Painsley is an inclusive academy where every child is valued and respected as a child of God. We work to support all our students to make progress in their learning, their emotional and social development, and their independence including those with SEND.
All teachers are teachers of special educational needs. The SEND Code of Practice is followed and all teachers receive training in the SEND Code of Practice. Painsley Catholic Academy recognises that it is the teachers’ responsibility to meet the needs of all children in their class through high quality teaching, classroom organisation, seating arrangements, carefully planned lessons, a range of teaching styles, teaching materials and differentiation.
Painsley Catholic Academy supports the recommendations made by the Education Endowment Foundation (EEF) in their support and teaching of students with SEND. See link below:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send
Painsley Catholic Academy has a large, dedicated team of qualified teaching assistants including higher level teaching assistants, a SEND literacy tutor, ELSA lead, Deputy SENCo and SENCo. We have two school counsellors who are able to offer support for students in school. The team provide support in the classroom, out of class in 1:1 and in small groups. They have a received a range of training, have excellent subject knowledge and provide outstanding levels of support for academic learning and emotional support. All EHC students have a link TA whom they meet regularly with and who provides close support for the student.
Some pupils require targeted intervention. These are planned onto a provision map and interventions are delivered by Teaching Assistants. Interventions may include small group or individual work.
A wide range of interventions are provided for all areas of SEND and may involve bespoke packages or a programme developed and personalised specifically for a student or group of students. Current interventions include Nessy (computer pro-gramme); LEXIA (computer programme) electronic readers; handwriting packs; Toe by Toe, Word Wasp, Codebreakers, The Comprehension programme, The Active Literacy Kit. Maths interventions may include Springboard; Maths aid; Maths box; Numbershark and Mathswatch computer programmes. Social Skills/behaviour interventions may include for example: The Incredible 5 Point Scale; Social Stories The Unworry book, The Circus of Life, Volcano in my tummy, Talking Relationships, Talkabout, Nurture group, Mindfulness group, Homunculi, Positivity diary, Counselling and wellbeing support from qualified practitioners.
Additional support may be offered for homework, touch typing, handwriting, counselling, revision support, mind mapping, self-esteem, lunch time and break time support, meet and greet in the morning and time out.
We provide information for parents through: newsletters, information on the website, information evenings; parents’ evenings; text message service and letters home.
Pupil progress is shared each half term with parents through reports on attainment and effort. Parents can view schemes of learning on the school website and have access to homework tasks on Show My Homework. Parents can arrange an appointment to discuss progress with the child’s Pastoral Lead, subject leader or SENCO. There is one parent consultation evening held each academic year and two held in Year 11.
We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by: helping them to be organised for their day (including wearing the right uniform, bringing required equipment and books;) ensuring full attendance and excellent punctuality; checking that they have completed their home learning, using Show My Homework; attending parents’ evenings and review meetings. We will make our best endeavours to take your views, and those of your child, into account.
All students with an EHC plan will meet at least once a year with the Deputy SENCo/SENCo to review progress and provision.
The SENCo reports termly to the SEND governor who monitors and reviews the work of the SEND department.
Where a student is failing to meet expected levels of progress, interventions may be put into place and the outcomes of these monitored at termly meetings, in meetings with the Pastoral lead and with the SEND team.
When action is required to support increased rates of progress, this will follow a graduated a response model: Assess, Plan, Do, Review.
Assess: The academy will assess the pupil’s needs using teacher assessment, experience, previous attainment and data tracking against peer and national data.
Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a pupil passport/profile and all teachers who work with the student will be made aware of the child’s needs and support required.
Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject teacher will revise support in line with the outcome of the meeting.
SEND support will be recorded on the child’s ‘Pupil passport’ which will have clear expectations and targets for the student. Progress will be monitored and reviewed termly at a meeting with parents, the pupil, the Pastoral lead and where necessary, the deputy SENCo or SENCo.
Students with SEND are placed on the SEND register, with the consent of parents and this register is accessible to all staff in the academy.
If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.
Such agencies may include:
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor
SEN Hub
For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the academy or parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.