The Special Educational Needs and Disability Co-ordinator (SENDCo) at Washington school is Mrs P Selden (NASENCo). If you have any questions about your child and their SEND/possible SEND Please contact Mrs Selden thorough the academy office 0191 580 4956. This report is updated regularly. Last update: September 2018.
The provision for SEND students at Washington follows the Equal opportunities act, 2014 Code of Practice and relevant professional reports with subsequent updated information. This is used to identify and plan for the needs of those students who require additional and differently resourced support than would usually be provided in a main stream secondary school for most students at a given age. Equal opportunity and fair access does not always result from the same provision or support for all. In our aim to achieve equality we work with students as individuals within the framework of a main stream secondary school, the Equality Act and the Code of Practice.
All Sunderland Local Authority (LA) maintained schools have a similar approach to meeting the needs of students with Special Educational Needs and Disabilities (SEND) and are supported by the LA to ensure that all students, regardless of their specific needs, make the best possible progress in school. The LA SEND Team work closely with the SENCo and SEN staff to support identification and provision for the needs of students with SEND. Interventions and support are predominantly class room based to facilitate maximum inclusion in all aspects of school life and curriculum learning for all students regardless of their SEND needs.
The Code of Practice identifies four broad areas of need:
• Communication and interaction.
Those with speech, language and communications needs (SLCN) having difficulty communicating with others. This could include those with Autism Spectrum Disorder.
• Cognition and learning.
Those learning at a significantly slower rate than their age equivalent peers even with differentiation and support. This could cover a range of difficulties and needs from mild to severe learning difficulties.
• Social, emotional and mental health difficulties
These students may become isolate or with-drawn, or display challenging, disruptive or disturbing behaviour. Their behaviours may reflect underlying mental health issues which could include attention deficit disorder and attention deficit hyperactive disorder or attachment disorder.
• Sensory and/or physical needs
Some students are hindered or prevented from making use of the educational facilities provided because of a physical disability. These can fluctuate over time and may include such as visual impairment, hearing impairment, a multi-sensory impairment or a physical disability,
The Children and Families Bill came into force in 2014. From this date, Local Authorities and academys are required to publish and keep under review information about services they expect to be available for children and young people with SEND under the age of 25. This is the ‘Local Offer’.
The Local Offer is published on the Sunderland City Website and can be reached through this link (Sunderland Directory). Here you can find comprehensive and accessible up-to-date information about the available provision in the local area with directions to access that.
Our SEND information report provides information for parents/carers and students with SEND and additional needs. This is an outline of the support and provision which may be provided for those students with SEND and other additional needs whilst attending Washington Academy.
Once you accept a place at Washington the Transition team and SENCo will endeavour to collect relevant information to support your child. This will include SEND Information from your child’s primary academy or previous academy, different agencies or provisions working with your child or your family, and any information you may tell us about.
Students are monitored through the academys assessment cycles, baseline testing and also day to day in lessons. Any concerns are passed onto the SENCo through regular meetings and information sharing. With parent/carer consent this will initiate appropriate assessments and observations to identify any areas of leading need. From this information targeted interventions and/or specialist pathways will be planned and put in place. If a student is identified as having SEND they will be placed on the academy’s SEND register and specific advice will be given to all staff to promote best practice for their learning
If your child has an Education Health Care Plan this will be shared with the SENDCo during exchange of information once a place has been accepted at Washington. Annual reviews of that plan will take place with interim meetings as required which will include parents/carers, any professionals involved, the Local Authority SEN officer, SENDCo and the student.
If you have concerns that your child may have a special educational need you should talk to the SENDCo to discuss your child’s individual issues. You could also raise your concerns at parent/carer evenings and meetings with pastoral staff who will pass information on to the SENDCo.
- Some of the outside agencies and professionals working with our students include:
- • Educational Psychologist
- • Autism Outreach Team
- • Child and Adolescent Mental Health Service (CAMHS) and Ear 4 U counselling service provided by Respect
- • Attendance Team
- • Speech and Language Team
- • Connexions
- • Academy Nurse
- • Behaviour Support Services and The Link Academy.
