views of parents/carers to identify particular special educational needs and disabilities.
Learning Assessments – during the Autumn term learning assessments will be carried out for all new pupils, these will take the form of reading, spelling and maths assessments, also for identified pupils, specialist assessment of specific difficulties such as dyslexia. These assessments will be used to inform Review Meetings with parents and pupils during the autumn term.
Current difficulties – all pupils are continually assessed and observed for their progress by staff within the Academy. Where a concern is identified by staff or parents we will seek to discuss how best to support the pupil concerned.
|4. How do we consult with parents and/or children and young people about their needs?
How do we find out about what you and your parents think you need help with?
|SEN Review Meetings are held with parents, invited to attend to discuss SEND provision and progress and to plan for future support.
Prior to admission the Academy welcomes families to visit both during and after the school day. The Academy holds a transition evening for parents and pupils as well as two Transition/Induction days.
Pupils complete surveys to give feedback on their personal views of the support provided.
|5. What is our approach to teaching children and young people with special educational needs?
How will we teach you?
|The Academy has developed policies to ensure equal opportunities and inclusion for all pupils. The Academy seeks to treat all pupils equally including those identified with special educational needs and disabilities, ensuring appropriate resources are available to meet these needs.
Pupils with SEND have full access to the Academy curriculum.
|6. How can we adapt our curriculum for children and young people with special educational needs?
What sort of things will you learn here?
|The curriculum will be differentiated to meet the needs of individual pupils. Teaching styles and flexible groups will reflect this approach. Schemes of work for pupils, within classes and year groups, will reflect whole Academy approaches to teaching and learning and will take SEND into account.
Curriculum tasks and activities will be matched to pupils’ differing paces and styles of learning, interests, capabilities and previous experiences. These may be broken down into a series of small, achievable steps, for pupils who have marked learning difficulties.
Teaching approaches for pupils with specific learning difficulties will capitalise on oral strengths, specialist equipment and support.
All pupils have access to a full curriculum including the core subjects of Maths, English and Science.
At Key Stage 3 subjects include a range of subjects such as: History, Geography, Art, Music, Drama, Design, Food Technology, Ethics, PE and ICT. Choices of “option” subjects are made for Year 9 and Key Stage 4. These allow pupils the choice of which subjects to study depending on their chosen career path and can include a very wide range of studies not available in earlier years.
|7. How will we ensure we get the services, provision and equipment that children and young people need?
How will we make sure that you get all of the help that you need from different people?
|The Academy provides a wide range of services in-house to help individual needs including; access to specialist equipment and staff trained in specialist areas of support. Where we feel we cannot provide a service in house the Academy works closely with Torbay Local Authority to ensure that we have access to professionals that can help meet individual needs.
We maintain close links with advisors for hearing impaired and visually impaired needs. The Academy also maintains close links with Torbay Children’s Services, CAMHS, Specialist Schools and alternative educational providers to ensure that pupils have full access to the support they need to complete their education.
The use of outside specialists and guidance help the Academy to meet the needs of all pupils where it is reasonable to do so.
Where there is evidence of significant learning or emotional difficulties the Academy will seek to obtain an EHCP to support the pupil’s needs.
|8. How is this provision funded?
Who pays for this?
|The Academy is funded to provide support for all pupils to ensure good progress is made. If additional support is needed above and beyond that normally expected by a Secondary School the Academy can apply for addition funding for individual pupils who have an Education, Health and Care Plan.|
|9. What additional learning support is available for children and young people with special educational needs and how do they access it?
What else will we do to help you learn and how will this happen?
|The Academy offers a wide range of additional learning support at all key stages. Listed below are some of the provisions available at each stage. Each provision has its own specific entry and exit criteria which can be viewed on the Academy website or can be discussed with the Head of Learning Support.
· Small Group Support for Year 7 and Year 8 (Smaller highly supported classes)
· Learning Assessments, learning difficulties screening including dyslexia screening.
