SEND information

SEND Information report

Throughout this document the word ‘parent/parents’ should be taken to include carers and other family members with a significant caring responsibility for a pupil’

Inclusion – our ethos

The Governing Body and staff of Ormiston South Parade Academy are committed to providing an appropriate, inclusive and high quality education to all our children. We believe that all children, including those identified as having special educational needs and/or disabilities (SEND) have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them and that they should be fully included in all aspects of academy life.

We aim to give every child the very best chance to succeed by removing barriers to childrens’ learning and preparing them for a happy and successful future. We believe in a ‘Growth Mindset’. We aim to foster a sense of community and belonging, and to offer new opportunities to learners, taking into account their needs and experiences. We want our children to believe in themselves!

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our Key Stage 1 pupils, for whom maturity is a crucial factor in terms of readiness to learn. However, we also believe in both early identification of need and early intervention. We understand that many pupils, at some time in their academy career, may experience difficulties which affect their learning and we recognise that these may be long or short term.

Please click on the link below for information on the new Code of Practice for Special Educational Needs and Disabilities (SEND).
Code of Practice 2014

About this report

This report is designed to answer some of the most frequently asked questions about academy’s policies and provision for children with Special Educational Needs and Disabilities.

We will review and update this information regularly to reflect changes and feedback. The date for the next annual review of this report is January 2017.

If you need any more information please see our SEND Policy or contact Emma Beveridge (SENCO) or Lucy Mills (Early Years SENCO) on 01472231659.

  1. What kinds of Special Educational Needs and/or Disabilities does the academy cater for?

Ormiston South Parade Academy is a large Primary academy, with a highly effective inclusion team dedicated to providing outstanding provision for all pupils with a SEND. Under the 2014 Code of Practice SEND are categories under the following four headings:

  • Communication and interaction e.g. speech, language and communication needs (SLCN) Autism Spectrum Disorder (ASD), Asperger’s Syndrome
  • Cognition and learning e.g. Specific learning difficulties (SpLD), moderate learning difficulties (MLD), severe learning difficulties (SLD) global developmental delay, dyslexia, dyscalculia and dyspraxia, profound and multiple learning difficulties (PMLD)
  • Social, emotional and mental health difficulties (SEMH) e.g. attention deficit hyperactive disorder (ADHD), depression, eating disorders, attachment disorders.
  • Sensory and/or physical needs e.g. vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) or Cerebral Palsy (CP) epilepsy (Note – the academy building not fully accessible to pupils with mobility difficulties. See section 6).

Where pupils have medical needs and special educational needs, we will plan and deliver education provision in a co-ordinated way with their healthcare plan if they have one. We will also follow the statutory guidance on supporting pupils at academy with medical conditions.

  1. What are the academy’s policies for the identification and assessment of pupils with a SEND?

We aim to identify any special educational needs and disability as early as possible. The decision to place a child on the SEND register is always made in discussion with the class teacher , teaching assistants, Inclusion Team and Principal together with parents/carers and professionals. The best interests and wellbeing of the child are paramount. When considering if a child needs SEND support the academy takes into account:

  • The pupil’s previous progress and attainment
  • The teacher’s assessment and experience of the pupil
  • The pupil’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Specialist assessment and advice from external support services, where appropriate
  • The pupil’s attendance rates at academy over time

Further information is set out in our Inclusion Policy:

Inclusion Policy

  1. What are the academy’s policies for making provision for pupils with SEND?

Most of our pupils with SEND have their needs met as part of high quality teaching. This may include teachers differentiating learning to enable all children to have access to the curriculum. In some cases, personalised learning plans and/or interventions will be provided by the academy. If a pupil is identified (through the assessment process)  as having special educational needs their teacher and SENCO will consider everything we know about the pupil to determine the support that they need and remove their barriers to learning. Where additional provision for SEND is needed, we work with pupils and their families to plan what to do. Below is the graduated response protocol (Assess, Plan, Do, Review) that staff at Ormiston South Parade Academy follow:

 

Step 1: Quality First Teaching.

