SEN Information Report and School Local Offer 2018-19
Welcome to the Bluecoat Wollaton Academy’s SEN Information Report for learners with Special Educational Needs and Disability.(SEND). All governing bodies of academy schools have a legal duty under the revised Code of Practice (2014) to publish information on their website about the implementation of their policy for students with SEND.
Bluecoat Wollaton Academy recognises and celebrates the individuality and diversity of our students. It is a Church of England voluntary aided secondary school, committed to working together with all members of our school community. There are no restrictions on entry. Every student has an entitlement to a broad, balanced, relevant and differentiated curriculum. The academy is committed to giving all students every opportunity to achieve the highest standards. We have an inclusive ethos with high expectations where everyone can achieve their full potential. We seek to engender a sense of belonging to the academy and to boost self-esteem, self-confidence and motivation.
Our information has been seen and discussed with students, parents/carers, governors and members of staff. The provision that we describe below is consistent with recommended good practice within the LA’s Local Offer. We would welcome your feedback and future involvement in its review, so please do contact us.
Bluecoat Wollaton Academy is proud of its diversity. It places great emphasis on its unique and varied community of learners. Everyone, regardless of faith, ability, ethnicity or background is valued and nurtured.
The academy has a local and national reputation for its work with young people with SEND. Inclusion for all and of all is central to what we are about.
It is a fully inclusive mainstream secondary school. The academy has a historically close relationship with the LA and this collaborative partnership has developed our inclusive ethos further.
The academy has a higher proportion of students with SEND compared to national averages. The percentage of students with SEND in secondary academies is 12.2% compared to 18.5% at our academy. We are proud of the work that all staff do to support the learning of students with a broad range of SEND. We cater for all students with needs such as:
- Learning difficulties that stem from cognition and learning needs
- Communication and interaction difficulties
- Autistic spectrum disorders (ASD)
- Specific learning difficulties
- Sensory and physical difficulties
- Social, emotional and mental health needs
The most prevalent needs in the academy are Social and Emotional Health, Moderate Learning Difficulties and Specific Learning Difficulties. The academy has higher than average numbers of SEND students with ASD when compared to the national rate for all state funded secondary schools.
The academy continues to develop its expertise in supporting students with complex SEND.
|Total number of students on roll||766|
|Number of students with statements (EHCPs from September 2014)||8|
|Number of students identified as SEN Support||134|
|Percentage of academy population with SEN provision||18.5%|
Bluecoat Wollaton Academy is committed to early identification of students with special educational needs. The Learning Support Faculty works closely with the curriculum, pastoral and Student Support teams to ensure that students who may have special educational needs are identified and assessed so their learning needs are more fully understood.
A range of evidence is collected by the Learning Support team through an analysis of each subject’s assessment data. This data is captured at several points across the academic year. Additional assessment is collected through reading tests, CAT tests, PASS and specialist diagnostic screeners. The student is given target grades in all subject areas which is shared with parents/carers through the academy reporting system. As well as target grades students also receive Attitude To Learning grades (ATL) which reflect a learners behaviour and disposition in class. If a student’s data suggests that they are not making expected progress the Special Educational Needs Coordinator (SENCo) and Learning Support team will work with a range of staff with school to decide if additional and/or different provision is necessary.
If a parent is concerned about a child’s progress this should be raised with the subject teacher, Year Leader and/or the SENCo. At Bluecoat Wollaton Academy key staff meet to discuss student’s needs in regular meetings around subjects, pastoral concerns or Learning Support teams. Teachers and other members of staff can refer students to the Additional Needs team if they have concerns about a student’s learning, behaviour or well-being and if there is a need for extra help and support will be discussed and a support plan put in place.
Discussions with parents/carers take place at parents’ evenings and through appointments arranged at convenient times during or at the end of the school day. Staff ensure that assessment of educational needs directly involves the learner, their family and their teachers.
The academy also works closely with its feeder primary schools to ensure that any information about student’s special educational needs is known in advance of their arrival in Year 7. A member of staff from the academy’s transition team will visit each feeder school to gather information about children. This knowledge is used to build a full and detailed profile of the new Year 7.Staff from the Learning Support team will visit students with a ‘Statement’ of Special Educational Needs or an Education Health and Care Plan in their primary school to explore the support they will need when they transfer to the academy.
