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SEND Information

All Ebor Academy Trust schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the local authority (LA) to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible. This information is reviewed annually; the next review will be November 2025.

Ebor Academy Trust SEND Policy 2024-25

What is the SEND offer?

The LA Local Offer

  • The Children and Families Bill was enacted in 2014. From this date, Local Authorities and schools are required to publish and keep under review information and services they expect to be available for the children and young people with Special Educational Needs (SEND) aged 0-25. This is the ‘Local Offer’.
  • The intention of the Local Offer is to improve choice and transparency for families. It will also be in an important resource for parents in understanding the range of services and provision in the local area.

The LA local offer can be found here

The School SEND Information Report

SEND Information Report 2024-25

This utilises the LA Local Offer to meet the needs of SEND pupils as determined by school policy, and the provision that the school is able to meet.

Our Environment

At Sproatley Endowed Church of England Academy, we are committed to providing our pupils with a broad, balanced and enriched curriculum which is accessible to all and promotes inclusion. All our pupils are included in all aspects of school life and are equally valued in school. We create environments that are safe and calm so that our pupils feel comfortable to be in school and to enable them to flourish. Our staff work closely with a team to provide consistency of approach and strategies that we have in place for our pupils.

Because all children learn in different ways, we have tailored our classroom environments so that they can meet a range of needs. Where needed, our classrooms provide:

    • Visual supports (including dyslexia friendly, speech and language friendly and autism-friendly approaches)
    • A distraction-free learning zone
    • Sensory Processing strategies (movement breaks, noise reducing headphones, move and sit cushions, fiddle toys etc)
    • Access to multi-sensory and hands-on learning
    • Use of IT and alternative methods of recording where needed
    • Use of de-escalation strategies
    • A Restorative Practise Approach with daily check-ins and Affective Questions
    • A preventative rather than reactive approach
    • Positive praise – and lots of it!
    • Staffing ratios appropriate to the level of support needed.

     

    ‘Through our distinctive Christian character, we aim to meet the needs of all learners.’

    Identification and Intervention

    Every teacher here at Sproatley is working towards the achievement of every child through excellent quality first teaching. We call this our Universal offer. If any child is struggling in class for any reason, strategies and or intervention will be put in place at a Targeted level to support with this after discussions with parents/carers. Advice would be sought from the SENCO team and progress would be tracked to see if these strategies were proving to be successful.

    If a child is still struggling in school and needs additional support, it may be that they need more Specialist level intervention and resources putting in place. Again, parents would be very much involved in this discussion and would work with the school to plan this. At this stage, your child would be receiving ‘SEND Support’ and the SENCO Team would be closely involved to support staff, your child and the family. Each child’s support package will look different depending on their level of need.

    SEND support Defining

    A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty disability if they:

    • Have a significantly greater difficulty in learning than the majority of others of the same age, or:
    • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.

     

    SEND Code of Practice 2014

    DEFINITION OF A DISABILITY:

    A physical or mental impairment which has a substantial and long-term effect on the ability to carry out normal day-to-day activities.

    Equality Act of 2010

    • The SEND Code of Practice 2014 describes the four broad areas of SEN:
        • 1. Communication and Interaction
        • 2. Cognition and Learning  
        • 3. Social Emotional and Mental Health 
        • 4. Sensory and/or Physical
        • Needs are monitored by the SENCO and teaching and learning staff, and appropriate interventions and resources will be implemented after discussions with parents, staff members and further professionals if necessary.

     

    The SENCO Team and the Pupil and Family Support Team oversee the provisions and interventions we have in place for all our pupils at Sproatley. Along with the Senior Leadership Team, they monitor the effectiveness of provision through observations and data analysis and provision will be adjusted as required to ensure pupils are fulfilling their full potential.

     

    We work closely with individuals and other agencies to help us identify the right support for each child, including:

    • CAMHS (Child Adolescent Metal Health Service)
    • Speech and Language Therapists (both in school and in clinic)
    • Communication, Interaction Specialist Team
    • SaPTS Physical Difficulties Team
    • SaPTS Hearing Impaired Team
    • Neurodiversity Team
    • Mental Health Support Team
    • Educational Psychology Service
    • Behaviour Support Team
    • Early Years Inclusion Team

     

     

    Identifying Need:

    We use a graduated response to identifying, assessing and responding to children’s special educational needs, as outlined in the 2014 SEND Code of Practice.

  • Initial Concerns may be raised firstly by parents or staff, the class teacher and parents will discuss these together firstly.The Plan, Do, Assess and Review cycle (as outlined in the 2014 SEND Code of Practice) is then implemented.Quality teaching and reasonable adjustments will then be implemented and the progress of the child will be carefully monitored, assessed and recorded over a time period known to the school as “monitoring”. After this time period, the class teacher, SENCO and parents will meet to discuss next steps.Advice and support may be requested from external services and specialist professionals, if and when required.The cycle of Plan, Do, Assess and Review will be maintained.Assessment may be made in a variety of ways:
    • Informal assessment by the class teacher during daily observations and monitoring of progress, plus discussions with the child and parents.
    • Formal assessment, involving highly structured standardised testing where appropriate.
    • Summative assessment to ascertain the level of learning reached.
    • Formative assessment, whereby evidence of progress is used to adapt teaching strategies to meet learning needs.

     

     

    Communication is key

    We pride ourselves on strong links with parents/carers and the child. We will always keep you in the loop when planning provision and intervention for your child. We have introduced  documentation for all our pupils receiving SEND Support that is written and reviewed jointly with parents and pupils. We know that by working together, we have a much greater chance of getting it right for your child. There are dedicated sections of your child’s plan for parents/carers and pupils to complete. We welcome yours and your child’s input into their plan, not just at their review meeting, but on a more regular basis as things arise.

  • Depending on the level of need, this may be called ‘Support Plan’ or an ‘Education Health Care Plan.’  Support Plans are reviewed every term where parents and pupil voice will be collated. An EHCP is a statutory document that is written alongside the SEND Panel at the Local Authority. This will be reviewed  annually with parents, staff, SENCO and professionals  for a Annual Review.