Local offer aspect. a) General information. Admission arrangements to schools, settings or FE Colleges

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1 Local offer aspect a) General information Admission arrangements to schools, settings or FE Colleges Provision In accordance with Regulations, the Academy Trust of Freebrough Academy has determined the admissions policy for The arrangements are in line with those applied by the Local Authority for all maintained, community and voluntary controlled schools. The full policy is available on our website. Documents to attach Admissions Policy June 2014 Key policies e.g. SEND and Inclusion, Equality, Anti- Bullying (links) 1. Anti-bullying 2. Charging and remissions 3. Behaviour 4. SEND 5. Freedom of Information and Data Protection 6. Child protection 7. Complaints procedure statement 8. Single Equality scheme 9. The Local Offer Contacts e.g. Head Teacher, SENDCO, SEN Governor. Principle- Mrs Linda Halbert Deputy Principle Rachael Prentice/ Donna Butcher SENDCo Jo Wilkinson What is the pastoral, medical and social support available in school for children with SEND? All students are in one of 4 small schools ; Aspiration, Inspiration, Motivation or Innovation. Each small school has an Assistant Principal taking the lead as Head of School. A Pastoral Leader is assigned to each small school to help with the day-to-day running of pastoral systems and to provide pastoral support to individuals where needed. Furthermore, Each small school has access to a Student Progress Leader who monitors progress and coordinates intervention to support learning. The small schools are then divided into individual vertical tutor groups. Students meet with their tutors for 25 minutes each day

2 including a weekly assembly with the whole small school. Mrs E Williams Mrs Williams is the Attendance Officer at Freebrough Academy. She is responsible for monitoring overall attendance at the Academy, and using the information to develop strategies to improve the attendance of individual students. Mrs J Holmes Mrs Henderson is the Attendance Assistant who is responsible for the day to day attendance of individual students. Parents/carers should contact Mrs Henderson if their child is absent from school. If no contact is made, she will phone parents to enquire as to the reason for the student s absence, and to find out when they will return to school. Your statement of intent for promoting equality (link) At Freebrough Academy we have an absolute belief that if young people have the right provision they CAN achieve success in all aspects of their learning. There is no compromise. The kinds of SEN for which provision is made at the school We will continue to support students with a range of learning difficulties, such specific learning difficulties, mild and moderate learning difficulties. Our provisions also support those with social and emotional difficulties such as attention deficit hyperactivity disorder or autistic spectrum conditions. Freebrough Academy is also passionate about supporting vulnerable students. Students have a right to be developed to their full potential and we have a responsibility to find a way through whatever path this may take. Every child is unique; we are keen to work with students and families to personalise the most effective plan of support for individuals.

3 Your arrangements for consulting children with SEN about, and involving them in, their education Students are part of a pastoral system and are allocated a tutor. Students access tutor time on a daily basis. Throughout the year, students will receive five teacher assessment feedback reports (called Assessment Point Reports). Students will review these reports with their tutors, and will have the opportunity to express their views during this reflective time. Students also attend an academic tutoring day with parents/guardians to evaluate their progress and set targets for the year ahead. Students are also encouraged to come along to parents evening with their families to discuss their education. Students also have the opportunity to be part of a student voice panel focusing on different elements of school life. Students with additional educational needs have a teacher strategy sheet. This document gives an overview of high quality teaching and learning ideas recommended by specialists for teachers to help students overcome their individual learning barriers. Students will have the opportunity to personalise these with their tutor or a mentor so that the strategy sheet reflects their views and opinions regarding their own learning. At KS4, students with special educational needs will have regular meetings with their mentor and will complete a student voice review of their teaching and learning experiences and needs. This is then fed back to teachers and monitored by Student Progress Leaders to encourage the highest quality learning opportunities. Local offer aspect b) Enhanced mainstream Provision Documents to attach