- • Wear Kids
- • Washington Mind
- • Sunderland Stadium of Light
- • Youth Offending Service
- • YDAP
- • Children’s Sensory Team
- • Children’s Physical Disability Team
- • ADHD specialist team
- • Paediatric consultants.
- • Children and Young Peoples Service (CYPS).
- • The Beacon of Light Academy.
- • Virtual Academy.
- • Young Mums and Returners
- • Community Support Officers
- • Other medical agencies may be asked to be involved with your child during their time at Washington depending on the nature of their SEND.
The SEND team’s role is to support the class teacher in planning for children with SEND. There is regular support to staff for planning and implementation of interventions from the SENDCo and specialist outside provisions. The academy has an annual training plan for all staff to improve the quality of teaching and learning for all children including all those with a SEND. The SENDCo attends regular professional meetings and training for both development and current information updates. SEND Training is delivered by specialist amongst our own academy staff and sometimes other outside gencies. Individual teachers and support staff have the flexibility to attend training courses relevant to their own needs or the needs of specific children. Amongst our current staff specialist training is held in:
• Autism Spectrum Disorders
• Social, Emotional and Behavioural Disorders
• Specialised Exam access arrangements
• First aid
• Cognition and learning
• Attachment disorders
You will be informed about your child’s progress by subject teachers at parents and carers evenings and events, in writing at various points in the academy year, or if you contact academy to speak with a relevant member of staff. Reports are produced and sent out to parents and carers from the cycle of monitoring and assessment carried out at specific points throughout the academy year. At SEND review meetings and reviews your child’s progress will be discussed and written information given to you. As a academy we use national progress measures with targets set appropriate to your child’s ability based on their Key Stage 2 data and for some students PIVATS5 and other frameworks which measure progress of learning.
Teaching and supporting SEND students is a whole academy responsibility and all staff will teach students with SEND, with the exception of the CAP students. Through analysis of the assessment data and other information gathered (qualitative data) we aim to identify any additional needs as early as possible to address them more effectively.
If you are concerned that your child is struggling with aspects of learning, or not meeting expected progress please do get in contact with academy to discuss this.
Students accepting a place at Washington Academy will have several opportunities to familiarise themselves with our staff and the site prior to starting academy with us.
The transition team have an established programme of activities and events for several primary year groups which are held at Washington Academy site or with current Washington students visiting feeder primary academy sites. All students who have gained a place at Washington are carefully planned for to ensure a smooth and successful transition to our academy.
There is an extended transition plan for those identified by their primary academy as requiring extra support and/or having SEND needs, which includes those from out of catchment. Once Washington academy has received the names of these individuals Information and invitation to attended extended transition will be given to parents and carers and the relevant primary academy. The SENDCo will visit primary academys to meet those identified with SEND in their current provision and to gain relevant information form primary SENDCos. The initial visit to the site will be held after academy hours with parents/carers supporting, this will also be an opportunity to take photographs of the site for reference and recollection.
Following this there will be a series of visits to Washington academy increasing in length progressively to include different aspects of the academy day. There will then be an opportunity to attend the whole academy transition days offered to all students which is recommended to foster inclusion and peer relationships.
Connexions and links to college will take place during Key Stage Four to aid transition to Post 16 placements. Visits to some colleges are arranged by academy and support is given to parents and carers to arrange visits or find information to visit can be provided by academy if required. Please get in contact with academy if you feel that we could help you with this.
Quality first teaching principles are applied across the curriculum by all staff for all students; this means teaching and supporting the learner with appropriate teaching materials and methods for their current ability level and preferred way of learning. Some students identified through the Code of Practice as having an SEND need will have a Child Centred Support Plan (CCSP) with specific outcomes defined for their progress which is implemented across the curriculum and in some cases during unstructured time too. This plan also informs staff, not familiar with the students, of their learning needs. There will be reviews of this plan with parents/carers and students at appropriate intervals through the academy year at SEN support meetings. These students will usually have an SEND Support Plan or Pastoral Support plan which will be reviewed as appropriate with parents and carers who will contribute to its content. Some students may meet the criteria for assessment for an Education Health Care Plan (EHCp) which Parents/Carers and academy working together can apply.