Staff work closely together to ensure they have a broad understanding of the difficulties students with SEND face. A co-ordinated programme of staff development ensures that all staff have the opportunity to be well equipped to support the needs of our SEND students.
In the spirit of the SEND Code of Practice we support the idea that high quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality first teaching.
If a student needs additional/different provision to support their learning we will consider all possible options of intervention before a referral is made for a statutory assessment. We will make referrals for statutory assessments in consultation with parents and/or carers and outside agencies that support the academy.
- How the academy evaluates the effectiveness of its provision for SEND students:
The academy is committed to continually improving and developing our provision for students with special educational needs.
The Learning Support team regularly evaluates its effectiveness through an annual faculty review led by a member of the senior leadership team at the academy. The review feeds closely into the faculty’s self-evaluation form and annual improvement plan, which ensure that the faculty continues to build on the effectiveness of its provision.
The Learning Support Faculty also closely tracks attainment data of students on the Inclusive Education Register to ensure that additional to/different from provision is impacting across the curriculum. In addition for students with SEND we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age related and national expectations.
Analysis of SEND student performance data will include:
- Are students performing on target with their learning
- Progress and attainment
- % achieving end of key stage targets, or making at least expected progress towards these targets
- Reading tests, CAT tests, screeners etc.
- Attitude towards learning grades
- Number of exclusions
- SEN attendance
- Number of students with a statement or EHCP
- Lesson observations involving SEND students
- Feedback from teachers, support staff, parents and students
- Evidence of impact of SEND training for SEN staff
Furthermore, regular observations are undertaken of academy lessons to ensure that high quality teaching is in place and that the provision provided is leading to student progress and achievement. Observations are also undertaken by the SENCo and members of the management team to ensure that any in-class support provided by Learning Support assistants is helping students to engage and make progress with their learning.
- The academy’s arrangements for assessing and reviewing the progress of students with SEND:
Students’ progress is regularly monitored through analysis of each subject’s assessment data. Students’ attainments are tracked using the whole academy tracking system (Go4Schools) and those failing to make expected levels of progress are identified. These students are then discussed in half termly progress meetings that are undertaken in local teaching and learning meetings with senior staff and discussed with the SENCo and Learning Support team.
Any interventions run by the Learning Support Faculty in which students are involved are closely tracked and monitored to ensure their effectiveness.
If students are not making expected progress, the Learning Support team will explore how to better support the student. Students will be observed in lessons and the SENCo/Learning Support Team will work with teachers to ensure that the learning is appropriate and effectively supports the student’s needs.
The SENCo may carry out additional testing if concerns are raised regarding student progress. The SENCo may also refer students to specialist teachers or educational psychologists for more in-depth testing.
- The academy’s approach to teaching students with SEND:
An inclusive approach to teaching and learning is promoted across the academy. Staff at the academy access regular high quality training on a weekly basis focusing on different aspects of teaching and learning such as differentiation, assessment for learning, data analysis, as well as sharing good practice for meeting the needs of all learners.
We believe that every teacher is a teacher of students with SEND. Subject staff implement appropriate personalisation to meet student need in lessons through high quality teaching. Quality teaching, differentiated for individual students, is the first step in responding to students with additional needs. Subject teachers are responsible and accountable for the progress and development of students in their class, including where students access support from teaching assistants and specialist support.
The SENCo ensures that all staff have the relevant information regarding SEND students, including practical classroom strategies. This information is presented in the form of an accurate and up-to-date SEN register which includes information regarding each students SEN status, need and types of support offered. Individual Education Plans (IEPs) support this information detailing background information, potential barriers to learning and classroom strategies to support a student’s learning. This information is stored centrally and is regularly updated when appropriate, for example after a review meeting. SEN guidance and advice forms are available to all staff within the academy to provide support and strategies for the most prevalent special educational needs.
- How the academy adapts the curriculum and learning environment for students with SEND:
Every teacher is required to adapt the curriculum to ensure access to learning for every student within their class. The Teacher Standards 2011 detail the expectations on all teachers and we at Bluecoat Wollaton Academy are proud of our staff for the high aspirations they hold for all students and their striving to continually improve their practice to facilitate the best possible outcomes for our students.