4 provision This will only be detailed if you have enhanced mainstream provision (Resource Bases) Details should include the type of provision, planned place numbers and admission arrangements Wave 1 - Quality Teaching First Quality teaching and provision must begin in the classroom. Freebrough Academy is committed towards high quality teaching. We are affiliated with the Teacher Effectiveness Enhancement Programme (TEEP), a model of effective teaching and learning drawn from research and best practice. For each student with a special educational need, a personalised strategy sheet will be provided to all their teachers. This will detail specific strategies that have proven most effective for supporting those with different special educational needs. The strategy sheets are compiled using advice given from specialist professionals such as the Educational psychologist or specialist teaching service. These are then personalised to make them relevant to each individual and are structured around the TEEP model too promote high quality teaching for SEN students first. Wave 2 - Progress Groups For those needing further support, we offer a mainstream progress group. Each year group (Y7-11) has a progress group. This is a smaller class of students with a learning support assistant assigned to the group. The group access a modified curriculum based on enhancing skills and closing the gap of attainment. A basic literacy and numeracy theme is embedded across the curriculum, with additional intervention in literacy and numeracy recovery where appropriate. A constant group of champion SEN teachers lead the progress groups and help to drive high quality teaching of SEN students across the academy. These places will be based on individual needs. Meetings and liaison with primary schools will help identify those students requiring Y7 placements. In line with the new SEN Code of Practice i.e. assess, plan, do and review, this is then reviewed half-termly using the school s regular Assessment Points. Further assessment such as CAT assessment and NFER reading tests are then used to evaluate impact, monitor progress and identify the students needing access to the progress groups across all year groups. This is in addition to advice and feedback from professional agencies and support. Wave 2 Reading Recovery Students complete the NFER national group reading test twice per year. The results are analysed and for those students who are significantly behind their reading age, access to a reading recovery programme could be put in place. Small groups of between 4 and 6 access this for 6 month. Here, the learning focuses on

5 improving phonic application and awareness, sight frequency enhancement and comprehension. Up to 3 classes will operate this academic year allowing up to 36 students to access this provision for 6 months. Students are then tested again and results are analysed and provision is reviewed. Wave 3 Breakthrough Provision Opening Day 01 st September 2014 Where wave 1 and wave 2 supports has not had the desired impact, or where it is deemed inappropriate provision for an individual, access to a learning environment outside of the typical classroom is provided. These students access our onsite alternative learning provision located within the Academy on the 3 rd floor called Breakthrough. Our mission in Breakthrough is to provide high quality teaching and learning so that all students who access the provision make good and outstanding progress. Students will follow a very personalised timetable, this may include a mixture of mainstream, progress group and Breakthrough. For some, a fulltime placement in Breakthrough is needed. KS3 students will study core subjects such as English and maths, but will also access basic literacy and numeracy intervention where appropriate. Furthermore, they will take part in personalised leaning projects, often tailored around their individual interests and hobbies. Students will also engage in work to develop SMSC values. KS4 students will study GCSE English and maths and, where appropriate, functional skills. Students will also have access to alternative qualifications to help maximise life chances and support transition to post-16 education and future careers. Breakthrough provision has capacity to support up to 20 students at one time in the first instance.

6 Local offer aspect c) Finance A link to the Finance information on the Local Authority Local Offer website Provision Documents to attach General information on funding formula but easy to understand Staffing Costs - 386,971 Time for You School Counselling - 25,000 R&C BC Educational Psychology - 13,000 Refurbishment of SEN Base (Breakthrough) - 5,500 Curriculum provision and resources 2,585 Total - 549,058

7 Details of your notional SEN funding Total Received 480, How that funding is used to support children and young people with SEND Link to information about costed provision maps and support timetables Link to the LA Transport policy