Need identified by Class Teacher/ Professional/ Parent

Assess Plan Do Review
Formative/ summative assessments show that a child is not making progress or is finding an area of learning difficult. The barrier to learning will fall under one of four categories;

  • Cognition and learning
  • Sensory or physical
  • Communication and interaction
  • Social, emotional or mental
The class teacher will
differentiate planning
as a means of
removing the barriers
to learning.
Differentiation could be done in a number of ways including;

  • Pre and post learning
  • Differentiated task
  • Adult support
  • Specialised resources
  • Peer support
  • Prompts and frameworks
Use formative and summative assessments to evaluate the impact of the differentiation. This could also be done at pupil progress meetings.
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, move onto step 2.
Step 2:

Concern form completed and child moves onto SEND Register for SEND Support

Assess Plan Do Review
Use formative, summative and standardised assessments for example Single Word Spelling Test (SWST) and New Group Reading Test (NGRT), to get a full picture of the child’s learning profile.

Complete a SEND concern form outlines the areas of difficulty or need under the following categories;

  • Cognition and learning
  • Sensory or physical
  • Communication and interaction
  • Social, emotional or mental
Planning at this stage will be completed using the Academy’s provision mapping. The SEND concern form will be discussed by the inclusion team and the class teacher and appropriate interventions will be put into place, if necessary.

Planning with parents will be undertaken at Parents’ Evenings.

Interventions will begin and differentiation in the classroom will be evaluated and developed with the inclusion team.

 

Use formative and summative assessments to evaluate the impact of the interventions and differentiation. This could also be done at pupil progress meetings.
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, move onto step 3.
Step 3:

SEND Support

 

A Personalised Learning Plan and/ or outside agency support

Assess Plan Do Review
A request for outside agency assessment and/or support will be requested at this stage. The following services may be utilised;

  • Specialist Advisory Service (S.A.S)
  • Educational Psychologist
  • Barnardos ASD outreach support
  • Barnardos Physical disabilities outreach support
  • Speech and language support (SALT)
  • Child development centre (CDC)
  • Occupational Therapy
A personalised learning plan (PLP) will be created by the class teacher, following the completion of a child’s view proforma (part 2 of EHC plan). The PLP will be drafted with the support of the Academy Inclusion Team.

Once agreed, a meeting will be held with parents to gain their view, redraft the plan and agree final outcomes.

The PLP, any further interventions and differentiation will be implemented for another cycle.

At this level there may also be some staff training and support.

Use formative and summative assessments to evaluate the impact of the PLP, interventions and differentiation. This will be done at an Inclusion team meeting and may involve outside agencies
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, review and implement another cycle of PLP before moving onto step 4.
Step 4: Request for Education Health and Care Plan

 

See below*

Assess Plan Do Review
A request for an Education, Health and Care Plan will be discussed with all interested parties. If it is agreed that this is the best pathway to removing barriers from the child’s learning then the SENCo will move forward with this request. EHC Plan EHC plan implementation Annual Review with LA

Termly reviews within the Academy

 

*Referral for an Education, Health and Care Plan (EHCP)

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the academy but can be requested by a parent. This will occur when the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make a referral for an EHCP will be taken at a progress review. The application for an Education, Health and Care Plans will combine information from a variety of sources including:

  • Parents
  • Teachers
  • SENCO
  • Educational Psychologist
  • Special Advisory Teacher
  • Social Care
  • Health professionals

 

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of professionals from education, health and social care about whether or the child is eligible for an EHCP. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHCP. Further information about EHCPs can found via the SEN Local Offer using the following link

Local Offer

3a. How does the academy evaluate the effectiveness of its provision for SEND?

The quality of teaching is the most important factor in ensuring all pupils make progress. We regularly review the quality of teaching in the academy and ensure that teachers are able to identify how individual children learn best and what support they need.

 

We test the effectiveness of our SEND provision by checking pupil progress, to see if the agreed goals and outcomes for a pupils are being met. The teachers work with the SENCO, the parents and the child to make sure any SEND support is adapted or replaced by another approach if it is not being effective.

