SAINT BENEDICT CATHOLIC VOLUNTARY ACADEMY
SCHOOL OFFER for Pupils with Special Educational Needs and
Disabilities (SEND).
Staff
SENCO
Director of Learning SEND and Inclusion
Director of Learning Enhanced Resource Base
Manager of Alternative Education Provision
SEND Governor
Qualified Teacher of the Visually Impaired
Qualified Teacher of the Visually Impaired
ERB Teacher
Specialist Support Teacher
Ann Muldoon
Dr Rob Rodgers
Anne Butt
Richard Harman
Kathryn Hughes
Des McGonagle
Claire Cotton
Cyra Blackman
Tracey Goold
Learning Support Administrator
ERB Office Manager
Helen Cwynar
Gail Wilson
Senior Learning Support Assistant
Nurture Co-ordinator
ERB Mobility and Habilitation Officer
Learning Support Assistants
ERB Learning Support Assistants
Alternative Education Workers
Kathleen Joyce
Sally Alton
Jill Parry
Roles and Responsibilities
SENCO
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Supporting and identification of SEND
Co-ordinating provision for all SEND pupils
Supporting Department and individual teachers with provision of SEND
Annual Reviews of Statements and Education and Health Care Plans
Supporting parents and carers of SEND pupils
Liaising with external agencies to ensure appropriate support
Chair of Behaviour and Education Support Team (meets weekly)
Liaising with feeder schools prior to transition
Line Managing the SEN Department
DIRECTOR OF LEARNING SEND AND INCLUSION
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Day to day running of the SEND and Inclusion department
Screening of all of year 7,8 and 9 pupils
Organising and identifying pupils for small group work
Teaching in small groups
Screening pupils where there is a concern regarding dyslexic tendencies or
processing issues
Screening pupils who have English as an Additional Language
Testing pupils for Access Arrangements (Exam Concessions) and completing forms
Testing all new admissions
Line Managing the SEN Department
Coordinating SEN and Inclusion Champions
Training for staff and pupils
Deputising for SENCO
DIRECTOR OF LEARNING ENHANCED RESOURCE BASE
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Managing the Enhanced Resource Base
Liaising with Local Authorities and external agencies
Annual reviews of Statements and Education and Health Care Plans for ERB pupils
Supporting parents and carers of ERB pupils
Organising support in classrooms for pupils
Organising equipment and modified resources to enable curriculum access
Teaching in small groups
Training for staff and pupils
MANAGER OF ALTERNATIVE EDUCATION SUPPORT PROVISION (The Damascus Centre)
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Day to day running of the Damascus Centre
Facilitating provision of a range of teaching appropriate to the needs of pupils
Monitoring and supporting progress and development of students in the Centre
Developing links and liaising with work placement providers
Monitoring pupils who are on work placements
Source relevant raining for staff
Facilitating the re-integration of students into Mainstream
Issuing advice to teachers re pupils re-integrating into Mainstream
SEND GOVERNOR
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Reporting to full Governing body with regard to SEND
Liaising with SENCO regarding any changes
Supporting SEND Department with changes or practice in school
SEND STAFF &, ERB TEACHERS AND QUALIFIED TEACHERS OF VI
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Teaching Literacy and Numeracy in small groups
Teaching small group intervention for Dyslexia
Teaching social skills for pupils on autistic spectrum.
Teaching Nurture groups
Delivering Positive Support sessions for identified pupils
Supporting classroom teachers with SEND pupils
Supporting SEND pupils through Key workers.
Teaching Braille or other tactile methods.
Assessing visual needs and providing advice.
LEARNING SUPPORT ASSISTANTS
There is a team based in the Enhanced Resource Base and a team supporting other SEND
Pupils
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Supporting SEND pupils within lessons
Liaising with teachers regarding planning differentiation to support SEND pupils
Planning for teaching intervention classes for Literacy
Liaising with parents/carers of pupils for whom they are Keyworkers
Supporting departments within the school – LSAs are linked to specific subject
departments within school
Liaising and attending meetings and reviews for pupils with SEND
Facilitating lunchtime clubs and other activities
Carrying out programmes such as physiotherapy under the guidance of external
professionals
Supporting with personal care activities.
Producing modified resources to support visual needs of students.
IDENTIFYING PUPILS WITH SEND
Transition from Year 6 to Year 7
Primary Liaison
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The SENCO will visit primary feeder schools to identify pupils with SEND.
Primary school staff share information on vulnerable pupils in preparation for
Transition and these pupils are invited for extra visits to Saint Benedict CVA. Key
staff help familiarise these pupils with the school.
Primary School staff identify areas of difficulty and specific strategies for supporting
pupils with SEND. e.g. Pupils with Dyslexic Tendencies
o Information from previous screening/testing is passed from Primary School to
Saint Benedict CVA
o Pupils identified will be placed on list for SEND Support – some pupils may
require further support
Pupils will be identified as requiring SEND Support on admission to Saint Benedict
CVA and teachers are informed accordingly.
SENCO will aim to attend Annual Reviews of Statements/EHCPs for Year 6 pupils.