8 Local offer aspect Provision Documents to attach d) Teaching, learning and the curriculum (Reference to the National Curriculum and the school s or college s approach to teaching pupils with special educational needs; and how children and parents will be involved e.g. Aspirations for children/ how progress will be monitored A range of teaching and learning styles. All SEN students will undergo baseline assessments in subject areas. They also complete CAT assessments. Student will complete both formative and summative assessment throughout the year in their subject areas and their progress is reported and monitored at five Assessment Points. Twice a year, they will also complete the NFER national group reading test. This student data is then analysed by heads of faculty, student progress leaders, the SENDCo and senior leadership team. Each half term, a Raising Achievement and Progress meeting and a separate extended leadership meeting is held with these members of staff and the data is then analysed, discussed and interventions are put in place where appropriate. The senior leadership team also conduct half-termly faculty dashboard meetings with directors of learning for each faculty and this data is analysed in detail in the aim of narrowing gaps and raising standards for all. Student Progress Leaders also analyse assessment point data half termly, focusing on particular vulnerable groups such as SEN students. Where appropriate, intervention occurs, such as Student Progress Panels (a mentoring style procedure to support individuals with progress). Quality teaching and learning is expected by all teaching and support staff. We are affiliated with the Teacher Effectiveness Enhancement Programme (TEEP), a model of effective teaching and learning drawn from research and best practice. Teachers have accessed extensive training over the last 2 years to improve the quality of teaching and learning to become TEEP level 1 teachers. Some teachers have gone on to become Level 2 TEEP teachers and continue to drive high quality teaching and learning across the Academy.

9 Differentiated materials (both for reinforcement and extension). Teachers are encouraged to cater to all learners, and follow recommendations set out in individual AEN strategy sheets Access to ICT, equipment and specialist resources All subject areas have faculty laptops, PCs, ipad and IPods that can be booked out by teachers. Within Breakthough provision, there is also access to computers and laptops where appropriate. Additional in class support. Learning support assistants are assigned to all progress groups. For some vulnerable students accessing mainstream, LSA s may be assigned. Additional out of class support. A staff duty rota ensures that there is access to help and support out of the classroom. Lunch clubs, homework clubs and after school clubs ensure there is a support mechanism outside of lesson time, there is also to access to the learning resource centre. Flexible groupings (including small group work). Small group work takes place though the progress groups and breakthrough. Furthermore, collaborative problem solving is an underpinning principle of TEEP; all teachers are therefore encouraged to provide opportunities for small group work in their teaching practice.

10 An innovative and supportive curriculum including an integrated literacy based curriculum at KS3 and an appropriate work based learning curriculum at KS4. The appropriate use of rewards and sanctions. A consistent spelling, punctuation and grammar marking strategy is now used across all curriculum areas. Furthermore, teachers are encouraged to use the VCOP model to enhance the quality of written work. Students also take part in the Accelerated Reading programme. For those with reading ages far below their actual age, access to a reading recovery programme is put in place. At Freebrough Academy, teachers use a learning ladder to ensure a consistent approach to sanctions and rewards. Reward 1 VIVO points students collect VIVO points which they can spend to but items from the VIVO website Reward 2 Flyer students receive a flyer from their teacher detailing their exceptional contribution or progress in the lesson. Students are to take this home to show parents/guardians. Reward 3 Phone Call Home teachers make a call to parents/guardians to give positive feedback of progress or exceptional contribution Reward 4 Friday Draw students receive a ticket to go into a weekly 5 raffle Consequence 1 Warning Consequence 2 Warning Consequence 3 Faculty detention Consequence 4 Afterschool detention/hotspot to another classroom/ removal from lesson to be isolated in On Call Mentoring and counselling school-counselling-service/

11 A broad range of extracurricular activities, including homework club and use of any learning centres that might have been established in school. Local offer aspect Provision Documents to attach e) How you identify and asses students with special educational needs Include your arrangements and policy for identifying, assessing and supporting children with SEND, through the Quality First Teaching and the graduated approach detailed in the SEN Code of Practice i.e. assess, plan, do and review. There is a rich transfer of information from primary schools during transition meetings that take place between the SENDCo and primary school teachers. Potential students are often observed during this phase by the SENDCo. Students all complete baseline assessments including CAT assessments upon entry to the Academy. Together with supporting documentation and advice from specialist services, and high quality information from primary schools, a decision is made as to whether the child need to be placed on the register of special educational needs. Close monitoring of all students by teachers, pastoral teams often highlights vulnerable students or those struggling to make progress. If follow up interventions prove unsuccessful, students are referred to the specialists for assessment and advice. Following which, a student may be assigned to the SEND register.