 

The SENCO and the Principal report regularly to Governors on the quality of SEND provision and the progress towards outcomes being made by pupils with SEND. Governors also consider the attainment data for pupils with SEND and compare it with the progress of other pupils and the progress of pupils with SEND nationally. This helps to ensure that the approaches used are based on the best possible evidence and are having the required impact on the progress and life chances for our pupils.

 

3b: What are the academy’s arrangements for assessing and reviewing the progress of pupils with SEND?

Every pupil in the academy has their progress reviewed regularly and this information will be shared with both parents and pupils. We provide an annual report to parents on their child’s progress, normally at the end of the academic year. Where a pupil is receiving SEND support, we provide review meetings on a termly basis. Some pupils with SEND may have more frequent reviews if they are required. Reviews involve the pupil, the family and other professionals where this is appropriate.

They are used to:

  • Discuss what is working well and not working well
  • Find out if the provision has been delivered as planned
  • Review the pupil’s progress towards meeting their goals and longer term outcomes
  • Discuss and agree clear outcomes for the future and update the personalised learning plan (PLP) if necessary
  • Discuss and agree the support needed
  • Share advice and information on the things that parents can do at home to reinforce or contribute to their child’s progress
  • Identify the actions needed to meet the agreed outcomes, the responsibilities of the parent, the pupil, the academy, the local authority and other partners.

 

3c. What is the academy’s approach to teaching pupils with SEND?

Ormiston South Parade Academy is committed to inclusion. We aim to maintain and extend the academy’s culture, policies and practices of inclusion for all learners. We aim to foster a sense of community and belonging, and to offer new opportunities to learners, taking into account their needs and experiences.

For all children quality first teaching including pre and post teaching is the initial and most powerful provision. When necessary (see graduated response) specialist SEND provision mapping and personalised learning plans will be used to provide additional and different support. Academy staff such as Teaching Assistants and other more specialist staff, may be directed to work with pupils , in pairs or small groups and sometimes individually. When planning, we take into account pupils’ wishes, the wishes of their parents and the needs of the individual. Every effort will be made to educate pupils with SEND alongside their peers in a mainstream classroom setting. We believe technology is an effective tool that we can use to remove barriers to learning and it is utilised in a variety of ways for our SEND provision.

The SENCO, supported by the Senior Leadership Team ensures that staff members are kept up to date with teaching methods which will aid the progress of all pupils including those with SEND. Regular training is provided to academy staff on the subject of SEND. In class provision and support staff are deployed effectively to ensure the curriculum is differentiated appropriately. When necessary, training is provided for staff to ensure they have sufficient skills and knowledge to deliver specific interventions that pupils need.

 

3d. How does the academy adapt the curriculum and learning environment for pupils with SEND?

We are committed to meeting the needs of all pupils including those with a SEND. We have a duty not to directly or indirectly discriminate against, harass or victimise pupils with SEND. We make all reasonable adaptations to the curriculum and the learning environment to make sure that pupils with SEND are not at a substantial disadvantage compared with their peers. We work closely with families and partners to determine what pupils with SEND might need before they start with us and what adjustments we might need to make. We discuss with families what we can do to adapt the curriculum and/or the academy environment and to obtain additional resources and support.

Also see Academy Accessibility Action Plan:

Accessibility Plan

The action plan sets out the proposals of Ormiston South Parade Academy to increase access to education for pupils with an SEND in the three key areas identified below as required by the planning duties in the Equality Act 2010:

  • promote opportunities for disabled pupils to participate in the academy curriculum;
  • develop the environment of the academy to ensure that disabled pupils can take advantage of education and associated services;
  • ensure that information is provided in appropriate formats for disabled pupils so that they are not disadvantaged

A requirement of our specific duty under the Equality Act 2010 is to publish a Disability Equality Scheme. We have therefore created an Equality Scheme and extended this action plan to address how the academy will:

  • eliminate harassment related to a disability
  • eliminate discrimination
  • promote equality of opportunity between disabled people and other people
  • promote positive attitudes towards disabled people
  • encourage participation by disabled people in public life
  • take steps to take account of disabled people’s disabilities even where that involves treating disabled people more favourably than other people

We intend to implement the general duty by actively reviewing all our policies, procedures and planned access improvements to remove barriers. In doing so, we aim to achieve greater recruitment and retention of disabled staff and greater participation of disabled pupils, disabled parents and community members.