For pupils in the ERB, the Director of Learning will attend meetings and arrange a
programme of transition visits to enable a smooth transition.
For the last four years the academy has also organised summer transition activities
for identified pupils
Identification of difficulties after Transition
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SATs and CATs data and Reading and Spelling Tests for all Year 7 pupils and any new
admissions to any other year group are used to identify any difficulties so that
appropriate interventions can be offered
The data is used to inform teachers about differentiation and support requirements.
Year 7 pupils who would benefit from small group interventions are identified from
above testing
Pupils are placed in appropriate small groups to meet their needs
Pupils are monitored regularly and specific issues are addressed
Pupils are able to move from small groups back into the mainstream lesson when
appropriate
Interventions of this nature continue in to Year 8 if necessary
Parent/Carers and Teacher concerns
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Parents/carers and/or Teachers may express concern for a pupil and the SEND
Department will assess to identify any issues in regard to learning, social, emotional
or any other needs.
Pupil will be offered the appropriate intervention
LEVELS OF SUPPORT
SEND Support Level 1
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The identification of pupils will be the same as above
If specific provision is required the student will be supported and monitored
Staff will be made aware of the pupils needs and their needs will normally be met
through quality first teaching.
Provision may be Positive Support, Nurture, Essential Skills interventions or
Mentoring
SEND Support Level 2
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SENCO will liaise with external agencies
SENCO will attend meetings for these pupils
SENCO will organise external agencies to support these pupils
If necessary, a plan will be written for the pupil
Pupil will be offered a Key worker who will meet with them regularly.
A member of SEN Department will make contact with parents/carers and will meet
them if necessary
As SEN Support Level 1 interventions plus in-class support from a Learning Support
Assistant or Teacher for targeted lessons.
Access arrangements for assessments
Statement or EHCP Pupils -Level 3
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SENCO will write a person centred plan for each pupil which will be placed on staff
information computer system for all staff to view.
Pupils will be entitled to support from a Learning Support Assistant in specific
lessons.
Learning Support Assistants wherever possible work within their specialised subjects
giving pupils will have access to the curriculum
Independent learning is encouraged
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SENCO will liaise with external agencies
The Statement or EHCP will be reviewed annually and the person centred plan will
be updated.
There is opportunity for Parents/Carers to meet with SENCO and Directors of
Learning every term to discuss the person centred plan and update if necessary
PROVISION
ERB Support
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Skills teaching such as Braille or touch typing
Physiotherapy programmes as set by child’s physiotherapist
Withdrawals for extra literacy or numeracy
Lunchtime club to support social development
Provision of mobility and habilitation support
Training of peer sight guiders to develop friendship opportunities
Individualised programmes in 6th form
Specialist ICT support
Personal care support
After school club for social time or support with homework
Key worker to oversee child’s progress
In class support.
In Class Support
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Pupils with a Statement or EHCP will have support within the classroom. The
support will be focussed on the individual needs of the student.
Pupils with Statement or EHCP will be encouraged to develop their independence
and learning skills in the classroom by the Learning Support Assistant and Teacher so
that Learning Support Assistant will be able to support other pupils in the classroom
as necessary.
Teachers and Learning Support Assistants will work together to ensure the best
outcome for the pupil.
Essential Skills (Years 7 and 8)
Pupils are withdrawn for Booster Groups. These are targeted short-term interventions in the
form of Literacy and numeracy support in small groups in year 7 and literacy support in Year
8. Lessons are taught by a team of teachers and Learning Support Assistants (Level 2 and
above).
Intensive Literacy
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Pupils who have been identified as needing intensive literacy will be withdrawn
during period 1 in year 7. The programme will be specifically geared at skills to give
strategies to support them in reading, spelling, writing and study skills. The
programme in year 8 will be arranged as necessary.
There will be regular assessment of progress and pupils will ‘graduate’ when
appropriate.
Lessons taught by a team of teachers and Learning Assistants (Level 2 and above).
Year 9 Literacy Groups
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Targeted Year 9 pupils who have not opted for two languages will receive Literacy
intervention
Dyslexia Intervention
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Pupils with Dyslexia or Dyslexic tendencies will be taught within the Literacy
withdrawal groups – i.e. Essential Skills, Intensive, Booster or Year 9. The programme
of study is recommended by the British Dyslexia Association as a suitable
intervention.
Appropriate additional resources will be issued if needed.
Homework Clubs
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Homework Club is available on Tuesday and Thursday after school for any students
to attend. The sessions will finish in time for the ‘late bus’.
Nurture and Positive Support
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Many pupils will be at an earlier stage of development both socially and emotionally
than their peers. Nurture and Positive Support aim to develop the students’ selfesteem, confidence, and self-awareness so that they may go on to benefit from all
mainstream opportunities. We also aim to develop the pupils’ ability to make, build
and maintain good relationships.
