SEND and Local Offer
Leeds East Academy has an inclusive ethos where every child, regardless of any potential barriers to learning, is supported to attain their full potential.
We believe that outstanding first wave teaching is fundamental to achieving this, so we ensure that carefully targeted differentiation is evident in all planning. We also believe that targeted withdrawal interventions provide a powerful tool for supporting students and enabling them to access the curriculum.
We work closely with SENSAP based at Adams Court and the Educational Psychologist, as well as a range of other outside agencies, to ensure that provision is in place for students with higher level needs.
What is the Leeds Local Offer?The aim of the Leeds Local Offer is to make sure families can easily find what services are available for children and young people with special educational needs (SEN) and disabilities in their local area.
The Leeds Local Offer will provide accurate, accessible, up to date information about all services from birth to 25, including all education, health and social care services, in one place. It will help families find out what help they can access to meet their individual needs.
The Leeds Local Offer will also provide a place where families can share their views of services and how they would like to see them develop. These views should then be taken into account as services are reviewed and developed.
Click here to find out more.
The latest SEND Information report for Leeds East Academy can be downloaded on the link below:
What are Special Educational Needs?
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) Have significantly greater difficulty in learning than the majority of others of the same age, or
b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post – 16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition a) or b) above or would do so if special educational provision was not made for them (clause 20 Children and Families Bill)”
The following links will take you to extended information, questions and support:
What are the areas of SEND?
Communication and interaction
Children with speech, language and communication needs (SLCN) have difficulty communicating with others and may also not understand and use social rules of communication. This often includes children with Autism Spectrum Disorder, including Aspergers.
Cognition and learning
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD) and severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum. Specific Learning difficulties (SpLD), affect one or more specific aspect of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and mental health difficulties
Children may experience a wide range of social and emotional difficulties. These may include becoming withdrawn and isolated as well as displaying challenging, disruptive or disturbing behaviour. Other children may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
Sensory and/or physical needs
These include vision impairment, hearing impairment or multi-sensory impairment which will require specialist support and/or equipment to access their learning. Some children with a physical disability require ongoing support and equipment to access all the opportunities available to their peers. It also includes children with medical needs.
Leadership of SEND
The SENCO at Leeds East Academy is a qualified teacher with extensive experience of planning for and teaching students with additional needs. She holds responsibility for overseeing all provision, progress and statutory requirements for all SEND students. An Assistant SENCo is employed to support with strategic planning for students with SEND as well as carrying out statutory work and liaison with outside agencies.
The Academy also employs a team of Teaching Assistants (TAs) who support individual students and small groups identified as having SEND within a classroom setting and through withdrawal sessions where appropriate. We monitor, review and evaluate our SEND provision every term and amend accordingly. EHC Plans are provided for students with significant SEND and are reviewed termly with parental involvement. Annual reviews are held in accordance with statutory guidance.
The SEND register is checked weekly and amended if necessary. Every student on the register has a Support Passport, which sets out individual needs and agreed short-term outcomes, as well as offering advice to staff as to how to differentiate to meet individual needs and support that student. Annual reports are shared with the Governing Body, outlining the provision made within the academy and detailing how children with SEND are performing in school.
What training do staff at LEA have to support students with SEND?
All our staff receive quality training throughout the year to ensure they meet the needs of SEND pupils. This might be delivered by the SENCo or by other agencies. Training provides staff with skills, knowledge and expertise in specific areas of SEND e.g. speech and language, dyslexia, autism.
Support is sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language Therapists, Occupational Health Service, Childhood and Mental Health Service (CAMHS) and the local authority. We buy in specialist speech and language services, meaning that bespoke programmes of support can be delivered to those children who need it. We have two Teaching Assistants trained to deliver the Read Write Inc. literacy intervention and one trained to deliver Therapeutic Art to address the SEMH needs of individual students.
All SEND staff have been trained in supporting students with attachment disorders and two members of staff in carrying out regular physiotherapy for those with physical needs.
SEND - Different types of support
Wave 1 Teaching - Quality first teaching forms the basis of provision for all children. Lessons are correctly pitched to allow all children to make progress from their individual starting points. All teaching staff regularly receive up-to-date training to meet the needs of their class.