 

3e. What additional support learning is available to pupils with SEND?

Additional support is organised into three categories:

Wave 1 (Universal): describes quality inclusive teaching which takes into account the learning needs of all the children in the classroom. This includes providing differentiated work and creating an inclusive learning environment.

Wave 2 (Targeted): describes specific, additional and time-limited interventions provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions are often targeted at a group of pupils with similar needs.

Wave 3 (Specialist): describes targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include specialist interventions.

 

SEND needs and interventions/provision that Ormiston South Parade Academy offer is as follows:

 

Area of need Possible interventions/ Provision Possible outside agencies
Cognition and Learning Fresh Start, 1st Class @ Number, FFT Literacy, ICT Lexia, Lexia Follow-up, Dragon Naturaly Speaking software, Clicker 6, Nessy, Attack Spelling, Direct Phonics, Success @ Arithmetic and Beat Dyslexia Specialist Advisory Service (S.A.S)
Educational Psychology Services
Speech and Language Service
Communication and Interaction Social and emotional aspects of Learning groups (SEAL), Circle of Friends, Narrative Therapy, Autistic Friendly Zones, Visual Timetables, Now and Next cards, Social Stories Barnardo’s Autism Outreach Service
Speech and Language Service
Family Action Support Team (FAST)
Sensory and Physical Write from the Start, Leaps and Bounds, Clever Fingers, Squiggle While you Wiggle and Write Dance

 

Occupational Therapy Service
Barnardo’s Disability Support
Outreach Service
EHTV Service
Academy Nursing Team
Social, Emotion and Mental Health Buddy System, Family Link Worker to engage families and SEAL interventions CAMHs
Fortis Therapy Service
Academy Nursing Team

 

3f. What support is available for improving the emotional and social development of pupils with SEND?

At Ormiston South Parade Academy, we recognise that pupils learn at different rates and that there are many factors affecting achievement, including a pupil’s emotional, social and/ or mental health.  The ethos within the academy aims to encourage the emotional and social development for all pupils, including those with SEND. We work hard to create a culture within the academy that values all pupils, allows them to feel a sense of community, self-belief and makes it possible to talk about problems in a non-stigmatising way. We believe in and foster a ‘Growth Mindset’. We have clear policies on behaviour and bullying that set out the responsibilities of everyone in the academy. We have clear systems and processes so that staff can identify and respond to mental health difficulties.

For children with more complex problems, additional in-academy interventions may include:

  • Advice and support to the pupil’s teacher – to help them manage the pupil’s behaviour within the classroom, taking into account the needs of the whole class.
  • Social and Emotional Aspects of Learning (SEAL) intervention sessions – to promote positive behaviour, social development and self-esteem
  • Personalised behaviour plans – to support pupils during lessons, transition times and break times.
  • Targeted support from our Inclusion Team within the classroom, groups and 1:1 sessions to focus on a key area for development.
  • Support for the parents and family from the Family Link Worker, this may include a referral to the Family Hub
  • Therapeutic work with the pupil, delivered by Fortis Therapy or a referral to CAMHS.

For further information please see our behaviour management policy

  1. What has been the impact of the academy’s SEND provision?

We are very proud of the progress that pupils with SEND make at our academy. The attainment and progress for these pupils has improved significantly over the last two years.

The tables below show a comparison of data for children with SEND in 2013 to 2015, both in the academy and nationally. The table outlines the differences between the academy and national average and shows (in grey) how much the gap has closed by since the current inclusion policies, provision and systems were implemented.

