Birches Head Academy - Organisations
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Birches Head is an 11 to 16 co-educational school situated in the heart of the community. We not only strive for academic success, but are concerned with the development of the whole person; where every child is known and valued and encouraged to aspire to be more. We provide the very best environment and atmosphere to foster excellence inside and outside the classroom. |
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| Contact name | Deborah Carpenter |
| Contact position | SENDCO |
| Contact telephone | 01782 233595 |
| Contact email | info@bircheshead.org.uk |
| Venue address | Birches Head Road |
| Birches Head | |
| Stoke on Trent | |
| ST2 8DD | |
| Website | https://bircheshead.org.uk/send/ |
| School's extended local offer response |
What kinds of SEND does the school provide for?The Academy accommodates all SEND in line with Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND code of practice. At Birches Head Academy we endeavour to provide the support necessary for our pupils and families by engaging with professionals in order to identify and meet the needs of our pupils. Communication and InteractionWe work with SEND Services, CAMHS and other health professionals to provide support for pupils with speech, language and communication needs (SLCN), including children with complex additional needs such as Autistic Spectrum Disorder (ASD). Cognition and LearningWe recognise that some children may need additional support beyond Quality First Teaching and appropriate differentiation. Experienced support staff provide 1:1 and small group teaching across the curriculum along with additional support in lessons for identified pupils. Where necessary, professional advice is sought from SEND Services or Educational Psychology to identify need and suitable strategies and interventions. Social, Emotional and Mental HealthWe believe that by providing a nurturing environment and positive relationships we can offer all children the opportunity to achieve their full potential. We have a strong pastoral system so that pupils have access to a Tutors, Head of Learning and Learning Coach. Beyond this, where necessary some pupils have a SEN keyworker for additional support. The school has an Anti-bullying strategy and the SEN department runs clubs to support vulnerable pupils. Pupils may be referred to the School Nurse as well as outside agencies, such as CAMHS, if needed. Breakfast is an important meal and the SEND team runs a club where students can get breakfast at school. To support pupils whose social, emotional and mental health needs mean they find mainstream lessons challenging, the school has personalised learning opportunities to support their learning. Sensory and/or PhysicalThe Academy works alongside Stoke on Trent’s SEND Services or the relevant health care professionals to ensure that the appropriate support, resources and reasonable adjustments are made. Sensory needs provided for include visual impairment (VI) and hearing impairment (HI). The school building is accessible to physically disabled pupils with access to all areas available by lift or ramp access. Children with medical conditions will have individual healthcare plans which specify the type and level of support required to meet their medical needs. How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?At Birches Head Academy, early identification of SEND is a key priority. We use a range of strategies and sources to identify pupils who may require additional support:
The Academy uses a Graduated Approach (Assess, Plan, Do, Review) to monitor progress and determine the level of support needed. Where appropriate, referrals are made to external professionals for specialist advice. The Academy will use a range of assessment tools to monitor progress and identify SEND. An external professional will be pursued where more specialist advice is needed e.g. by an Educational Psychologist or Speech and Language Therapist. Parents will be consulted and involved in the referral process. Parents can contact the SENCO or Assistant SENCO if they believe their child has special educational needs. How will the setting support my child/young person?We support children with additional educational needs through a variety of ways.