· Learning Mentors
· Teaching Assistants
· Fresh Start reading recovery
· Thrive/ Social, Emotional Aspects of Learning (SEAL) interventions
· Student Support services
· Learning Assessments, learning difficulties screening including dyslexia screening.
· Maths Progress Mentors KS4
· Learning Mentors
· Access arrangements
· Student Support services
|10. How do we support and improve the emotional and social development of children and young people with special educational needs?
How can we help you learn about your feelings and relationships?
|· Social, Emotional Aspects of Learning (SEAL) – individual and small group
· Thrive – individual
· Pastoral Support Managers
· Mentors/Teaching Assistants
· Reward system/Behaviour management
· Access to onsite Educational Psychology Service/CAMHS
· Access to onsite Family Support Worker
· Student Support Centre
|11. How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
How can we help you to get ready to change to a different place or to leave here?
|Multi agencies, comprehensive transition programmes, are in place between all key stages, incorporating the transfer of specific pupil information.
Records of SEND students involved are transferred within a transition information sharing programme linking Head of Learning Support, Head of Year, Pastoral Manager and Looked After Children Co-ordinator.
Transition to independent living and preparing for adulthood is discussed at Review meetings from Year 9 onwards.
Parents are involved at all stages of transition including individual Review Meetings, Parent Information Evenings and pre visits for primary age pupils.
|12. What other support is available for children and young people with special educational needs and how can they access it?
What other help can we give you or help you to get?
|The Academy actively encourages parents/carers and pupils to engage with other support services by promoting events, passing on information and also recommending the use of the Torbay Council services.
The Academy has an on-site Family Support Worker available to work with families and offer advice, guidance and access to other agencies.
We work closely with SENDIASS in Torbay to help pupils and parents obtain independent advice over SEND matters www.sendiasstorbay.org.uk
|13. What extra-curricular activities are available for children and young people with special educational needs?
What other activities can you do here?
|The Academy provides an extensive range of extra-curricular activities which are accessible by all pupils including those with SEND. These are available both during the school day and immediately after school and usually age related, details of which can be found on the Academy website or by contact with the Head of Year.
As a Sports Academy there are a wide range of sports available, but also an extensive range of performing arts and other activities.
|14. How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
How do we know that the help we are giving you is working?
How can you and your family tell us what you think?
|Pupils and parents receive termly academic reports in line with Academy policy.
Staff can discuss progress at Parents’ Evenings or by contacting the Academy directly.
SEN Review meetings are held to assess and review any SEND provisions, agree future targets and desired outcomes with a SEN Specialist.
|15. How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
How do we make sure that we are being the best that we can be?
How can you and your family tell us what you think?
|The Academy constantly monitors progress to ensure pupils are making the required levels of progress in relation to their peer group and pupils are engaging with their learning, staff and other students.
The Academy also monitors attendance and behaviour to ensure pupils participate in everyday school life.
Parents can request a SEND Review meeting to discuss their child’s progress and effectiveness of SEND provisions with an SEND Specialist.
The Academy has SEND BET Governors who help assess the overall effectiveness of learning support provisions, to ensure they are fit for purpose.
Staff receive regular training and are kept up to date with changes and developments relating to SEND, the school maintains membership of national organisations which promote good practice within the SEND area.
|16. How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
How do we make sure that everyone that works with you has the right skills and can do the right things to help you?
|SEND in-service training needs of all staff as well as those of the Learning Support Faculty will be identified by the Head of Learning Support and referred to the Principal in consultation with the Continuing Professional Development Co-ordinator. They will then be incorporated into the Staff Development Plan.
Changes in SEND legislation and the code of practice will be passed on to all Academy staff.
The Academy makes use of outside agencies and experts to deliver training on specific areas of need as required meeting individual pupil needs.