KS1 Attainment

KS1 Attainment (APS) OSPA National Difference Gap closing
Combined 2013 8.9 12.3 -3.4 +5.0
Combined 2015 14.1 12.5 +1.6
Reading 2013 7.8 12.5 -4.6 +6.3
Reading 2015 14.5 12.8 +1.7
Writing 2013 8.2 11.3 -3.1 +6.8
Writing 2015 14.3 11.6 +3.7
Maths 2013 10.8 13.0 -2.2 +2.5
Maths 2015 13.5 13.2 +0.3

 

KS2 Attainment

KS2 Attainment (APS) OSPA National Difference Gap closing
Combined 2013 20.6 24.6 -4 +3.7
Combined 2015 24.7 25 -0.3
Reading 2013 19.2 24.9 -5.1 +1.9
Reading 2015 24.6 25.4 -0.8
Writing 2013 21 23.7 -2.7 +5.8
Writing 2015 25.8 24.3 +1.5
GPS 2013 18.6 22.9 -4.3 +2.5
GPS 2015 22.2 24.0 -1.8
Maths 2013 21 25 -4 +2.1
Maths 2015 24.2 25.1 -0.9

 

KS2 Progress

KS2 Progress (%) OSPA National Difference Gap closing
Reading 2013 60 79 -19 +16%
Reading 2015 80 83 -3
Writing 2013 100 84 Above national in both 2013 and 2015
Writing 2015 93 88
Maths 2013 70 77 -7 +15%
Maths 2015 87 79 +8

 

  1. Who is the SEND Co-ordinator and how do I contact them?

Our Inclusion Team:

Lucy Mills: Vice Principal and SENCO lead
Rebecca Deighton: Closing the Gaps Coordinator
Jackie Allington: Family Link Worker
Lyn Mortlock: Inclusion Manager
Kerri Atha: Lead SEND Teaching Assistant
Carol Dale: Attendance Officer

At Ormiston South Parade Academy the first point of contact is the class teacher who will in turn signpost to other members of staff where necessary.  If you would like to contact the SENCO or inclusion team please email  millsl@osparade.co.uk, alternatively telephone 01472 231659.

 

  1. What expertise and training do the academy staff have in relation to SEND?

We are committed to developing the ongoing expertise of our staff. We have several professionals within our academy who have a high level of expertise and training in SEND. We have the current expertise in our academy:

 

Staff Member Area of Expertise Level
Jane Nolan
Principal
• Masters in Special Educational
Needs
Masters
• Advanced Teacher Specialist
(ATS) in Dyslexia
ATS
• Certificate of Educational
Studies in SENCO
Management
Cert Ed
• Advanced certificate in
Speech, Language &
Communication Needs
Cert Advanced (Advanced)
• Certificate in Counselling Skills Level 3
• Previously Lead Local
Authority SENCO in Liverpool
Education Authority
• Inclusion Leader/SENCO in two
academies
• Autism Friendly Academies
Practitioner award
Lyn Mortlock
Inclusion Manager
• BA Honours in childhood and
youth studies
2:1
• Worked for Special
Educational Needs Support
Service (SENSS)
• Senior Irlen screener
Lucy Mills
Vice Principal and Early Years
SENCO
• Post graduate qualification in
Special Educational Needs
including Educational
Psychology Specialism
Diploma
• National SENCO Award Postgraduate
• Former SEN Specialist Teacher
for Local Authority
Special Educational Needs Support
Service
2 years
• SENCO and Inclusion lead
in two other academies
12 years of experience
• Irlen Screener
• Makaton Level 3
• I Can Talk Boost, identifying
and supporting pupils with
SLCN
Primary certificate
Kerri Atha
LEAD SEND Teaching Assistant
• Supporting children with ASD
qualification
Level 3
Kayleigh Marklew
Teaching Assistant
• Supporting children with ASD
qualification
Level 3

 

  1. What equipment and facilities are available to support pupils with SEND?

Also see Section 3d for accessibility.