12 Provide details of any additional provision available for children/young people with SEND including universal, targeted and specialist provision in school Make a statement about how you evaluate the effectiveness of provision for pupils/students with SEND Make a statement about how you track progress through, for example, - national curriculum testing - other tests e.g. Phonic tests - information from parents, Educational Psychologist Specialist Teaching Service Behaviour Specialist Teaching Service Learning CAMHS Time for You Counselling Targeted Youth Support CREST EVA Barnardos What Works Anti-social behaviour Youth Offending Team School Health Social Services Early access Junction The Link There are 5 assessment points throughout the year in which students are assessed and data is recorded. During this time, data is then analysed for impact and further intervention is put in place where necessary. Students will complete both summative and formative assessment throughout the year in their curriculum subjects. Furthermore, they will complete CAT assessments during their time at Freebrough Academy and will complete the National Group Reading Test (published by NFER) twice a year. This is then analysed and intervention groups are assembled based on the data. Furthermore, KS4 students will complete Pre-public examinations.

13 carers and professionals from other agencies - records from other settings the child has attended. Make a statement about how you adapt the curriculum and learning environment for pupils/students with a special educational need or disability. For those needing further support, we offer a mainstream progress group. Each year group (Y7-11) has a progress group. This is a smaller class of students with a learning support assistant assigned to the group. The group access a modified curriculum based on enhancing skills and closing the gap of attainment. A basic literacy and numeracy theme is embedded across the curriculum, with additional intervention in literacy and numeracy recovery where appropriate. Within individual subject areas, adaptations are made to the curriculum to allow more time to embed and use curriculum skills, rather than overwhelm students with large knowledge content. A constant group of champion SEN teachers lead the progress groups and help to drive high quality teaching of SEN students across the academy. Demonstrate how you assess and review pupils and students progress towards outcomes SEN Policy (link) There are 5 assessment points throughout the year in which students are assessed and data is recorded. During this time, data is then analysed for impact and further intervention is put in place where necessary. Meetings are held between teachers and their Director of Learning (faculty leaders) to discuss the data and plan intervention. Directors of Learning also meet with Assistant Principals in a Dashboard meeting, where data is discussed and intervention is planned. During half-termly RAP and Extended Leadership meetings, leaders come together to evaluate students progress based on the 5 assessment point results.

14 Support that is available for improving the emotional and social development of pupils with SEND, Include information about how equipment and facilities to support children with SEND will be secured Freebrough Academy is committed towards social, moral, spiritual and cultural (SMSC) development of students. Teachers are encouraged to use every opportunity in lesson time to help develop SMSC values. Furthermore, with their tutor groups, students take part in SMSC themed tutorials and activities. For those students in the progress groups, there are regular opportunities to develop SMSC such as enrichment days focusing on team work. For those accessing Breakthrough Provision, there are regular timetables session designed to develop SMSC values, and opportunities for community based work. Outside the classroom, students have the opportunity to attend activities club on lunchtimes. Furthermore, students are well supported by the Academy s FAB Team (Freebrough Against Bullying). Every child is different. For some students, additional resources may be required. We are committed towards removing barriers to learning and are happy to discuss any specialist equipment that may be required. We currently have several students supported by aids such as posture packs, activity chairs, writing slopes and Create a link to the Council information about EHC assessments and plans, as well as contacts within the LA (links from your website to ours)

15 Local offer aspect f) Staffing and any special qualifications/expertise The name of your SENCO and other staff Provision SENDCo Jo Wilkinson Core Curriculum Leader (Breakthrough Provision) Thomas Smith Community Curriculum Leader (Breakthrough Provision) Michelle Rispin Literacy and Numeracy Coordinator Nicola Lawson Learning Mentor Lisa Hampton Learning Support Assisstants Jill Twiby, Joan Heath, Cheryl Crutchley, Ann Chapman, Michelle Bowmaker, Jill Brown, Elizabeth Cox, Jonathan White Documents to attach Any specific qualifications and courses that staff have attended SENDCo Currently studying PGC in National SENDCO Award at Leeds Uitversity Any area of expertise e.g. a list of staff supporting children in enhanced mainstream provision As above