Teachers use a range of strategies to meet student’s special educational needs. Lessons have clear learning intentions; we differentiate work appropriately and we use assessment to inform the next stages of learning.
As much as possible students will have full access to the National Curriculum, though at times small group teaching, one to one sessions or alternative provision might be provided if this better suits the learning needs of the student.
In order to have a curriculum that meets the needs of all students Bluecoat Wollaton Academy has:
- Smaller classes for lower ability sets
- Literacy intervention programmes targeting reading stanines and comprehension skills
- Additional literacy/English lessons for identified students in Years 7 and 8
- Additional in-class support for all lower sets from Year 7 – 11
- Small group withdrawal for specific academic intervention groups as required (Literacy, Numeracy, ICT interventions for students working at Level 2 or below)
- Social and emotional support groups if and when necessary
- Positive reward systems
- Specific subject interventions targeted around achievement and progress
- Specific Literacy Difficulty clinics for students diagnosed with dyslexia
- Language sessions for visually/hearing students to reinforce work covered in lessons with communication assistants or Teachers of the Deaf/Teacher of the Visually Impaired.
- An option for some GCSE students to reduce the number of subjects and have ‘catch up’ time to supplement the work they do in other GCSE subject areas.
- Alternative curriculum sessions for Years 7 and 8 students with complex and long term needs including SALT sessions, Life Skills, SRE, swimming, Social stories etc.
- Alternative curriculum pathway from Year 9 onwards following a Foundation Learning curriculum
- A personalised curriculum for students with specific strengths and weaknesses from Year 9 onwards following a combination of GCSE or BTEC subjects and Foundation Learning
- Sixth Form pathway following a Life Skills Diploma programme
Learning Support staff, pastoral team members and faculty staff in consultation with parents/carers will seek advice or support from external specialists. Additional strategies may be put in place and recorded in students’ provision maps.
Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning which has been identified. This support is described on a provision map, which monitors and tracks the interventions and actions that we undertake in the academy to support learners with SEND.This map is modified regularly and changes as our learners and their needs change.
Accessibility around the academy:
The following facilities are available for students and their parents/carers with physical difficulties:
- Disabled parking bays
- Easy access to buildings
- Lifts to all floors on the campus and lifts to all floors.
- Accessible toilets in all teaching blocks
- Contrast edging and dual height rails on stairs and steps
- Evac chairs and emergency proceduresfor designated students
- Accessible break areas
- Accessible dining areas
- A private room for administration of medication in the Learning Support faculty and main school areas
- Additional support for learning that is available to students with SEND:
At Bluecoat Wollaton Academy students with special educational needs and disabilities are provided with help and support according to their level of need.
The Learning Support Faculty has a range of resources which it uses to support students with special educational needs. Resources are allocated to students in relation to their specific needs.
As part of the academy budget we receive ‘notional SEN funding’ from the DfE. This funding is used to ensure that the quality of teaching is good in the academy and that there are sufficient resources to deploy additional and different teaching for students requiring SEN support. The amount of support required for each student to make good progress will be different in each case.
In some specific cases a very high level of resource is required. The funding arrangements require schools to provide additional funds for these students and above that the local authority should provide ‘top up’ funding for the school to ensure adequate resourcing is in place for the individual child to make progress. The academy submits information to the LA re the needs of students and the specialist interventions they require in order to access this ‘top-up’ funding.
- How will my child be included in activities of the school including academy trips?:
All students are included in all parts of the academy curriculum and this is the same for trips or visits off site.
A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. If it were deemed unsafe for a student to take part in an activity, either additional resources will be provided or alternative activities which will cover the same curriculum experience will be provided in school.
A range of extra-curricular activities are offered during the school day and students with SEND are encouraged to take part according to their individual interests. A range of Learning Support Faculty enrichment clubs run at lunch time and after school to provide additional experiences for SEND students.
Students with SEND who may find break or lunch times difficult have access to the Learning Support base and staff are always on hand to support them.
A breakfast club is provided, by invite, to support students struggling with the early routine of secondary school life.
