SEND Information Report 2023
Co-op Academy New Islington (2023)
Special Educational Needs and Disabilities (SEND) Information Report
Co-op Academy New Islington is a mainstream school that caters for children from 4 -11 years.
The Special Educational Needs and Disability Coordinator (SENDCo) is Mrs Jenni Topham who may be contacted via the school office on 0161 273 8007.
Our SEND policy is available from the school office on request or as a download from the school website.
What is the Local Offer?
https://hsm.manchester.gov.uk/kb5/manchester/directory/advice.page?id=mO0tlmfV7RY
The Children and Families Bill (2014) requires Local Authorities to publish information on services and provision across the education, health and social care for children and young people aged 0-25 with Special Educational Needs and Disabilities (SEND). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The information below this information report explains the types of things we do to support all of our children with additional needs as well as targeted types of support that we are able to provide in relation to specific areas of Special Educational Needs and Disabilities.
Definition of SEND, as outlined in the SEND Code of Practice (2015):
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her 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 he or she is likely to fall within the definition in the paragraph above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).
What kind of special educational needs and disabilities (SEND) are catered for at New Islington?
At New Islington we provide support for children across the 4 areas of need as laid out in the SEND Code of Practice 2015:-
Cognition and Learning
This area of need includes children who learn at a slower pace than their peers or children who have a specific learning difficulty such as Dyslexia, Dyspraxia or Dyscalculia.
Communication and Interaction
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.
Social, Emotional and Mental Health
This includes any children who have an emotional, social or mental health need that is impacting on their ability to learn, for example children who are experiencing difficulties with self-esteem, attachment or anxiety.
Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
How does New Islington know that a child needs extra help and what do I do if I think my child has special educational needs?
We have rigorous monitoring in place to track the progress of our learners. We review children’s progress regularly using a detailed tracking system. Teachers continually assess and review children’s progress, noting areas of improvement and areas where support is needed. Our staff are experienced in using data and other forms of assessment to identify any additional needs and to celebrate achievement. Assessment details are updated regularly and support is put in place if necessary.
Parents/carers are encouraged to speak to the class teacher in the first instance about any concerns they have. If necessary class teachers will pass on concerns to the SENDCo (Special Educational Needs Co-ordinator). The SENDCo’s role is to be responsible for the day-to-day operation of the School’s SEND policy.
As well as concerns regarding academic needs, parents are encouraged to inform school of any social, emotional or behavioural concerns that they may have. This is also monitored by staff.
Where an external agency is the initial point of contact, they will inform school of any additional needs / requirements.
How does New Islington assess and identify the needs of their children?
Classroom teachers are at the heart of the SEND Support system, driving the movement around the four stages of action with the support guidance of the SENDCo and other specialist staff. Educational provision is delivered in three stages:
1. Class based quality first teaching.
2. The child will be placed on the SEND Support register and a SEND support plan will be written to capture focused short term intervention (APDR), the four stages of which are:
- Assess (what support is needed and why)
- Plan (targets for the term);
- Do (put plan into action and work towards the agreed targets);
- Review (meet with parents and discuss progress towards targets)
3. Where progress towards targets has been less than expected and concerns still exist, a referral to an outside agency may be made and a specific intervention put in place.. If concerns still exist after the involvement of external agencies and the use of specific, focused interventions, a referral may be made for an Education Health and Care plan (an EHCP is a legal document which describes a child’s SEND, the support they need, and the outcomes they would like to achieve).
Our Governors work with the Head teacher, SENDCo and staff to monitor the quality of our special educational needs provision.
On transition to a new class or school, all information will be shared with staff. Additional transition support is given to children with SEND where appropriate. A regular review cycle is followed where targets are considered and assessed. Where a specific programme of intervention has been followed, parents are invited to attend review meetings and are welcome to come in for informal talks at other times to discuss the progress of their child.
Who are the SENDCo and SEND Governor at New Islington?
The SENDCo at New Islington is Jenni Topham
jenni.topham@coopacademies.co.uk
The SEND Governor at New Islington is Eleanor Losse. She can be contacted via the school office email: newislington@coopacademies.co.uk
How do we involve and support parents of children with SEND?
At meetings (and through other means) we discuss how families can support their child at home to enable progress at school. This may include supporting your child with any individual targets relating to their additional needs. These meetings are also an opportunity to celebrate each child’s strengths and achievements. Attending meetings regarding your child’s progress. Involvement in setting targets. Informing school of any changes regarding home circumstances. We operate an open door policy. We take every opportunity to strengthen this dialogue and parents are invited to contribute through a number of means. We host regular parents’ evenings and events.