16 Local offer aspect g) External agencies and partnerships School/College partnership arrangements with parents and others. This must include the arrangements for consulting parents of children and young people with SEN about, and involving parents, in the education of their child. Provision Academic tutoring days and parents evenings. Annual written report to feedback progress. 5 data Assessment Point reports issued home. Documents to attach How you involve other bodies in meeting the needs of children with SEN - links with external agencies e.g. Paediatric services (e.g. Paediatricians, school nursing, therapy services, CAMHS, Heel and Toe, Tree Tops etc) Educational Psychologist Specialist Teaching Service Behaviour Specialist Teaching Service Learning CAMHS Time for You Counselling Targeted Youth Support CREST EVA Barnardos What Works Anti-social behaviour Youth Offending Team School Health Social Services Early access Junction The Link

17 Collaborative work e.g. Col initiatives

18 Local offer aspect h) Compliments and complaints Provision Documents to attach Your arrangements for dealing with compliments, any areas of disagreement/complaint with children, young people and parents / carers See Policy Link to your Complaints policy Link to the Parent Partnership service s page on Local Offer website Consider using a tool on the website that allows users to give feedback

19 Local offer aspect i) Transition arrangements Detail the general arrangements for supporting children and young people on transition to and from the school/college Provision Freebrough Academy operates an Early Transition programme where Year 6 students who have chosen the Academy spend the last 3 weeks of Year 6 at the Academy following their Year 7 timetable as well as being involved in a range of activities to promote their creative skills and develop their sense of self and emotional maturity. All students are invited to attend an Early Transition Meeting in March so that they meet key staff and understand the Early Transition process. Detailed information regarding the achievement, strengths, talents and any barriers to learning are discussed with primary colleagues and the information is used to identify the needs of individuals. The students attend a further Induction Evening just before Early Transition when they receive their personalised timetables, order uniform, register for the cashless catering systems as well as meet key members of staff. Students are supported by our Heroes and Fab team (Freebrough against Bullying) when they first arrive for Early transition. They assist with showing them around the building and they are also supported by the older students in their tutor groups and by the Small School system. All the Early transition students enjoy an early lunch so that they can become more familiar with the lunch routines and bond together as a group before the rest of the Academy joins them. They return to their primary schools at end of the day so they can share their successes and any concerns with staff. Parents are contacted twice during Early Transition and their opinions as well of those of their children are recorded to ensure that we are meeting the needs of all the students and any issues are dealt with immediately. Students moving onto college are supported by the Connexions service. Students have individual interviews with Connexions who identify strengths and interests and highlight possible pathways. We track their applications to ensure appropriate outcomes. Students are supported in making their applications by the Connexions service and by the Academy and students are accompanied to Open Days and taster sessions so that they are enabled to make informed choices. Colleges and employers also address students in assemblies to make students aware of the opportunities. Student expected outcomes are shared with the colleges in the reference process which are completed by the Heads of School of the individual students. SEND information is also shared at this time as well as exam concessions Documents to attach

20 Demonstrate the measures you would take to support individual children with SEND to ensure an effective transition to and from the school including, if appropriate, support for those moving into higher education and more detailed information is shared when students move onto their chosen college. Subjects also hold career events and showcase post 16 pathways and career options. Colleges also hold drop in sessions at the Academy so that students can ask questions and get further information. On Results Day, colleges and Connexions come into the Academy and support students with next steps. We also hold a Careers Event in conjunction with the Options Evening where Connexions, colleges and companies showcase their offer to students. Detailed information is collected from primary teachers regarding achievement, teacher assessments, SEND information and work scrutiny by visiting and in some cases by observing the students in their primary schools. The schools are visited by our SENDCO and by our Assistant Principal responsible for Primary Transition; the SENDCO is also often invited to multi agency meetings to learn more about the needs of different students. Meetings are held for SEN students where parents are invited and aspirations, interests, strengths and barriers are discussed with the SENDCO and Connexions. Students attend drop in sessions and open days to help inform their choices. A plan is then created and the students are supported through the application process. Our Post 16 Enterprise Centre also helps support some of those more vulnerable students who are not yet ready to move away from the familiarity of an environment they know and feel confident with.

21 Local offer aspect j) Useful Information Provision Documents to attach Consider a link to other useful websites that are used frequently at school/college Link to the Local Authority Local offer website