A study club is operated in the Learning Support base on Thursday afternoons from 2:00 p.m. to 3:00 p.m. to support students with SEND. After school support is arranged with parents/carers personally when needs arise.
The Learning Support Faculty run a range of residentials over the year targeting different age groups including visits for Years 7-10 cohorts.
- Support that is offered to ensure the well-being of students with SEND:
Wellbeing is supported through the following:
- each teacher has a knowledge and understanding of students in their care
- students with high levels of SEND have a named key worker from the Learning Support Faculty whoare responsible for the co-ordination of the student’s leaning and social wellbeing while at school
- student’s medical needs are addressed in accordance with the statutory guidance on supporting pupils in schools with medical conditions, and medicines are administered in line with the academy’s Medicine policy
- students who have specific medical needs will have a Health Care Plan
- the Pastoral Team provide support for students and their families and liaise closely with the Learning Support Faculty
- signposting to external agencies to support the wellbeing of the child
- in-school interventions which may include access to a counsellor or outreach worker from the CAMHS team
- self-esteem groups
- social skills groups
- lunch time support
- behaviour support strategies including in-class support or support from Student Services
An on –going programme of training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for students with SEND.
Recent training has been facilitated by Speech and Language Therapy, Teachers of the Visually impaired, Teachers of the Hearing Impaired, Police, National Autistic Society, the Behaviour Support Team, Travel training,LA Autism Team and Educational Psychologist.
Our SENCo actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND. Teaching staff seek support and guidance from the SENCo and Learning Support team as required.
The academy also seek advice and guidance from local special schools and other relevant agencies to help school staff meet the needs of your child to review, evaluate and develop provision for students who have the most complex needs.
We have staff with specialized expertise, qualifications and experience including:
Mr. R. Back – the Director of Additional Needs is a qualified secondary teacher. He has been involved in SEN teaching for 27 years and held a SENCo position for 19 and a half years. He has a Master of Education in Special Educational needs.
Mrs. L. Cassady – the SENCo at Bluecoat Wollaton Academyhas QTLS and has been working with SEN students for12 years.
Mrs. R. Sanders – the SENCo at the Aspley Lane campus is a qualified secondary teacher with a background in supporting SEN students for 12 years.
Mrs. V. Lee-Jenkinson – the ARC Manager who works from the Aspley Lane campus has over 12 years of experience of working with ASD students
Teaching assistants with specialist qualifications for supporting hearing impaired students ranging from BSL levels 1 -5
Teaching assistants with specialist qualification in Braille to support visually impaired students
Staff/mentors trained to use restorative approaches to manage conflict
A set team trained annually in de-escalation and positive intervention techniques
Mrs. R. Bentley – is the teams Administration Manager.
We use our professional judgement to ensure that the funding is distributed to have the greatest impact on our students with SEN. We regularly review this to ensure maximum effectiveness and efficiency. We strive to ensure equity, transparency and clarity amongst all settings within the academy and ensure this clarity allows all staff to understand the allocation of resources and to assist in their decision making process.
The majority of SEN funding is spent on additional support staff. Most of this funding comes from the central academy budget and Local Authority ‘top up’ funding for students with high level needs. Specialist equipment and resources are considered on an annual basis and appropriate funding requests are submitted to the academy. Additional resources can be requested or bid for from external agencies but these resources are finite and dependent on specific criteria.
- Information about students with SEN is transferred from primary schools. The academy gathers information from all feeder primary schools through school visits by relevant pastoral staff and more detailed information either by attendance at Year 6 Annual Reviews or by visits by the SENCo and their team to the schools in the summer term. Any student identified as SEN Support or has a Statement in Year 6 is referred to the SENCo and is added to the Inclusive Education Register for Year 7. Students in Year 6 who accepted a place at Bluecoat Wollaton Academy for Year 7 are invited to 2 intake days in June. These days give a taste of secondary school life, involve experience of lessons, information about how the academy runs and provides an opportunity for students to meet their new classmates. Parents/carers are invited to an ‘Intake Evening’ at the end of the two days, to learn about the activities their children have undertaken, to meet key staff and to receive information about the organisation of the academy.