Our governing body includes parent governors and each full governing body meeting is open for parents to attend as observers. We place collaboration with parents at the heart of SEND at New Islington. We also hold termly parent forums which are a great opportunity to give information about what is happening in school, we share and discuss how school and parents can support children.
How do we involve children with SEND in shaping their education and future?
Children are asked what they think they are good at and how they would like to improve when staff are writing SEND Support plans. Children are also asked about their aspirations both at school and in the future. All children with SEND are invited to attend review meetings (where appropriate) and give verbal / written feedback.
How do both you and I know that your child person is making progress and meeting their targets?
Teachers will discuss any short-term intervention programmes with parents before and after completion, and these may also be referred to during parents’ evenings. Parents of children with SEND Support plans will be invited to a termly review. Longer term interventions for children with Education Health and Care plans will also be discussed at review meetings.
How will New Islington prepare and support my child moving to or from our academy and how do we prepare them to join the next stage of education and life?
We recognise that transitions can be difficult for a child with Special Educational Needs or Disability and we take steps to ensure that any transition is as smooth as possible.
We encourage all new children to visit the school prior to starting so that they can be shown round and become acclimatised to the new surroundings. We can discuss individual transition needs and create a bespoke plan to support the individual child that is joining the academy.
If your child is moving to another school during an academic year, We would contact the Special Educational Needs and Disability Coordinator at the new school and ensure they know about any special arrangements or support that needs to be made for your child.
If your child is moving classes from one academic year to the next, Information will be passed on to the new class teacher in advance and a transition/planning meeting will take place with the new teacher. Your child will have numerous occasions to meet with their new class teacher.
Upon transition to Secondary School: Children with Education Health and Care plans (EHCPs) will have a transfer review meeting during Year 5, and again in Year 6, to which their preferred secondary school SENDCo will be invited. The SENDCo liaises with relevant Secondary Schools and all information and data is transferred to the Secondary school SENDCo at the end of Year 6. Additional visits for pupils can be facilitated where necessary to aid transition. If necessary, Teaching Assistants can accompany children on these visits.
How will teaching and the curriculum be adapted to meet the needs of my child?
All children are taught following the National Curriculum 2014. Adaptive teaching is embedded into our curriculum and practice. We have regular meetings where we monitor the progress of our children and consider the next steps. Class based quality first teaching is monitored by year group and phase leaders and the curriculum is adapted to meet individual needs where necessary.
We have a team of Teaching Assistants (TAs) who are deployed to support children on an individual or group basis in order to best meet their needs. The children who have the most complex needs are given the most support, often involving a TA.
How is the school environment made accessible?
Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010.
We liaise with a range of external services to ensure our environment is adapted and training is provided to meet the needs of learners with physical and sensory needs.
Although pupils with disabilities may not necessarily have special educational needs, teachers take action to ensure pupils with disabilities are able to participate as fully and effectively as possible in the National Curriculum and statutory assessment arrangements.
What expertise for supporting children with SEND do our staff have and what training have they received in the last three years?
Our SENDCo has the National Award.
Training is provided by external agencies where appropriate. Training needs are evaluated regularly.
Staff are regularly updated on matters pertaining to Special Educational Needs and Disabilities and the Graduated Approach during staff meetings. Teaching assistants also receive training to enable them to support children with SEND.
Recent training has included the Zones of regulation, SMART target setting, Team Teach training and training from the Speech and Language therapy team on Lego Therapy and Attention and Listening.
What other experts do we work with to support children with SEND?
Specialist services that are accessed by our school include:
- Educational Psychologist (EP)
- School nurse
- Speech and Language Therapist (SALT)
- Occupational Therapist (OT)
- Child and Adolescent Mental Health Services (CAMHS)
- Children and Parent Service (CAPS)
- Paediatricians – through the school nurse service
- Sensory Support Service
- Local special schools with outreach services e.g. Lancasterian, The Grange, Bridgelea
- Physiotherapy
And any other that are felt appropriate to help to meet the needs of the child.
How do we know that the support provided to children is effective?
Teachers will discuss any short-term intervention programmes with parents before and after completion, and these may also be referred to during parents’ evenings.
Parents of children with SEND Support plans will be invited to a termly review. Longer term interventions for children with Education Health and Care plans will also be discussed at review meetings.
Information collected through discussions with pupils, teachers, teaching assistants, welfare staff and parents.
Discussions with other professionals both in and beyond the school e.g. a Speech and Language Therapist.
Comparisons with National data.
Routine health checks.
How will my child be included in activities outside the classroom including trips?
