Inclusion & SEND
Inclusion and Special Educational Needs & Disability Support
The Inclusion team of SEND, pastoral and attendance, work in collaboration to support students by breaking down barriers enabling them to achieve their true potential. The Inclusion Team are a dedicated, friendly, patient, enthusiastic and approachable professional team.
The new code of practice states that ALL TEACHERS ARE TEACHERS OF SEND STUDENTS
Students identified as having with special educational needs all have learning differences or disabilities that make it harder for them to learn or access education. These students may need extra or different help from that given to other students of the same age.
There are no hard and fast categories of Special Educational Needs, each student is unique and there is a wide spectrum of special educational needs that are frequently interrelated; however, students will have needs and requirements that by and large fall into at least one of four areas:
- Communication & Interaction – Children have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. Children and young people with ASD, including Asperger Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination.
- Cognition & Learning – Some children learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, ranging from moderate learning difficulties to more specific difficulties including dyslexia, and dyspraxia. These students may also have associated speech and language delay, low self esteem, low levels of concentration and under developed social skills.
- Social, Emotional and Mental Health Difficulties – Children and young people with social and emotional difficulties may not be able to make full use of the educational opportunities offered to them and are consequently difficult or challenging to manage. The spectrum of difficulties is wide ranging and includes quite complex psychiatric disorders. On occasions these behaviours may reflect underlying mental health difficulties that are medically unexplained while other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
- Sensory and/or Physical Needs – Some children and young people require special educational provision because they have a physical or sensory difficulty which prevents or hinders them from making use of the educational facilities generally provided and who may require additional ongoing support and specialised equipment to access all the opportunities available to their peers. Such difficulties may include: visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) or a physical disability (PD).
At OBA, where a student is identified as having SEND we take action to endeavour to remove barriers to learning and put special educational provision in place. All children and young people have access to a range of services and provisions and student’s needs are met through high quality teaching plus targeted interventions, following the principles of assess, plan, do, review.
Halton Local Offer
The Pastoral Staff at OBA work to support student progress through a year group system. Under the Leadership of the Vice Principal each year group is led by a Head of Year assisted by an Assistant Head of Year. The responsibility of the Head of Year is to lead their teams in scrutinising student academic progress as well as supporting their social and emotional well-being. All Heads of Year have taken on the responsibility for coordinating the support of our most vulnerable students in order to close the gaps; this includes monitoring attendance, punctuality, academic achievement, enrichment, effort and behaviour very closely.
The Attendance Officers at OBA work to ensure that students are attending the academy and are on time. Regular, punctual attendance at the Academy is the key to every child achieving his or her potential. An excellent record of attendance at school has a major impact on your child’s academic progress. Research shows that there is a direct link between poor attendance and poor examination results. Every student in OBA has an absolute minimum attendance target of 95%.
There are many who contribute to the support of students in the Academy. These may include; CAMHS, EWS, Educational Psychologists, Health Workers, Social Services departments, SALT, Special Educational Needs Services. Youth offending Teams, Young Cares, Head Salad, Young Addaction etc. Academy will work in partnership with parents/carers and liaise closely with other services to produce a systematic and coordinated response to support students with SEN and will operate on a basis of secure data, effective communication, supportive intervention and challenge.
The Academy evaluates the effectiveness of it SEN provision though the Academy self-evaluation, student progress and regular reviews
SENCO – Mrs M Wallace
Assistant SENCO – Miss S Moneypenny
SEN Manager – Mrs M Sothern