- The SENCo will also meet with advisory staff or specialist teachers to ensure that provision is put into place to ensure a smooth transition at any stage that a student with SEND transfers to Bluecoat Wollaton Academy.
- Additional meetings support students and parents in making positive curriculum options in Year 8 for transition from Key stage 3 to 4 as well as Years 10, 11 and 12 when students and their families are making decisions about Post 16 and 18 education and training. This includes visits to open days and further education fairs.
- Additional efforts are directed at Year 10 Work Experience for SEND students with all students having a real and challenging work experience placement with support as and when needed.
- All SEND students with complex needs receive 1:1 careers advice to help them plan possible routes for training or education.
We have a positive approach to behaviour management with a clear Behaviour for Learning policy that is followed by all staff and students. Every lesson, every student has the opportunity to receive a positive point from the teacher. Points are recorded on the academy database and monitored by pastoral leaders. This enables the tem to identify students who may be falling behind their peers, to investigate and to address the reasons for this.
There are consequences for poor behaviour, which are outlined in the academy behaviour policy. As well as losing rewards, students can receive sanctions such as detentions, isolation from class or fixed term exclusions.
However, if a student is falling significantly behind their peers, and their behaviour is affecting their learning or the learning of others, then additional support may be provided.
The Attendance Manager monitors students attendance, liaises with the local authority education welfare officer; helps parents/carers manage their child’s attendance at school and can support with outside agencies coming into school.
The education welfare officer helps parents/carers manage their child’s attendance at school; overseas legal action against parents/carers whose children do not attend school; helps liaise with outside agencies that can support families in more difficult situations.
The Student Support team works with students when their learning is affected by their behaviour, providing emotional support, signposting to sources of guidance and advice, liaising with external agencies, overseeing action plans, arranging alternative provision.
The Student Support team work with students whose behaviour is affecting the learning of other students, to help them develop skills for understanding and managing their emotions, social and mental health for supporting learning at school.
Figures for exclusion of young people at Bluecoat Academy are significantly below national averages and it is seen very much as a last resort. Students are supported back into school by staff following any period of exclusion. For students with SEND senior staff will liaise carefully with pastoral staff and the SENCo and will make a decision with regard to any SEN the student may have. A decision to exclude a student with SEN is always taken very carefully indeed and will be the last resort after alternatives have been tried and failed.
The SENCo will maintain links with the LA support service, the Educational Psychology Service and other special agencies such as CAMHS, Speech and Language Therapy,and NHS practitioners. The pastoral team would be the normal point of contact with Educational Welfare and Social Care. Liaison within the academy will ensure appropriate personnel are informed of matters that affect them.
As an Academy we believe that the Special Educational Needs of students are best met when there is effective collaboration and communications between Academy, other agencies, families and students. We aim to foster good working relations with all of these groups especially parents.
At Bluecoat Wollaton Academy we endeavour to communicate positively with parents by:
- Using parental knowledge – you are the ones who know your children best!
- Recognising the personal and emotional investment of parents
- Ensuring parents understand the procedures and feel supported with these
- Respecting differing perspectives and seeking constructive ways of reconciling different view points
- Respecting the differing needs parents themselves may have
- Recognising the need for flexibility in the timing and structure of meetings
The Academy will always seek parental permission before making a referral to other agencies for support for their child. Where parents do not wish to have their details passed on to third parties their wishes will be respected.
This SEN information report declares our annual offer to all learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. For this reason we would ask you to please engage with our annual process to “assess, plan, do and review” so that, working in partnership, your child is supported to achieve the best possible academic outcomes and a happy and successful future.
We have an open door policy and you can ask for an appointment to speak with your child’s Year Leader, class teachers, the SENCo or more senior member of staff at a mutually convenient time.
Please refer to the academy general complaints procedure. The normal arrangements for the treatment of complaints at Bluecoat Wollaton Academy are used for complaints about provision for special educational needs.
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 SENCo, Director of Additional Needs or designated Senior Leader.They can then look into your concern and give you a response, making clear any action or monitoring of a situation that may be necessary. At this stage, misunderstandings can usually be settled, Everyone benefits from the speedy resolution of a difficulty and from suggestions for improvement.
