Mrs R Elliot
Our SENDCo (Special Educational Needs and/or Disabilities Coordinator.)
You can contact them through the main school office or:
EmailOur vision for children and young people with special educational needs and disability (SEND) is the same as for all children. We strive to ensure access for all to educational excellence in preparing children and young people for their futures, seeking to continually improve attainment and progress for all and secure the highest levels of achievement appropriate to the individual learner.
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory and/or Physical Needs
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
View our SEND policies here
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
- Play a full and active role in school life;
- Access and enjoy the same opportunities at school as any other child, including school trips and physical education;
- Remain healthy and safe;
- Achieve their academic potential.
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
We welcome students with special educational needs or disabilities and support students across four teams. Students are organised into the teams during their transition from their previous school and it is based on the student’s main area of need. An Area of Need leader will monitor their academic progress and attendance whilst ensuring that the student’s needs were been met both through teaching and structured interventions.
Cognition and learning support
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
Social, emotional and mental health support
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
Communication and interaction support
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Sensory and physical support
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
1. The kinds of special educational needs that are provided for
In Lift North Ormesby we cater for children with developmental delays, moderate learning difficulties, behavioural/social/emotional difficulties, moderate hearing/visual impairments, International new arrivals including pupils who are new to English or have English as a second language, children who have missed part of their schooling and children who move schools mid-year
2. Policy for identifying children and young people with SEND and assessing their needs, including the name and contact details of the SENDCO (mainstream schools)
Our SENDCo is Mrs Rebecca Elliot but SEND issues can also be discussed with the Principal, Mrs Helen Charlton or any member of our Pastoral Team including , Miss Cassie Williams (Safeguarding, Attendance and Family Support Lead). Those with concerns or queries are advised to telephone the school on 01642 247985 or email us at contactus@liftnorthormesby.org.
Pupils are monitored and discussed half termly at pupil progress dialogues, where pupils with any additional needs are identified and further support provided in the academy or additional outside agency specialist support is accessed and provided. The pastoral team also meets regularly to discuss key children and any additional support they can access or provide. This follows the SEND Code of Practice approach of ‘assess, plan, do and review’.
3. Arrangements for consulting parents of children with SEN and involving them in their child’s education
Parents of children with additional needs will receive information about their child’s progress on a regular basis and are able to discuss this with the SENDCo, class teacher or pastoral team. Parent consultations are held twice per year and most SEND pupils’ parents have ongoing dialogue with the SENDCo, class teacher and other members of the Pastoral team. Plans are in place to further develop this via use of Provision Map for ongoing dialogue around intervention and support. A written report on progress for each individual pupil is provided annually in July.
4. Arrangements for consulting young people with SEN and involving them in their education
All SEND pupils are made aware of their individual targets and how to achieve them. Children receiving any additional academic support are consulted on the ways to accelerate their learning. Children meet with staff regularly to discuss their learning in ‘Progress Checks’. There is also an active Academy Council where pupils are able to voice issues associated with the academy.
6. Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood.
As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society
At the end of each phase relevant targets are set and discussed with pupils. They are supported in knowing how to achieve them. Transition to another setting is also supported as much as possible by contacting the admitting school to share support already given etc. For pupils being admitted to the academy, dialogue will also take place with the previous school to ensure continuity of care and approaches. Visitors to the academy from the ‘world of work’ are encouraged to enable children to be aspirational. North Ormesby also work closely with all secondary schools and academies that pupils may transition to , arranging observations, visits, meetings and the transferring of information, where appropriate.
7. The approach to teaching children and young people with SEN
The approach to teaching children with SEND differs according to need. We have high expectations of what children can achieve and plan lessons and use resources to demonstrate this. We use a varied range of teaching styles, differentiated materials (where required), additional in-class support, additional out-of-class support, flexible groupings, use of a rewards and sanctions system, mentoring and counselling and many extra-curricular activities. As a 1:1 iPad school, technology plays a substantial role in differentiating learning and accounting for different learning approaches, styles and needs, and we have a ‘flexible’ approach to seating within each classroom, where pupils are given a choice to work where they feel most comfortable and most efficient.
10. Evaluating the effectiveness of the provision made for children and young people with SEN
Each half term when assessments are completed, the progress of children with SEND is measured. Staff who deliver interventions meet with SENDCo/Vulnerable Pupils Champion and SLT to evaluate and adapt provision according to need. A new on-line tool named ‘Provision Map’ is used to record each and every provision/intervention ran in school and the effectiveness of each provision is evaluated using a pre and post-test where possible.
