We welcome children to our academies and we prioritise admission for children with SEND.
We have a comprehensive support programme, for the full Send policy please click this link.
To view our local offer on the Redcar and Cleveland website please click this link
Concerns and Complaints Regarding Provision for Children with Special Educational Needs and Disabilities (SEND)
Any concerns or complaints about SEN provision by parents or carers should be initially raised informally, whether by e-mail, letter or a telephone call with the SENDCo.
The SENDCo will investigate and report back within a week. If the parents/carers continue to be dissatisfied, a complaint should be raised as per the academy’s complaints procedure.
Local Offer at Outwood Academy Redcar
1. How does Outwood Academy Redcar identify children with special educational needs?
• Through discussions with primary schools as part of the transition process.
• Through discussions with parents at open evenings prior to joining the school.
• By screening pupils to establish literacy levels using Lucid Exact.
• By monitoring students’ progress on a half-termly basis through Praising Stars©, led by the Learning Manager for the associated year group.
• By working with parents if concerns are raised, followed by assessment if this has not been previously carried out, and a referral to the Inclusion team (please see below).
• If a teacher in school has a concern about a pupil they may make a referral to the Deep Support team. This should be made via the HOD to the relevant Learning Manager for the students’ year group. Any referrals made will be taken to the weekly Inclusion team meeting where they will be discussed and allocated to the relevant member of staff to follow up.
• Any identified concerns will then be shared with external agencies e.g. Educational Psychologist, School Nurse, where it is deemed appropriate.
2. How are parents involved in planning for SEN needs?
• Through liaison with the Inclusion Manager and/or SENCO.
• Through liaison with the Learning Manager.
• By meeting the Inclusion Team at the Year 6/7 Transition evening.
• A member of the Inclusion Team attends all parents evenings
• Through discussion with teaching staff at parents evening.
• Through half-termly reports through Praising Stars©.
• Students who are designated as having Special Educational Needs on the SEN register will have termly feedback through school reports, phone calls, or face to face meetings.
3. What Additional Provision is available at Outwood Academy Redcar?
• The Inclusion Team covers three principal areas:
• Academic Inclusion is a responsibility for all staff within the school to ensure barriers to learning needs are identified and addressed.
• Social Inclusion aims to help those students who are unable to access the curriculum due to Emotional or Behavioural Disorders.
• Behavioural Inclusion via the Consequences behaviour system deals with immediate behaviour issues, longer-term behaviour support is implemented through the outreach of Deep Support.
• There are 4 areas offering different levels of support in the Deep Support area: The Bridge, The Progress Learning Centre (PLC) and Consequences.
• Consequences must be separate from the Academic and Social support offered. It deals purely with day to day behaviour. This area is run by the Consequences Gatekeeper, led by the Vice Principal
• Deep Support.
• The Bridge – supports vulnerable students who may have social, emotional or behavioural vulnerabilities to (re)integrate them into the curriculum. SEND interventions are also delivered to ensure all students make the required progress. This area is run by the Bridge Manager led by Inclusion Coordinator
• PLC is used as an academic support mechanism where students can work with mentors, TAs, in small groups or independently. It provides social integration strategies which support pupils to integrate fully into the curriculum. This area is run by the PLC Manager, led by Inclusion Coordinator.
• In addition, pupils with EAL can receive support from specialist provision from the Local Authority.
4. Who will support my child and how will this be monitored and evaluated?
• Class teachers are responsible for the teaching of students with SEN through high-quality lessons. Support within lessons will include:
• In class intervention
• TA support to identify, address, support and intervene
• Regular Learning Walks monitor the quality of teaching and learning in the classrooms.
• Learning Managers in conjunction with the Inclusion Team monitor the progress of students and the impact of interventions.
5. How are the decisions made about the type and amount of provision a young person will need?
• Through weekly Inclusion Team meetings to establish which, if any interventions may be effective, and to monitor the impact of interventions. (All interventions are time-limited -it is anticipated that students will not remain on an intervention indefinitely).
• Through liaison with Learning Managers and reviews of Praising Stars©.
• Through discussion with parents.
• Through liaison with external agencies e.g. Educational Psychologist.
6. How will the curriculum be matched to the needs of the young person?
• The school offers a common curriculum for all students including those with SEN.
