< %=Session("SchoolName")%>

SEND Information

SEND stands for special education needs and disabilities.

SEND policy at Andalusia Academy Bristol aims to:

ASSESS - PLAN - DO - REVIEW

  • Identify children’s specific needs as early as possible through proper assessment, so that specialist provision can be made for them.
  • Plan and develop specific interventions that are discussed with the parents, evidenced and regularly monitored to check for progress.
  • Involve parents and engage them through regular meetings and discussions about specific targets, needs, progress and Individual Educational Plans (IEP’s).
  • Ensure pupil voice is taken into account throughout the process and through the use of pupil passports.
  • Ensure appropriate training has been provided by SENDCO for all staff involved in supporting SEND pupils.
  • Ensure that pupils are referred to external agencies in order to receive extra specialist support where needed.

Legislation and guidance

Our policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice 2015 and the following legislation:

Roles and responsibilities

The headteacher will:

  • Work closely with the SENDCO and Governor for SEND to determine the strategic development of the SEND policy and provision in the school.
  • Have overall responsibility for the provision and progress of learners with SEND and/or a disability in the school.

 

SENCO (ID 1141)

 

 The SENDCO - Anjum Siddiqui - Anjum.siddiqui@andalusiaacademy.org 

The SENDCO will:

  • Work with the headteacher and Governor for SEND to determine the strategic development of the SEND policy and provision in the school.
  • Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans.
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high-quality teaching.
  • Implement the graduated approach in providing SEND support.
  • Discuss with SLT the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
  • Be the point of contact for external agencies, especially the local authority and its support services.
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned.
  • Work with the Headteacher and Governing Board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements.
  • Ensure the school keeps the records of all pupils with SEND up to date.

 

The Governor for SEND - Leyla Khalid - leyla.khalid@andalusiaacademy.org 

The Governor for SEND will:

  • Ensure that appropriate provision is provided for pupils with SEND (funding, training and resources).
  • Ensure the provision of IEP’s discussed with parents are regularly monitored.
  • Ensure the SEND Code of Practice (2015) is adhered to.
  • Help raise awareness of SEND issues at Governing Board meetings
  • Monitor the quality and effectiveness of SEND provision within the school and update the Governing Board on this.
  • Work with the Headteacher and SENDCO to determine the strategic development of SEND policy and provision in the school.

 

Class Teachers and Learning Support Assistants

The Code of Practice says that every teacher is a teacher of SEND. The first step in teaching children with SEND is providing high-quality, differentiated teaching.

Each class teacher is responsible for:

  • The progress and development of every pupil in their class.
  • Working closely with any teaching assistants, learning support assistants or specialist staff to plan and assess the impact of support provided and how they can be linked to classroom teaching.
  • Working with the SENDCO to review each pupil’s progress and development and decide on any changes to provision.
  • Ensuring they follow this SEND policy.

 

External Agencies

Close links are maintained with external agencies to get specialist advise e.g. educational psychologists, speech therapists, occupational therapists etc. and to work with teachers and students for individual support.

 

Training

The SENDCO regularly provides CPD sessions for staff members along with attending courses on SEND and undertaking shadowing of SENDCOs across different settings to identify best practice.

 

Resources

The resources used by children with SEND are available in each classroom. Additional resources are provided by the SENDCO and are available in a special SEND cupboard.

 

Monitoring arrangements

This policy and information report will be reviewed by the school SENDCO and Headteacher every year. It will also be updated if any changes to the information are made during the year. It will be approved by the Governing Board following any amendments.

SEND Information Report

SEND report - March 2022