Children needing SEN Support will have a pupil passport that will be discussed and reviewed with you and the pupil on a regular basis. The strategies and information identified on this will inform the provision we provide. How will teaching approaches and the curriculum be matched to my child or young person's needs?In line with the SEN code of Practice and the National Curriculum we aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life. All pupils follow a broad and balanced curriculum. Our staff have high expectations for every pupil. Teachers adapt lessons specifically for SEND pupils using strategies from the pupil passport and include a range of techniques, tasks and styles to make learning engaging, accessible yet challenging. They use appropriate assessment for learning strategies to set targets which are deliberately ambitious. SEN Code of Practice underpins our aims: All children and young people are entitled to an education that enables them to make progress so that they:
How will both you and I know how my child/young person is doing and how will you help me to support their learning?Our Academy has an open door policy and parents are encouraged to make an appointment to see their child’s Tutor or SENCO to discuss any concerns they may have. Staff can communicate with parents through a variety of means for example: phone calls, Synergy, meetings at school, report cards, and newsletters. Review Days are held at which parents are able to meet 1:1 with class teachers to discuss their children’s progress. SEN staff are available once per term to meet with parents and discuss progress, successes and any concerns. For children who are not making expected progress appropriate interventions and support will be identified and put in place. Children identified as needing SEN support will have a pupil passport to share information with teaching staff regarding advice and strategies to help meet the needs of the individual pupil. This will be discussed with you and reviewed with you on a regular basis. Staff will let you know what your child finds difficult, what we are doing at school to support them and how you can help them at home. For children who have a Statement of Special Needs or EHC Plan formal annual reviews will be held to discuss your child’s progress and the provision made for them. External agencies involved and a representative from the Local Authority SEND team will also be invited to this meeting. In addition to this SEN support staff liaise regularly with class teachers of all SEND students to review their progress towards short-medium term targets following an assess, plan, do and review cycle. Parents will receive a progress report following each assessment point to share information regarding progress and next steps. What support will there be for my child's/young person's overall wellbeing?The Academy’s pastoral care ensures that emotional wellbeing is provided for alongside academic progression. Each pupil has a Tutor, Head of Learning and Learning Coach and where necessary, SEN students are assigned a Key Worker. Students can be referred to the Nurse for additional support and can also be referred to outside agencies such as CAMHS or for specialist counselling, such as the Dove Service, if needed. Alongside this the school runs an Anti-Bullying scheme and the School Council to ensure students have a say in the running of the school. The SEN department runs a club for vulnerable students at lunchtimes and a club to improve confidence and self-esteem and to help with homework/revision. What specialist services and expertise are available at or accessed by the setting?Where it is necessary and following consultation with parents and pupil, Birches Head Academy will refer a student to an appropriate agency to seek the specific support required to meet the needs of the individual student. Local Authority Provision delivered in school:
Our Special School Outreach support / Health Provision delivered in school:
What training are the staff supporting children and young people with SEND have had or are having?The Academy provides regular training and support to enable all staff to improve the teaching and learning of students, including those with SEND. This includes whole school training on SEN issues, such as: Autistic Spectrum Disorders, Speech and Language Difficulties, Dyslexia and Hearing Impairment. The SENCO is a qualified teacher and is currently undertaking the NPQSENCO . Learning Support staff have also received training on the use of interventions, assessment tools; Social, Emotional and Mental Health needs as well as training to support the individual needs of SEND pupils. SEN support staff also access training from SEND services on the delivery of intervention programmes. How will my child/young person be included in activities outside this classroom including school trips?We make every effort to ensure the learning environment is inclusive and this is also the case for activities outside the school classroom including educational visits. School staff produce robust risk assessments that highlight any potential issues for pupils with SEND. We make arrangements for individual pupils to prepare them for activities outside the classroom (such as school trips and sports days) to ensure all pupils are included in these activities. Staff (including support staff) are allocated to accompany pupils on trips in order to address identified barriers. Some specific trips, with extra support, are also offered on occasions for vulnerable pupils. All pupils are encouraged to take an active part in the school’s extra-curricular life. There is a wealth of opportunity to participate in a wide range of activities. No child is excluded from these activities because they have a special educational need. How