SEND Annual Report

Other Key Stakeholders in SEND:

• Paul Atkins - link Community Council Member for Equality, Diversity and Inclusion
• Carla Myott - link Community Council Member for Vulnerable Pupils

SEND Policy at Co-op Academy Northwood:

The SEND policy is reviewed annually in line with the SEND code of practice, and approved by the Governing Body. The most recent review was undertaken in September 2024 reflecting any significant legislative changes and implementing this into the school’s practice.

Number of pupils with SEND:

Pupils who have been identified as having SEND will require intervention for one or more of the four categories, which include:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical

Progress of pupils with SEND at Co-op Academy Northwood:

All children are continually assessed by staff and each assessment point, the SENDCo monitors the progress of all children on the SEND register. The SENDCo then works closely with the class teacher to ensure that the children’s needs are identified, appropriate provision is implemented and escalation through the graduated response driven. This will include quality first teaching, classroom adaptation and support, and also small group or individualised intervention. Early intervention support is also accessed from a range of external specialists such as Educational Psychologists, Mental Health Support Practitioners, Speech and Language Therapists, Occupational Therapists and Outreach support from specialist settings.

Provisions Co-op Academy Northwood Offers in School:

Literacy:

• RWI phonics 1:1 intervention
• Early Talk Boost
• Time to Talk
• Nuffield Early Language Intervention (Neli)
• Precision teaching
• Sound Linkage
• Daily reading

Numeracy:

• Numicon
• Precision teaching

Other Interventions we Offer:

• Children who have Communication and Interaction difficulties are offered support through a total communication approach to communication development.  We aim to provide them with opportunities to develop their independence in communicating their wants and needs.  This may include objects of reference, communication mats, colourful semantics, simple Makaton and gesture.
• Children who experience Social, Emotional and Mental Health difficulties may access support from the mental health support practitioner.  They may also access support from school staff through emotion coaching and co-regulation of emotions, access to a ‘safe space’ within each classroom where they have access to sensory toys and fidget tools.  Children are taught to use communication mats to communicate their emotions and also to engage in restorative conversations.
• Children who experience sensory difficulties have access to specific movement breaks and sensory circuit programmes.
• The individual needs of each child are carefully considered when planning for their support and intervention.

Suspensions

Pupil attendance is reviewed as part of SEND monitoring process and the absence of pupils with SEND is the accountability of a designated member of staff (R. Blood).

Resources:

External Agencies:

Close and effective links are made with a wide variety of agencies to support parents/carers and the school in addressing children’s needs.

Agency involvement has included:

• Educational Psychologist (EP)
• Speech and Language Therapist (SALT)
• NHS Mental Health Support Team
• Occupational Therapist
• Children and Adolescence Mental Health Service (CAMHS)
• Family Services (Social Services, YMCA Family Support).
• SEND/ SENIASS (Parent partnerships and SEN advisors from the Local Authority).
• NHS Stoma Nurse
• Hearing Impairment Team (HIT)
• Caudwell Charity
• Community paediatrician and school nurse
• Specialist provision outreach support

Staff Development:

• Stoma training, epilepsy, Asthma updated training (all staff annually).
• Training from the Coop Multi Academy Trust - Growing Universal Provision and Adaptive Teaching Strategies
• Three Paediatric first aiders in school.
• One emergency first aiders.
• Four first aider at work.
• Outreach programmes from specialist provision, delivering Communication and Interaction support and training to specific staff.

Parents and Carers involvement in the provision for pupils with special educational needs and disabilities.

• Parents/Carers are invited to attend and contribute to all review meetings.
• School Support Target Sheets, Pupil Passports and Motivational Charts are discussed with parents/carers and copies are sent home regularly.
• As a school, we operate an open-door policy with all parents, therefore regular discussions with parents are held regarding adaptations to provision and referrals to external agencies.
• The SEND policy is available on the school website.
• Parents are able to contact the school SENCO directly via ClassDojo.

Parental Concerns

If parents are concerned about their child’s development, they are able to contact their child’s class teacher about their concerns initially. If they feel that they would like to speak to a senior member of staff, they are able to contact the SENCo (Special Educational Needs Co-ordinator), Mrs Wiltshaw via the school office or ClassDojo.

Our Local Offer

To access our Local Offer, please follow the following link: https://localoffer.stoke.gov.uk/