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Special Educational Needs

St George’s Academy SEN Information Report 2017-2018

St George’s Academy is an alternative provision school catering for students across the North West of the city, focussing on integration back to mainstream school. The school is committed to giving students a new direction whilst academically achieving, through strong working relationships with staff and parents/carers.

The Local offer – Birmingham Local Authority

The Birmingham Local Authority offer can be found at:

www.mycarebirmingham.org.uk

Special Educational Needs at St George’s Academy

As a school we are committed to meeting the needs of ALL students, through quality first teaching and differentiation in the class room. We also offer support for additional needs in the following areas:

Type of Need

Support in School

Monitoring procedure

Cognition and learning

  • Use of TA’s
  • Quality first teaching
  • Additional literacy
  • 1-1 support
  • Data collection half termly
  • Conversations with pupil/ parent
  • Educational Psychologist assessments

Communication and Interaction

  • Use of CAT team
  • TA support within lesson
  • Educational Psychologist
  • Specialised resources
  • Access arrangements
  • Data collection and tracking
  • Specialist assessment
  • Observation and collaboration with parent/ carer

Social, Emotional and Mental Health

  • Pastoral support – Head of houses
  • Mentoring team intervention
  • Referrals to CAMH’S
  • Educational Psychologist support
  • Conversation with pupils and parents
  • Daily monitoring checks for pupils
  • Pastoral meeting weekly basis
  • Form tutor support

Sensory and/ or Physical needs

  • Quality first teaching
  • School nurse advice
  • Pastoral support
  • School tracking system
  • Specialist support from external agencies
  • Access to all curriculum areas where possible

 

 

St George’s Academy SENCO

Special Educational Needs is directed by school SENCO Mr Matthew Tucker who can be contacted on 0121 296 2277 or emailed at tuckerm@stgeorgesacademy.org.uk .  Mr Matthew Tucker has the NASENCO qualification from Middlesex University. The governor responsible for SEN is Mrs J Saunders and can be contacted via the Academy Principal.

How are additional needs identified at St George’s Academy?

STGA follows the ‘Special Educational Needs and Disability Code of Practice 0-25 years’ (2015). We use the Graduated Approach using the methodology of ‘Assess, Plan, Do, and Review’.

The academy uses the following procedures for identifying pupils with additional needs:

  1. Referral forms from home school along with any SEN information around SEN of pupil
  2. Meeting with home school SENCO to discuss prior SEN involvement
  3. Baseline assessments at St George’s Academy on arrival
  4. Data from previous settings
  5. Internal SEN referral form for use of staff
  6. Assessments carried out by external agencies

All students identified as having additional needs will be placed on the school SEN database where information is securely stored for access to staff.

 

How do we support students with additional needs?

At St George’s Academy we are committed to providing an inclusive education for all students, using proactive rather than reactive measures.  Through the direction of the SENCO, staff are encouraged to use innovative and pedagogical methods to support ALL students in the classroom. We use the following methods to support students with additional needs:

  1. Quality first teaching
  2. Targeted intervention
  3. Personalised Timetable
  4. Mentoring
  5. TA support
  6. Literacy and Numeracy Intervention
  7. Extracurricular provision
  8. Pastoral care
  9. Specialist provision/agencies

Our learning environment will be adapted where possible to meet the needs of all students and those with additional needs. Strategies and support mechanisms are available via an online secure forum for staff to use.

How do we assess progress of pupils with Special Educational Needs?

At St George’s academic progress is measured half termly tracking students’ progress against their predicted targets. The SEN department then use this data to apply interventions where students are behind their expected levels of progress. Reading ages of pupils are monitored regularly through our schools literacy programme and co-ordinator. Where less than expected progress is been made involvement from parents/carers is required and also specialised services to aid the process of that child making progress. We work collaboratively with parents and listen to what staff and specialists say to monitor each and every individual. Regular reviews of pupils on SEN support are carried out to see how further we can support them at the Academy, where IEPs are reviewed and adapted for staff to use. EHCP reviews take place annually as stated in the Code of Practice guidelines.