If no satisfactory solution can be agreed a more senior member of staff will be able to offer advice on formal procedures for complaint if necessary. This process is outlined in the academy’s Complaints Procedures document.
Parents/carers can request support from a parental support service. The complaint will be considered by the Principal and Governing Body.
If the complaint is not resolved through the normal school processes, then a disagreement resolution can be contacted.
There are some circumstances, usually for children who have a statement or EHCP, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the academy.
Parent Partnership: www.ppnotts.org.uk – guidance and impartial information, advice and support
National Association of SEN: www.nasen.org.uk
Department for Education: www.dfe.gov.uk
Information on Nottingham LA’s Local Offer can be found on the local authority’s website: www.nottinghamcity.gov.uk/localoffer
Information on Nottinghamshire’s LA Local Offer can be found on the local authority’s website: www.nottinghamshire.sendlocaloffer.org.uk
Bluecoat Wollaton Academy
Accessibility Plan 2018 – 2020
Bluecoat Wollaton Academy is committed to providing a fully accessible environment which values and include all students, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a cultural awareness, tolerance and inclusion.
Definition of disability (Equality Act 2010)
In the act a person has a disability if:
- They have a physical or mental impairment
- The impairment has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities
For the purpose of the Act, these words have the following meaning:
- ‘substantial’ means more than minor or trivial
- ‘long-term’ means that the effect of the impairment has lasted or is likely to last for at least twelve months (there are special rules covering recurring or fluctuating conditions)
- ‘normal day-to-day activities’ include everyday things like eating, washing, walking and going shopping.
People who had a disability in the past who meet this definition are also protected by the Act.
Progressive conditions considered to be a disability:
There are additional provisions relating to people with progressive conditions. People with HIV, cancer, multiple sclerosis are protected by the Act from the point of diagnosis. People with some visual impairments are automatically deemed to be disabled.
Conditions that are specifically excluded:
Some conditions are specifically excluded from being covered by the disability definition, such as a tendency to set fires or addictions to non-prescribed substances.
Bluecoat Wollaton Academy plans, over time, to increase the accessibility of provision for all students, staff and visitors to the academy. The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the academy, adding specialist facilities as necessary. This covers improvements to the physical environment of the academy and physical aids to access learning.
- Increase access to the curriculum for students with a disability, expanding the curriculum as necessary to ensure that students with a disability are as, equally, prepared for life as are able-bodied students; (if an academy fails to do this they are in breach of the Equality Act).
- This covers teaching and learning and the wider curriculum of the academy such as participation in enrichment activities and school visits. It also covers the provision of specialist aids and equipment, which may assist these students in accessing the curriculum.
- Improve the delivery of written information to students, staff, parents and visitors with disabilities. Examples might include handouts, academy literature, timetables, textbooks, and information about the academy and academy events. The information should be made available in various preferred formats within a reasonable time frame. The academy will promote positive images of disability through all aspects of its work
Actions Plans are attached which relate to the three key aspects of accessibility. These plans will be reviewed and adjusted on an annual basis. New plans will be drawn up every three years.
We acknowledge that it is necessary to raise awareness of issues relating to accessibility and to provide training for all staff and governors to the matter of disability discrimination and inclusion.
The Accessibility Plan should be read in conjunction with the following policies, strategies and documentation:
- Public Sector Equality Pay
- Equal Opportunities
- Child Protection
- Curriculum Statement
- Health and Safety Policy
- Special Educational Needs Policy
- Behaviour for Learning Policy
The Accessibility Plan will be published on the Academy website. The Academy’s complaints procedure covers the Accessibility Plan.
Vision and Values:
Bluecoat Wollaton Academy aims to ensure equality of opportunity for all its students and staff and it follows that disabled students or prospective students, are not treated less favourably than other students or prospective students, for reasons relating to their disability.
This needs to be read in conjunction with the academy’s SEN Policy.
Information from Student data and academy audit:
The latest information regarding the number of students with SEND for the academy can be found in the SEN Information Report on the Academy’s website and PLASC.
Views on those consulted during the development of the plan:
The views of all agencies, students and their parents/carers will be sought through the regular meetings held as part of the support given by the academy.