Wave 2 Provision – Children who require additional support have these needs met through a graduated framework of carefully planned interventions and support. The school uses its funding to ensure that class sizes are kept as small as possible and that children have access to additional small group and 1:1 support as required. Progress of withdrawal groups is monitored closely, and the goal is always to return students to mainstream classes when they are ready.
Wave 3 External Support – External agencies are employed as appropriate to provide additional support and guidance. This may take the form of direct work with an outside agency practitioner or the training and upskilling of LEA staff by external agencies.
What happens if my child still requires extra support?
Only a very small percentage of students require support of an additional nature to that provided by external agencies. In this case the Inclusion Team will discuss the possibility of asking the local authority to undertake an assessment for an Education Health Care Plan. •In this instance we will begin by discussing the process and ask for your permission to proceed.
- We will collect information from all agencies involved.
- Evaluate strategies and interventions that have been put in place.
- Send all the information to the Local Authority.
- The Local Authority will then hold a panel meeting to discuss your child’s needs and requirements.
Once the Local Authority receives a request to consider an ECHP application a legal timescale begins. This process is bound by legislation and guidance within the SEND Code of Practice. Throughout this process the support already in place will continue.
How will my child’s learning needs be assessed and their progress monitored?
As part of the Assessment and Inclusion cycles pupils are set aspirational targets based on their starting points and previous knowledge of individual students. Every term the SENCO will analyse the SEND data to evaluate the progress those identified as having SEND are making. This will be reviewed and new targets set. You will receive 3 reports each year outlining their progress in relation to their targets.
You will be invited to meet with your child’s Form Tutor regularly, as well as to attend Parent Consultation Meetings. You can also request additional meetings with the SENCO and other professionals. If your child has an Education Health Care Plan, EHCP, there will be a yearly review meeting with all professionals involved invited to attend. If your child receives additional funding due to their SEND, you will be invited to review this as part of the parent consultation meeting.
All students will be given the opportunity to attend reviews or make a written contribution to the review.
What partnerships do we work with to provide support for children with SEND?
As well as working closely with parents, support is sought from other agencies where necessary in order to maximise learning potential.
We regularly engage with a wide range of external agencies:
- Educational Psychology Team
- Speech and Language Therapy Team
- STARS, supporting those with ASD
- The School Nursing Service
- The Child and Adolescent Mental Health Services, CAMHS
- The Beck
- Occupational and physiotherapy team
- Inclusion Support
- Childrens’ Social Work Service
How will we support your child as part of transition to Leeds East Academy?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.
If your child is moving into year 7 at LEA:
- We will contact the SENCO and year 6 teacher and invite them to a Transition Panel meeting to ensure all professionals involved receive the relevant information.
- We hold an Induction day in the summer term attended by all student who will move up to LEA in the September and invite parents to attend in the evening.
- We will meet all students in their primary school prior to the Induction day held at LEA.
- We hold additional visits for those students identified as having SEND.
What Policies support my child with SEND?
The following polices are reviewed annually and are available on our website:
- Anti-Bullying Policy
- Teaching and Learning Policy
- Disability Act Policy
- Safeguarding Policy
- Inclusion Policy
- Admissions Policy
- SEND Policy
- Homework Policy
- Pupil Premium Policy
- Student Behaviour Policy
- Attendance Policy
- Child Protection Policy
- Literacy Policy
- Fire Evacuation Policy
How are the academy’s resources/funding allocated and matched to children’s needs?
The SEND budget in the Academy is used in a number of ways to support students with additional needs. A proportion of the budget is spent on staffing, including Assistant SENCo and TAs, in-class teaching assistants, all of whom support small groups or individuals with additional needs. Additional resources are also purchased, including coloured overlays for dyslexic students, resources to support Read Write Inc., and Catch Up Literacy reading interventions. It is also used to purchase assistive technology such as laptops that can be used by students with access arrangements.
Our budget is also used to fund a Service Level Agreement with the Educational Psychology Team.
What is High Needs Top Up funding?
The academy is funded on a notional formula per pupil. All schools are expected to find the first £6,000 from within the budget to support children and young people with SEND. The academy can apply for a “top up”, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the national budget. The academy uses the funds to put appropriate support in place to meet the specific needs of the child.
There is a requirement for a yearly review to take place for each child who has additional funding that parents/carers are expected to attend.