Leeds East Academy

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SEND at Leeds East Academy

 

School Name

Leeds East Academy

Senior Leader responsible for SEND

Lisa Clark

SENCo

James Hayward

Assistant SENCo

Elizabeth Henderson

Email 

 LEA-SENCO@whiteroseacademies.org

Telephone (Admin)

0113 273 1964

Telephone (SEND Department)

Extension: 2614

Age Range

11-16

 

At Leeds East Academy we strongly believe that every child, regardless of any educational or physical difficulties, has the right to take part in and enjoy every aspect of school life. This includes a broad and balanced curriculum designed to meet the individual needs of learners.

All students with SEND access lessons alongside their peers. 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.

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 about the Leeds Local Offer.

 

Download the SEND Policy

The latest SEND Information report for Leeds East Academy can be downloaded on the link below:

SEND Information Report

How do we identify the pupils with additional needs? 

Leeds East Academy has a clear approach to identifying and responding to SEND. Our aim is to maintain a structured assessment process throughout Key Stage 3 that ensures early identification and intervention of SEND. Through our clearly defined and staged assessment programme we are able to identify any additional needs at the earliest possible stage and promptly implement effective provision to improve the long-term outcomes for all our learners.

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.

A well-defined referral process is implemented which allows teaching staff to clearly identify, refer and then support all leaners based on their specific educational need. This provides with the awareness and allows us to:

  • Enable all leaners to realise their own potential
  • Provide highly differentiated lessons
  • Know every learner well
  • Support all aspects of a child’s additional educational need

Any learner who is not making adequate progress despite access to the high quality teaching targeted at their areas of weakness and intensive Wave 2 support will be referred to the SEND department to identify any possible areas of SEND. SEND is assessed through a range of methods including:

  • Diagnostic assessments from outside professionals including the Educational Psychologist, Leeds SEN & Inclusion Team (SENIT) and the Speech & Language Therapist. 
  • Information provided from feeder school including reports from external professionals
  • A range of SEND targeted assessments to explore areas including reading accuracy; reading comprehension; reading speed; writing accuracy, legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory or visual processing, or working memory)

 The Four Broad 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.

How do we support students in individual area of need?

 

Specific Learning Difficulties (SpLD)

·        Active Literacy Kit (ALK) –an assessment and intervention programme originally developed for SpLD/dyslexic learners but can also be used for learners with more general literacy difficulties.

·        Lexia- A computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills.

·        Hegarty Maths- Covers a variety of topics and has over 900 tasks to complete. A task includes an educational video with an explaination and examples on the topic. Afterwards, there is a quiz to complete, containing topic specific questions. 

·        Numicon – A visual and kinaesthetic tool that uses action, imagery and conversation to help learners to structure their experiences of numeracy, which is such a vital skill for both their mathematical and their overall development.

·        Personalised programmes with external professional input for those that need it.

·        Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·        Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

·        LUCID Assessment

Moderate Learning Difficulties (MLD)

·        Quality of teaching and learning is well monitored by highly experienced leaders and the SENDCo to ensure that it actively meets individual needs.

·        Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.

·        Pupil Passports and supporting documents are available on the SEND Register to inform Wave 1 Inclusive Quality First Teaching.

·        Access Arrangements and exam support for those that qualify.

·        Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Severe Learning Difficulties (SLD)

·        Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.

·        In class support from Learning Support Assistants.

·        Specialist one to one targeted support programmes with external professional input

·        One to one support in and around school where needed e.g. break & lunch or school trips.

·        Support programmes to develop fine and gross motor skills for those that need it.

·        Pupil passports and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·        Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Social, Emotional and Mental Health (SEMH)

Wave 1:

·        Learning Support Assistant with a focus on SEMH

·        Pupil passports and support strategies are available on the SEND Register

·        Key worker/ member of staff- daily check-ins

·        Pastoral support in all key stages

·        Restorative meetings

·        Strategic Seating Individual Plans

·        Curriculum support which promotes emotional health

·        Time Out Cards

·        Mental Health & Wellbeing Hub

 

Wave 2:

·        Individual student SEMH Tracker

·        Boxall Profile

·        Social Stories

·        1:1 Support groups

·        Group interventions (Self-Regulation sessions)

·        Bespoke Behaviour modification

 

Wave 3:

·        CAHMS

·        Mindemate

·        Educational Phsycologist

·        PLC (Personal Learning Centre)

·        Child Bereavement Support

·        SilverCloud Online Counselling

·        The Beck (In house counselling)

 

Speech, Language and Communication Needs (SLCN)

·        Frequent assessments and group interventions

·        Referrals to outside professionals including specialist Speech & Language Therapists for assessment and interventions- including advice on internal support programmes and suitable resources.

·        Experienced and trained staff provide one to one and small group support on specialist programmes including understanding spoken language, expressive language, limited verbal reasoning, pragmatics and social skills etc.

·        Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

·        Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Autistic Spectrum Disorder (ASD)

·        Lead Learning Support Assistant with STARS Training     

·        Referrals to outside professionals e.g. STARS for one to one learners support, parental support, advice on internal support programmes and suitable resources

·        Access to one to one and small group work e.g. social communication and interaction.