accessible is the environment?The school building has grown over a number of years and has seen various phases of development. Classrooms are over three floors in some areas of the building and there is lift access to all floors. In the event of a fire or other urgent evacuation two evacuation chairs are available. Designated staff have received training in its use and systems are in place to ensure a safe evacuation for all pupils. Where necessary, pupils will have supervised access to lifts to ensure their safety and accessibility to all rooms. In some areas ramps or sloping corridors provide access to classrooms and the main entrance to the school has both step and ramp access routes. All main staircases have hand rails to both left and right sides. Disabled toilet facilities are available across the Academy. Where necessary, specialist equipment, such as specific chairs, are provided to meet the needs of the individual. How will the setting prepare and support my child/young person to join the next stage of education and life?We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is as smooth as possible. If your child is joining us from another school:
If your child is moving to another school or post 16 provider:
How are the setting's resources allocated and matched to children's/young people's special educational needs?The SEND department is made up of a SENCO, Assistant SENCO, Aspire Manager and Learning Support Assistants. Resources are allocated according to need and additional interventions are funded to support individual pupil’s progress. Pupils identified as having an SEN are supported in the classroom by the teacher and, where necessary, by an LSA. The school has the capacity to access additional support from the LA advisory teams and the Educational Psychologist Service as necessary. Pupils with EHC Plans receive support in accordance with their need(s). How is the decision made about what type and how much support my child/young person will receive?Assessments of basic skills are carried out by the SEND department. There is an initial discussion between the class teacher and the SENCO on what needs a pupil may have. Parents are involved at this point, along with the child, to best plan the interventions needed. Advice from outside agencies is sought when necessary. During SEN department meetings, staff discuss pupils’ progress against their targets and what support/intervention needs to be put in place or adapted following the Assess, Plan, Do, Review cycle. This can be determined by their rate of progress and from prior discussions with classroom teachers, previous schools, if appropriate, and professional input. How will our child and young person be involved in the decisions about their learning?Pupils identified as having a special educational need have a designated keyworker with whom they meet termly or, as and when required. The keyworker is an additional level of support to enable pupils to discuss provision and progress. Pupils are involved in regular updating of the information shared with all staff via the pupil passport. They have an opportunity to discuss with their keyworker strategies which they find successful and information that they would like to share regarding their needs. Pupil voice activities are carried out regularly to enable pupils to express views and opinions and provide valuable information to help further improve teaching and learning. How will we be involved in the decisions about the learning of our children and young people?Subject teachers are available at review days and via telephone to discuss pupil progress and any concerns that you may have and to share information about what is working well at home and school, so that similar strategies can be used. The SENCO, Assistant SENCO and Keyworkers are available to discuss concerns regarding SEND and to share information at three drop in opportunities per year. They can also be contacted by telephone and individual meetings can be arranged upon request. Termly reviews of the pupil passport will provide an opportunity to engage in reviewing progress and planning future provision. Information from external professionals will be discussed in person or where this is not possible, a report will be issued to parents. How are parents involved in the setting? How can I be involved?As detailed previously, the Academy has an Open Door Policy and input from parents and/or carers is an integral element. Parents are involved by receiving progress reports and attending review days as well as SEN drop ins to support the pupil passport and Assess, Plan, Do, Review cycle. Parents can contact the Form Tutor, Head of Learning, Learning Coach, SENCO or Assistant SENCO if they have any concerns. What do I do if I want to make a complaint?The school Complaint Policy is available to view on the school website. This contains information regarding how to make a complaint. What other support Is available to parents and how can I contact them? Local OfferFind out more about the local offer of support which is available for disabled children and young people and those who have SEN on the Stoke on Trent website http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page IPSEA (Independent Parental Special Education Advice)www.ipsea.org.uk CAMHS ASD TeamTelephone:01782 408373 01782 408374 Website: www.combined.nhs.uk/.../CAMHS-ASDService.aspx Children's Occupational Therapy Service Telephone:01782 427450 Website: www.staffordshireandstokeontrent.nhs.uk/.../childrens-occupational-therapy.htm SEND ServicesTelephone:01782 232538 E-mail: SEND@stoke.gov.uk Website: SEND Services - Specialist Support SENDIASS - SEND Information, Advice & Support ServiceTelephone:01782 234701 or 01782 234847 E-mail: iass@stoke.gov.uk Website: www.sendiass-stoke.co.uk/ |