What training do staff do at St George’s have to support children with additional needs?

All staff receive annual safe guarding training and advice on special educational needs from relevant external agencies. Wednesdays afternoons are dedicated to staff CPD of which SEN has a designated slot. Training or informal discussions will take place around SEN from either the SENCO or designated trainer.

St George’s Academy has 18 hours Educational Psychologist hours per annum, of which some are used for staff CPD around issues/areas of development around SEN in the Academy. Teaching Assistants are trained at the appropriate level and deployed where appropriate and expertise allows.  Additional needs training is ongoing and done when and where appropriate. Staff are also encouraged to source their own CPD identified through performance management procedures.

What specialist help does St George’s receive for pupils with additional needs?

At St George’s Academy we rely on the professional support from external agencies, which can provide expert support to enable progress for students. In doing so the SENCO will always gain written consent from parent/carer to do so.

AGENCY

WORKING WITH

CONTACT

Communication and Autism Team

Provides support to children diagnosed with a Autism Spectrum Disorder

S Sparks – Access to education

www.access-to-education.com

 

CAMHS

Supports pupils with behavioural, emotional and development difficulties

www.forward thinkingbirmingham.org.uk

EPS – Educational Psychology Service

Working with pupil with a range of educational needs

School SENCO

School Nurse

Promotes the health and wellbeing of pupils in the Academy

Central Birmingham Schools nurse team

Multi Agency Safeguarding Hub

(MASH)

A point of contact for professional  who want to raise a concern about or child or seek advice

MASH@birmingham.gov.uk

Tel – 0121 303 1888

Pupil and School Support Service (PSS)

Work with Academy to advise on teaching, strategies and resources for pupils to progress.

Via school SENCO

info@access-to-education.com

 

Extra-curricular activities for pupils with additional needs.

Pupils are encouraged to take part in activities outside of school to promote the well-being of the child.  Students at St George’s can receive additional support in all subject areas beyond the school day. Educational visits are also has highly important in the enrichment of the pupils, and visits are organised for pupils with additional needs. Risk assessments are available on request and timetable of activities can be obtained by post from the Academy.

Complaints Procedure

At St George’s Academy it is important that students, parents/carers feel confident in raising any concerns they may have. If you feel you have not adequately been addressed by the SENCO you should contact Mrs N Hutchinson, Academy Principal.  Should you still feel you have a concern you can contact the school Governor for additional needs via the Academy principal.

How will students with additional needs be involved in their education?

The child’s outcomes will be considerably improved by regular attendance, consistently good behaviour and engagement within lessons. Students will be involved in their learning through developing and achieving their own targets, through use if their IEP and pupils profiles. Review of targets is crucial in ensuring progress and to be done regularly with appropriate staff. Students are encouraged to work independently outside the classroom, through extra-curricular activities, CENTURY online platform, as well as attending parent’s reviews days on a termly basis.

How will transition be supported at St Georges Academy?

We at St George’s aim to make the time of transition from home school as comfortable as possible. For pupils with additional needs, the SENCO at St George's and home school will liaise and share relevant information around the child. The information will then be shared with staff at St George’s. During the transition period the SENCO or member of the team will meet with each individual to process and IEP which will then roll out to staff. At the end of year 9 options will be available for GSCE  courses and pupils with additional needs will not be discriminated against. The appropriate pathway will be met wherever possible. Data is used as a platform to make informed decisions around each individual child

How will we support pupils with additional needs to improve their social, emotional and mental wellbeing?

At St George's we have a strong pastoral care system. Every student has access to a pastoral manager and form tutor, who are there to support pupil social and emotional development at the Academy. We have a PSHE programme within the school which form tutors actively run within designates times to their tutor group. We also have a Therapeutic mentor which is available for 1:1 with students when needed. Specific sessions are run in this mentoring based on their need i.e. Lego Therapy. The school also has a mentoring team which works with students on a daily basis identified by staff in the school, and through referral.

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