• At the end of Year 8 all students who have graduated will have access to a variety of option choices as well as the compulsory core subjects to begin studies in Year 9. Options evening will give students and parents the opportunity to speak to teachers, Learning Managers and the SENCO to help them choose the appropriate options.
• Students will be set according to ability, and students will receive high-quality, differentiated lessons to support their individual needs.
• Where required, additional intervention will be offered in conjunction with discussion with Learning Managers and the SENCO.
7. How accessible is the school environment?
• The majority of the school is fully wheelchair accessible, with a student accessible lift to the 1st floor in the main building.
• Disabled toilets are located in each ground floor building.
• Clear signage around the school ensures all departments are clearly marked and identifiable.
• Where necessary e.g. In times of illness/injury, access plans will be written by the Inclusion team in conjunction with parents and the student, and where appropriate external agencies.
8. How will both Outwood Academy Redcar and the parent know how the young person is doing and how will the school support the young person’s learning?
• Parents will receive a Praising Stars© report of student progress every half term.
• Additionally, Learning Managers and HODs will scrutinise the reports and identify areas where intervention may be required.
• Parents with children with statements or EHCPs will be contacted termly, either for a phone call or face to face meeting to discuss progress.
9. What support will there be for the young person’s well-being?
• All students are appointed a mentor.
• Every year group is led by a Learning Manager who oversees individual pupil progress.
• Additionally, the school nurse visits the school every week, with a lunchtime drop in and Tuesday enrichment.
• Particular students have access to the Bridge during lunchtimes and break times. This is a quiet haven for students who wish to have a quieter space during busy times of the day.
• The school works closely with outside agencies to signpost additional support where required, or to work directly in conjunction with the agencies through a multi-agency approach.
10. What specialist services and expertise are available at or are accessed by the school?
• Outwood Academy Redcar will support the well-being of young people by working closely with outside agencies such as CAMHS and medical consultants.
• The school nurse has a weekly drop-in service, and students can see the nurse at lunchtime.
• The school also works closely with Targeted Youth Support (TYS), and may refer in to this service with parents’ permission, if appropriate.
• Additional assessments may be carried out by the educational psychologist service, again with parental permission.
11. What training are the staff supporting children and young people with SEND had or are having?
• Outwood Academy Redcar has a SENCO.
• All staff have annual child protection training, as well as dedicated training to support students’ needs such as dyslexia training.
• Weekly staff development training for all staff to further develop the quality of teaching and learning in the classroom to support all students.
12. How will the young person be included in activities outside of the classroom including school trips?
• Risk assessments ensure that staff have a clear understanding of the needs of a child, and this will be used in planning activities outside of the classroom to ensure that all students can be included.
• No children will be prevented from going on a trip due to their special educational need and/or disability if the trip is suitable and does not compromise their safety or the safety of others (Equality Act 2012).
13. How will the school prepare and support the young person to join Outwood Academy Redcar and how will it support the transition to the next stage of education and life?
• In preparation for joining the academy, there is a transition programme, which involved staff from Outwood Academy Redcar visiting the local primary schools to speak to both Year 6 teachers and the children.
• The students will visit Outwood Academy Redcar for a two or three-week programme in July or throughout the year, where they will have the opportunity to meet staff and familiarise themselves with the school through a programme of activities, and by joining their new classes and meeting their new teachers.
• Additional visits to the school are welcomed for students who have any concerns about moving to secondary school.
• Later in school during Year 11, students including those with an EHCP or statement, will work with the SENCO and CareersInc to create a transition plan to support their move to the next phase of their education.
14. How are the school’s resources allocated and matched to the young person’s special educational needs?
? Half-termly monitoring enables Learning Managers and teaching staff to check student progress and to identify areas of weakness.
? Using assessment, areas of required intervention can be identified and resources appropriately placed to support the students’ needs.
? All interventions will be timely and monitored to ensure progress is being made, interventions may cease if appropriate or alternative intervention may be required where sufficient progress is not being made.
Additional information can be found by contacting:
Outwood Academy Redcar – 01642 289211
Graham Skidmore – Vice Principal (Deep Support)
Rebecca Wheatley – Inclusion Manager
Redcar and Cleveland Local Authority:
SEN Team – 01642 304561
Peoples’ Information Network – http://peoplesinfonet.org.uk 01642 774774
Educational Psychologist – 01642 286644