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SEAL programme (Social and Emotional Aspects of Learning)
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Positive Support rooms provides a safe base
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Develop a sense of belonging and build self-esteem
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Sharing ideas, concerns and worries
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Interaction with other pupils
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Manage anger, develop self-awareness of strengths and weaknesses
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Develop understanding of feelings and emotions
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Learn how to interpret body language
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Develop/build/maintain skills for friendship
Mentoring and Specialist Teaching Support
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It is recognised that behavioural issues are connected to other issues such as
emotional difficulties, social difficulties, learning difficulties and sometimes mental
health problems. A Specialist Teacher and a team of mentors, work with pupils to
help them overcome behavioural issues and develop strategies so they are able to
learn more successfully.
The Damascus Centre
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On-site Alternative Education Support Provision
Changing student behaviour around the principles of prevent, provide, and return
The centre prevents exclusion through the use of early intervention, improves
experiences and outcomes for students, and improves the quality and impact of
teaching, instruction, coaching, and nurturing on the student.
The Damascus Centre operates around 5 fundamentals – Cooperation, Integrity,
Respect, Belief, and Care
Short/long term, part/full time bespoke timetables enable students to access the
centre for a period of time suitable to the individual.
Bespoke timetables include an alternative programme of education and respite for
the student.
Students will complete work set by their class teachers, work/tasks set by the
Damascus Centre teacher and engage in an online learning programme bespoke to
them.
Referrals to outside agencies for advice and support
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e.g. Educational Psychology, Child and Adult Mental Health Services, Faith in Families
Support Worker, Specialist Teachers for ASD
ERB – Educational psychology, ophthalmology, connexions, physiotherapy,
occupational therapy, speech therapists, teacher of the deaf, CAMHS.
Access Arrangements (Exam Concessions)
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The Director of Learning for SEND and the Senior Learning Support Assistant are the
Specialist Assessors for Access Arrangements.
Screening of all year 9 pupils identifies those who are eligible for Access
Arrangements.
Pupils will be clearly identified by the use of data and testing and their normal way of
working in the classroom
Any teacher may raise concerns about a pupil and that pupil will be assessed to
confirm if testing for Access Arrangements is necessary.
Types of Access Arrangements – Reader, Scribe, Extra Time, Rest Breaks, Separate
Room.
Access Arrangements will be shared with staff. Access Arrangements should reflect
the pupil’s normal way of working.
The SENCO and Director of Learning for SEND with support from the Exams Officer
will identify internal and external examinations where identified pupils will require
Access Arrangements.
Staff will be available as readers in exams. Pupils do not always require an individual
reader, so this is sometimes shared. Pupils requiring a scribe will be allocated a
member of staff to write for them as required and this takes place in a separate
room.
Pupils who require extra time will be highlighted to the invigilator and will receive
extra time at the end of the exam.
Pupils who have been identified as requiring a laptop for exams will be provided with
a laptop.
Students in the ERB will receive the appropriate access arrangements for their
disability according to their needs and their usual way of working.
MONITORING
ANNUAL REVIEWS AND TRANSITION PLANS FOR PUPILS WITH STATEMENT/EHCP
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Annual Reviews of Statements or EHCPs will take place each year or more frequently
if necessary. Parents/Carers and any external professionals working with the pupil
will be invited to attend the Review.
The SENCO will ask teachers to report on pupil’s progress in terms of the objectives
on their Statement/EHCP. Reports will be compiled and distributed to the relevant
parties.
The SENCO will conduct the Annual Review and if necessary any Transition Plan
(Transition Plans begin at Year 9)
Following the Review a report is sent to the Local Education Authority who note any
amendments and consider any recommendations from the Review meeting. The
LEA will respond with any agreed amendments to the Statement/EHCP.
REVIEWS FOR OTHER SEND PUPILS
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Parents are invited to Review their child’s progress with staff at SEND Parents
Consultation Evenings – three times per year.
Individual pupil progress is discussed at Learning Support Assistant Meetings where
any concerns passed to the weekly support team meeting.
Key workers and Form Tutors also meet with pupils to discuss progress.
WHOLE SCHOOL SUPPORT
Learning Support Assistants
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Learning Support Assistants are allocated to subject departments and work closely
with the teachers in that department. They are the link between the department
and SEND department.
Learning Support Assistants are timetabled with the departments to support
Statemented and EHCP pupils and other SEND pupils in the classroom and in small
groups.
Learning Support Assistants are designated as Keyworkers for specified SEND pupils.
Inclusion Champions
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Each department has an Inclusion champion who will meet regularly with eth SEND
department to discuss issues and concerns around inclusion in the school.
These meetings ensure that all departments share good practice and developments
with each other.
Training items update the Champions when necessary.
SENCO and Director of Learning SEND and Inclusion, Director of Learning ERB and Director
of Learning for Alternative Education (referred to as Directors of Learning below)
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The SENCO and Directors of Learning will ensure that Learning Support Assistants are
observed at least once a year and that they are part of the academy’s appraisal
process. Any developmental needs will be identified and addressed.
The SENCO and Directors of Learning, will offer any advice on differentiation to
teachers or department as requested.
The SENCO and other specialist staff will observe particular pupils and offer advice.
The SENCO and Directors of Learning will ensure that relevant training is provided
for Learning Support Assistants.
Contact details
inclusion@saintben.derby.sch.uk
Tel 01332 554270 - Helen Cwynar, Learning Support Administrator