All SEND information for each student is posted on the staff support advice and used by all staff to inform them of each students need. This is prepared from transition information and updated when required for all staff to plan appropriately for those with SEND.
Specific and well-founded interventions are developed to help your child learn. These are most often class-room based to maximise access to curriculum teaching by qualified staff. However sometimes support may be delivered outside of the class room through smaller groups and specific workshops. Specialist equipment and/or alternative learning materials may be used where appropriate eg coloured overlays, handwriting pens, writing slopes. Throughout the academy smaller than average class sizes are used to facilitate optimum teacher input for all students.
Washington Academy has a Curriculum Access Provision (CAP) within the main body of the academy. This provision caters for students from year 7 to 11 who have Educational Health Care plans for cognitive learning disorders. The provision offers a broad a balance curriculum appropriately levelled for each learner with aspirations for students to gain accredited qualifications where possible. Specific programmes of study are aimed at developing students learning and independent living skills with in very small class groups. There are separate toileting facilities and unstructured time supervision. SEN trained staff are deployed in the provision who teach discreet groups in the unit with access to mainstream facilities and subject specialist staff where appropriate. There is also the option to integrate with mainstream students during unstructured time if appropriate. These students are assessed using PIVATS5 and other assessment frameworks which meet their learning requirements. Students with EHCplans living over 3 miles from academy could be entitled to free transport to academy.
Students with SEND in other areas of need, or who do not have an Education Health Care Plan for their cognitive learning issues, are taught in mainstream academy with support tailored to their needs. This could include:
• Accelerated Reader
• Maths intervention
• Literacy intervention
• Dyslexia workshop
• Personal development
• Active Group therapy
• Form Tutor time
• Unstructured time support groups
• Quiet spaces/reduced distraction spaces
• Organised clubs and societies
• Key worker
• Learning mentor
• Learning Support Unit
• Outside professionals
• Special requirements Pass/Medical pass
• Young Health Champions
• Academy Counsellor
• Stress management workshops
• Extra time in examinations
• Reader or scribe where appropriate.
Medical needs are coordinated by the managing medication team and are tailored to individual needs. Care plans are designed and agreed with parents/carers and a professional where appropriate. Staff training to meet medical needs is frequently updated in direct response to current student needs. Student’s medical needs are passed on to us through transition information from primary academys and parents/carers as necessary throughout academy life. If you are concerned about a medical need your child has please contact the managing medication team.
Parents/Carers and those supporting our young people are highly valued in academy. We are all working towards the same goal of providing the best opportunities for learning and helping our young people to reach their potential on the pathway to becoming the people they want to be. We greatly appreciate parent/carer involvement to assist this we have a family learning room in which workshops for families and their children take place. These are facilitated by Sunderland Stadium of Light, Washington Mind and staff from Washington Academy. This room can be used by families to work with their children after academy hours with a member of Washington staff if required. There is also a borrowing and return or pass on library for parents/carers and families of our students. This is also a space for our very popular Family Learning Group who work with Sunderland Stadium of Light on a variety of projects to promote best practice for the students and themselves. This includes work within the wider community.
We warmly welcome all parents and carers into academy and ask that you request an appointment to speak with staff if you feel that is necessary outside of designated staff contact times. We would appreciate it if support for our young people at home and at academy was co-ordinated and encourage communication in both directions. You can help us with this if you:
• Attending parents evenings and meetings with staff
• Attending medical appointments and / or parent courses relating to your child’s needs
• Supporting your child with homework
• Writing in your child’s planner about news and activities at home
• Providing academy with information regarding appointments or medical updates
• Using curriculum / subject advice from subject teachers
• Encouraging 100% attendance
• Participate in the decision making process affecting your child
• Encourage your child to participate in the decision making process affecting themselves