The main priorities in the Academy’s plan:
We take advice on support needed for students with disabilities and work with professionals to ensure they have the necessary support to fully include them in the life of the academy.
With our rolling programme of curriculum policy review and academy improvement, we aim to ensure that policies that relate to disability are discussed, reviewed and challenged so that outcomes continue to improve.
Increasing the extent to which disabled students can participate in the academy curriculum:
- The academy will endeavour to provide suitable access to a range of curriculum opportunities.
- Where necessary, support will be given by the Learning Support Faculty, led by the SENCo
- The academy facilitates services from a range of agencies for all students and their families.
Improving the physical environment of the academy to increase the extent to which disabled students can take advantage of learning and associated services:
- The academy’s classrooms are all on the ground floor or accessible by lift.
- Any new facilities will be built with disabled students in mind, ensuring access for all including discussions around improved access, lighting, acoustic treatment, sun glare and colour schemes.
- The academy has suitable disabled toilet facilities for students and for the use of disabled visitors using extended school services.
- The academy has disabled shower facilities.
Improving the delivery to disabled students of information that is provided in writing for students who are not disabled:
- Where necessary, all hand-outs, letters, timetables etc. will be made available in suitable formats for disabled students and their families, including electronical adaptions.
Bluecoat Wollaton Academy Disability Access Plan 2017 – 2019
|Physical Access||Ensure awareness of disabled students/parents on Open Days||Staff are aware of all visitors and their needs and access to the academy is always available
Everyone feels welcome to the academy
|Designated disabled parking bays allocated on academy site||Families with disabled members have easier access to the academy||Spring 2019|
|Improve lighting points in main car park area in evening and winter months||Staff, parents and students have improved visibility and access to parking area and school entrance. Improved personal safety measures.||Summer 2019|
|Ensure all step edges are marked to help them stand out more for visually impaired students||Reasonable adjustments are reviewed and maintained and updated to improve access and safety||Spring 2019|
|Ensure all disabled toilets are accessible||All disabled students, staff and visitors have access to a disabled toilet in all blocks of the academy||Autumn 2018|
|Ensure specialist White Room is fit for purpose||The specialist room is safe and||Autumn 2018|
|To ensure there is a management evacuation strategy for staff, students and visitors with disability and that named staff are trained in evacuation procedures||All disabled students and staff working with them are safe and confident in the event of an evacuation.
All appropriate staff have received the necessary training on evacuation aids
|Curriculum access||Audit Learning Support students in Autumn Term to assess if differentiated resources available to them||Student voice researched and used to lead staff training||Spring 2019|
|Provide regular training on differentiation:
· All departments show how differentiation is built into SoW
· Focus on how subject staff and TAs can liaise prior to lessons
|All teachers can fully meet the needs of all students with regard to accessing the curriculum.
Improved attainment and progress for SEND students.
All staff have had regular access to differentiation training.
|Alternative curriculum – additional pathway/entry level learning prioritised for specific students||Individualised curriculum developed and valued in school to ensure appropriate curriculum for students with significant learning needs is offered||On-going|
|Ensure students who record best through technology have access to laptops, iPads, specialist software so they are not disadvantaged in learning||Improved access to individual learning for specific students with writing, processing or communication needs||Summer 2019|
|Academy to hold testing for coloured overlays and access for all students to use them in lessons||Improved access to the curriculum for dyslexic learners.||Autumn 2018|
|Ensure equal access for disabled students to academy enrichment, visits and extra-curricular activities
· Risk assessment and planning of trip to include accessibility references
· Funding available from academy central funding so that additional staff can support disabled students on visits
|Disabled students are able to participate equally in out of school activities.||Autumn 2018|
|Access to information
|To ensure parents/carers of disabled students have access to variety of means of information from the academy direct including – letters, texts and||All parents/carer receive important school information on a regular basis.
Increased involvement in academy life.
|Availability of written material in alternative formats including large print||Delivery of information to parents/carers improved for adults with visual impairments.||Spring 2019|
|To ensure there is braille information available for people with visual disabilities||Delivery of information to parents/carers improved for adults with visual impairments.||Summer 2019|
|To ensure there is an audio version of the most important information||Delivery of information to parents/carers improved for adults with hearing impairments.||Summer 2019|