We endeavour to include all children in all activities making reasonable adjustments and adaptations so they can take part in school activities, visits and residentials. Wherever possible, reasonable adjustments will be made to accommodate Special Educational Needs and Disabilities.
A programme of extra-curricular activities is offered to all pupils. These are accessible to any child who wants to attend subject to reasonable adjustment duty. Please speak to the school office for a list of school clubs that are available.
How will New Islington support my child's social and emotional wellbeing?
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We are a restorative school and use Zones of Regulation to support and develop children’s emotional literacy.
All school staff have been trained in Team Teach (team teach training supports relationships, equipping everyone to manage distress behaviours and conflicts safely and respectfully).
All staff follow the same procedures for rewards and sanctions. Please refer to the school’s behaviour policy for specific information. Children may have individual reward programs to enable them to meet their specific needs. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Attendance rates at our school are above national expectations.
We have a forest school, which supports children in building life skills, relationships and confidence in a child led way.
How do we ensure that all members of our academy community are valued and differences are respected?
We value and respect diversity in our setting and do our very best to meet the needs of all our learners and families, aiming to be as accessible as possible.
The Golden Thread through our curriculum from EYFS to Year 6 reflects our unique pupil population – we have over 24 nationalities with as many different languages spoken. The Global / International and Cultural element of our curriculum offer is embedded in all year groups and across all subjects.
We celebrate the multicultural aspect of the school, whereby beliefs, traditions and customs are studied in depth, with visitors being invited into our school to enrich and extend understanding.
What other support is available to parents and how can I contact them?
In the first instance we would encourage parents/carers to talk to their child’s class teacher.
If necessary further information can be obtained from the SENDCo; Mrs Jenni Topham jenni.topham@coopacademies.co.uk
Headteacher, Mrs Tabitha Smith
tabitha.smith@coopacademies.co.uk
You can seek independent advice from the SEND Information and Support Service (SENDIASS) 0161 209 8356 weekdays from 10am – 3pm or email: parents@manchester.gov.uk
The SEND policy is on our website.
What do I do if I need to make a complaint?
If you wish to make a complaint about the provision made at school for your child, the normal complaints procedure, detailed on our website, will apply; please contact:
SENDCo; Mrs Jenni Topham jenni.topham@coopacademies.co.uk
Headteacher, Mrs Tabitha Smith
tabitha.smith@coopacademies.co.uk
Please refer to the Trust’s Complaints Policy, for further details.
Useful Information and links for SEND:
Manchester Local Authority’s Local Offer: https://hsm.manchester.gov.uk/kb5/manchester/directory/localoffer.page?localofferchannel=0
Information, Advice and Support (IAS) Manchester
For free confidential and impartial information, advice and support about any matters relating to Special Educational Needs and Disabilities of children and young people up to the age of 25 years.
Website:https://www.iasmanchester.org/
Telephone: 0161 209 8356
Email:parents@manchester.gov.uk
Statutory Assessment Team
Enquiries about requests for Education, Health and Care Plans including conversion of SEN Statements.
Telephone: 0161 245 7439
Email:sen@manchester.gov.uk
Home To School Transport Team
Enquiries about home to school transport for children with EHC plans. Please Note that telephone enquiries are answered by Environment On Call.
Telephone: 0161 219 6400 Email:hometoschool@manchester.gov.uk
Specialist Resource Team
Enquiries about short breaks for children and young people with SEND. New referrals for short breaks. If your child has never been in receipt of a Short Break, you can call our Contact Centre on 0161 234 5001.
Telephone: 0161 219 2125 Email:shortbreaks@manchester.gov.uk
Engagement Team
For enquiries about promoting or demonstrating the Local Offer,and for information about how to get involved.
Telephone: 0161 234 1946
Email: localoffer@manchester.gov.uk
Manchester Local Offer Newsletter
Manchester SEND newsletter https://hsm.manchester.gov.uk/kb5/manchester/directory/advice.page?id=uptXtrEL9fg
Manchester Parent and Carer Forum
Manchester Parent Carer Forum works to represent the voice of parents and carers, children and young people aged 0-25 with Special Educational Needs and Disabilities (SEND). http://manchesterparentcarerforum.org.uk/
Talbot House
Talbot House supports parents and carers of people who have learning disabilities in Manchester. They are a one stop shop where carers can pop in for a cup of tea and a chat with others in the same boat.
Website:http://www.talbot-house.org.uk/
Afasic
A Voice for life Supporting parents and children to overcome speech and language difficulties:
Talking Point
The first stop for information on children’s communication: https://ican.org.uk/i-cans-talking-point/
Mencap
https://www.mencap.org.uk/homepage
British Dyslexia Association:
https://www.bdadyslexia.org.uk