·        Support on understanding of conflict, emotions and social situations using social stories when needed.

·        Program on Safe Community; Road Safety and Stranger Danger.

·        Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Hearing Impairment (HI)

·        Support from the DAHIT team to offer advice on strategies and support.

·        Termly Deaf Friend Meetings, hosted by The Teacher of Deaf.

·        Teacher of Deaf individual reports on students with hearing impairments.

·        Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Visual Impairment (VI)

·        Support from the VI Team to offer advice on strategies and support.

·        Modified Exercise books, resources for lessons and examinations- where required e.g. colour of paper, size of font.

·        Magnifiers for use in lessons for specific students that need this.

·        Lucid assessment to provide coloured overlays for those that need it.

·        Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Physical Disability (PD)

·        Physio therapist sessions    

·        Learning Support Assistant trained in delivering Physio therapy

·        Learning Support Assistant trained in delivering Personal Care

·        Accessibility plans and individual risk assessments to outline details for movement around the building including use of the lifts, leaving lessons early to avoid busy corridors, fire safety expectations etc.

·        Input and advice from Physio Therapists to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.

·        Buddy system to support movement around school where needed.

·        Access to a radio to gain access to the lift.

 Different types of support at Leeds East Academy

Wave One- Inclusive Quality First Teaching for all. Some example of this would include: highly differentiated lessons which promotes scaffolding to stretch, challenge and support, targeted questioning, addressing gaps in learning and consistent behaviour management strategies.

Wave Two- 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.

Wave Three- Highly personalised SEND support and interventions. 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. 

Evaluating the effectiveness of the provision 

Throughout the academic year, the Special Educational Needs register is reviewed weekly to ensure that students are receiving the most appropriate support to enable them to succeed in line with their peers. Following specialised assessments and internal Pre-Public Examinations, information and assessment data is analysed to evaluate the effectiveness of the provision which is available to individual students and their needs. Each child and their individual needs will be different, this process allows us to provide a bespoke and personalised offer for all students and ensure the support which they receive is having the most impact. 

How accessible is the school setting?

  • Leeds East Academy is based on two floors with access to each floor via lifts.
  • There is a limited number of doors throughout the building; all doors are wide and electronic allowing students using wheelchairs, crutches, etc. easier access around the building.
  • Corridors are wide with disabled toilets on every floor.
  • Evacuation chairs on all floors.
  • Outside spaces are flat with no steps.

How does Leeds East Academy support a student’s overall well-being?

  • The SEND Department base- The SUN room offers a supportive, understanding and nurturing environment.
  • Pastoral Support in all year groups.
  • Safeguarding training for all staff
  • Trained child protection officers in school
  • Streamlined referral process which staff can identify and support students through First Quality teaching
  • Pastoral meeting to identify strategies and monitor individual students
  • Seacroft Manston Cluster Partnership
  • Referral to external agencies including Educational Psychologist

How will we support your child’s 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 Specialist Services are available or accessed by the academy?

 

Educational psychologist

Physio therapist

SENIT

Occupational Therapist

STARS

Visually Impaired Team

SENSAP

Deaf and Hearing Impaired Team

CAMHS

Southway Alternative Provision

Social Services

PIVOT Alternative Provision

Speech & Language Therapist

St Giles (Gang Peer Advisor)

Mindemate- Referral through the BECK

Child Bereavement Support

SilverCloud Online Counselling

Leeds City College

The Beck (In house counselling)

West Yorkshire Police

Safer Leeds- Anti Social Behaving Team

 

 

Management and allocation of resources

The SENCO at Leeds East Academy is a qualified teacher with extensive experience of planning for and teaching students with additional needs. They hold 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 Learning Support Assistants (LSA’s) who support individual students and small groups identified as having SEND within a classroom setting and through withdrawal sessions where appropriate. LSA’s specialise in specific areas of need, enabling a high level support and high quality staff support in specific areas. The areas include:

  • SEMH (Social, Emotional & Mental Health)
  • ASD (Autistic Spectrum Disorder)
  • Literacy and Numeracy
  • Physical & Sensory/ Personal care

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 Pupil 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.

Useful links

http://www.leedssendiass.co.uk/services/ 

http://www.starsteam.org.uk/ 

http://www.leeds.gov.uk/residents/Pages/What-is-the-Leeds-local-offer.aspx 

http://www.leedssendiass.co.uk/advice/jargon-buster/ 

http://www.leeds.gov.uk/docs/SENSAP%20LLO%20landing%20page.pdf 

https://www.leeds.gov.uk/residents/children-families-and-carers/local-offer/leeds-local-offer/sen-and-disabilitieshttps://youngminds.org.uk/

 

 

A partnership for progress

The White Rose Academies Trust is proudly sponsored by The Leeds City College Group, who provide expertise, international networks and highly desirable employability prospects within education and beyond.

Our relationships enable our Academy and the wider Trust to determine its priorities for continuous and sustained improvement. Offering specialised support, in addition to subject specific advice and a range of CPD opportunities to all of our staff, we're working together to ensure our school is rated as Outstanding by 2020.

Find out more

contact us

Leeds East Academy
South Parkway
Seacroft
Leeds
LS14 6TY

0113 273 1964
info@leedseastacademy.org.uk
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