As previously stated, for all children quality first teaching, including pre and post teaching, is the initial and most powerful tool to accelerate progress. We believe in bespoke provision for children with SEND and therefore create an education that is right for each individual based on their identified barriers to learning. Alongside intervention programmes, we use a range of resources to support children with SEND. We believe technology is an effective tool that we can use to remove barriers to learning and so it is used in a variety of ways. The academy’s use of technology has been celebrated and shared as good practice across the Local Authority. We have Laptops in every classroom for children with SEND to access the following programmes and software:

  • Clicker 6
  • Nessy
  • Lexia
  • Little bridge
  • Dragon naturally speaking – voice activated software

As well as technology, we offer the following resources on a needs basis throughout the academy:

  • Writing frames
  • Pencil grips and other specialist handwriting equipment
  • ‘Wobble Cushion’
  • Specialist furniture
  • ‘Calm down’ tent
  • Equipment to support the development of fine motor skills
  • Large text keyboards
  • Devices to record conversation and sentences to aid writing and memory
  • Cameras
  • iPads
  • Magnifying glasses
  • Sand timers
  • Visual timetables
  • Numicon
  • Maths SOS packs

 

  1. What are the arrangements for consulting and involving parents of pupils with SEND in their child’s education?

Ormiston South Parade Academy believes that a close working relationship with parents is vital in order to ensure:

  1. Early and accurate identification and assessment of SEND leading to appropriate intervention and provision
  2. Continuing social and academic progress of children with SEND
  3. Personal and academic targets are set and met effectively.

In cases where more frequent contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEND to the local authority Parent Partnership service (SENDIASS – Tel: on 01472 355365) when impartial advice, guidance and support may be required. If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The academy’s SEND governor (Nicky Brown) may be contacted in relation to SEND matters.

  1. What are the arrangements for consulting and involving pupils with SEND in their education?

Engaging all pupils as active participants in their own education and in making a positive contribution to their academy and local community is a priority for the academy. All children are consulted about their learning and how they feel about a range of topics annually. Where pupils have SEND, we will take extra care to involve them and make sure their voice is heard.

Their involvement will be tailored to each child and take into account their preferred methods of communication. This may include:

  • Providing them with relevant information in accessible formats
  • Using clear ordinary language and images rather than professional jargon
  • Giving them time to prepare for discussions and meetings
  • Dedicating time in discussions and meetings to hear their views
  • Involving the pupil in all or part of the discussion itself, or gathering their views as part of the preparation
  • Supporting their access to an adult who can help them express their views where necessary (this could be a family member or a professional)
  • Ensuring staff are skilled in working with children, parents and young people to help them make informed decisions and have access to training so they can do this effectively

The views of the individual child and young person sit at the heart of the SEND assessment and planning process. We will make sure that assessments include the wishes and feelings of the child, their aspirations, the outcomes they wish to seek and the support they need to achieve them. Whenever possible we include pupils with SEND in planning how best to support them, and in reviewing their progress. This may include the use of questionnaires, story boards or their attendance at a person centred review.

 

  1. What are the arrangements for making a complaint about the SEND provision at the academy?

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the Principal or SENCO, who will be able to advise on formal procedures for complaint. A copy of the academy complaints procedure can be found at Complaints Procedure.

 

  1. What are the academy’s arrangements for supporting pupils with a SEND when they join the academy or leave the academy?

Every transition at academy is planned carefully. Foundation Stage staff undertake home visits before a child begins academy. The Foundation Stage Leader organises and plans for the transition to Year 1 to ensure every child is prepared to access the National Curriculum. Across the academy transition meetings take place to share information for every child each year.

Opportunities are given throughout Key Stage Two for pupils to develop good relationships with the feeder secondary academies. The transition from Year six to Year seven is carefully planned and meetings are held between Ormiston South Parade and all feeder secondary academies to ensure information is shared so that children get the very best start to their secondary education. For children who need additional support during transition, additional visits, meetings with parents and observations in the child’s current setting are organised.

Mid-year admissions from Foundation 1 to Year 6 begin with parents and children being invited into academy to meet staff and familiarise themselves with the setting, at this point a welcome pack is given. Academy staff will then contact the previous setting to obtain all pupil records. For children with SEND, the SENCO will contact previous setting by telephone and may visit to receive additional information about how best to meet the needs of the child. On the child’s first day they are given a buddy from within the class.

 

  1. Where can I find more information about SEND services in North East Lincolnshire?

Further information about North East Lincolnshire’s Local Offer can be found using the link below:

Local Offer

If you would like any independent support or advice as a parent of a children with a SEND please contact SENDIASS on 01472 355365