Learning Support staff are encouraged to complete national recognised qualifications in SEND and their training reviewed on a regular basis.
|17. How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
How do we make sure that your parents know how we can help them?
|The Academy will actively seek the involvement of parents in the education of SEND pupils. It is recognised that it is particularly important with SEND pupils that the support and encouragement of parents is often a crucial factor in achieving success.
Parents will be invited to attend SEND Review meetings to discuss their child’s progress and effectiveness of SEND provisions with an SEND Specialist.
|18. How can parents, children and young people make a complaint about our provision?
What can you do if you are not happy about something that has happened here?
|Parental complaints are referred to the Head of Learning Support who will investigate. If necessary the complaint will be referred to the Senior Management Team who will implement the Academy Complaints Policy. Internal complaints are referred through the Head of Learning Support who investigates and reports back to the Head of Centre, who will then implement the complaint procedure as necessary.|
|19. How can parents, children and young people get more information about the setting?
How can you find out more about us?
|A list of all SEND provisions available at Paignton Community and Sports Academy can be found on the Academy website, in the Special Educational Needs section.
Parents can also access Academy policies and other key information via the website or by contacting the Academy directly.
|20. How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?
How do we work with everyone else to help you?
|The Academy has its own Family Support Worker to help with the many needs of parents and families of pupils attending the Academy. We also have a Primary Mental Health worker based on the Academy site and have developed close links with the many support services in Torbay including Social Services, Children’s Services, health services, disability services and we work closely with SENDIAS (click here to access their website: http://sendiasstorbay.org.uk/), and other parental groups to support pupils with SEND.|
|21. Arrangements for supporting children who are looked after by the local authority and have SEN
How do we help children who are looked after by Torbay Council?
|The Academy has a Looked After Children Co-ordinator and a designated Teacher for Looked After Children who oversee the support and provisions aimed specifically at looked after children.
The co-ordinator attends all PEP reviews and liaises with the local authority, the virtual school and other interested parties in developing the support in place for looked after children in the Academy.
What are the aims of the support provided?
Each of the provisions and interventions used in the Academy are targeted at the outcomes desired for the individual pupil concerned. Some of the outcomes most commonly aimed for and achieved are:
- Academic progress
- Improved behaviour
- Improved attendance
- Social skills development
- Feeling happier
- Greater confidence and independence
- Being prepared for transitions, whether into further stages of education or into work.
“Teachers and teaching assistants work together effectively to provide support that is well matched to the students’ abilities. This ensures that all students, including disabled students and those who have special educational needs, make good progress.” – Ofsted 2014
Head of Learning Support – Brian Chapman
Deputy Head of Learning Support – Sara Parker
SEND BET Link – Jeana Johnson
Key Stage 3
Learning Support Administration Assistant – Claire Metcalfe
SEND Mentor – Sue Lyne
SEND Small Group Support Teaching Assistants – Sheila Lord, Jo Rider, Dawn Gardiner, Karen Battye
SEND 1:1 Teaching Assistants – Ian Mountford, Wendy Davey, Gary Windley, Nicole Stone, Feli Arranz-Fenlon
Visual Impaired Specialists: Fleur Appleby, Hext
Key Stage 4
Learning Support Administration Assistant – Anne Southcombe
Access Arrangements Support Co-ordinator – Vacant (November 2018)
SEN Support Co-ordinator – Sally Robins
SEND Mentor – Denise Mills
Maths Mentor – Bridget Bennett
SEND/Subject Mentors – Gail Shaw (History)
SEND 1:1 Teaching Assistants – Chelsea Munday, Ione Church, Sali Barter, Laura Wills, Lorraine Keane, Louise Biggin, Sarah Gardiner, Nicola Oldham.
Looked After Children Coordinator – Trudy Humphries
All Learning Support staff are trained to meet the National Standards for Teaching Assistants and encouraged to complete accredited qualifications in Special Educational Needs/Teaching Assistant NVQs.
Last update: November 2018
Please click here for the current SEN Report (November 2018).
Please note that this information conforms to the Special Educational Needs and Disability Regulations 2014 and the Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities January 2015.