SEND Information Report for Langford Village Academy
This page provides information about how we are implementing our SEND Policy which can be found here.
The Langford Village Academy Local Offer provides information about what we offer for special education needs and disabilities as a school:
What kinds of SEND do we provide for?
- We are a mainstream academy for young children aged 4 - 9.
- We provide support for all types of SEND and Disabilities, and some of our students have statements.
What is our policy for identifying children with SEND and assessing their needs, and who is the SENCO?
- Our SEND policy sets out clearly what our process for assessing needs are. It is the role of teachers, supported by the SENCO, to assess the needs of the young person in the classroom, and to identify those who may need further support because of a learning difficulty or disability. This will routinely be done through regular ongoing in class assessments, but may involve more specialised assessment from our SENCO.
- Some students have a Statement of Educational Need, which clearly set out the needs of the young person.
- The SENCO is Rachel Siswick, and can be contacted by phone on 01462 629000 or by email email@example.com
How do we consult with parents of children with SEND and involve them in their child's education?
- We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
- We operate an open-door policy to allow parents to contact their child’s class teacher with ease.
- Parents are invited to become involved in school-life through a number of means e.g. the PTA, hearing children read and ongoing invitations to school events throughout the year.
- We send home annual reports to parents.
- Parent Consultation Evenings are held twice a year, to discuss children’s progress with their class teacher.
- Each term, parents are invited to a planning and review meeting to discuss their child’s Support Plan or Statement of Special Educational Needs.
- Our Governing Body includes Parent Governors/representatives.
How do we consult with young people with SEND and involve them in their education?
- We meet with a child before beginning any specific support and explain what we are doing, and why.
- We ask students for their views on their needs and record this on their Support Plan.
How do we asses and review children's progress towards outcomes?
- The class teacher monitors each child’s progress and discusses this with the SENCO and the parent/carer. The class teacher considers each child’s targets as agreed with the parent/carer and records these on a Support Plan. This will happen each term.
- We measure children’s progress in learning by measuring against National expectations, age related expectations and by considering a pupil’s targets.
- We have pupil progress meetings each term which involves the SENCO and contributions from any other member of staff who have supported the child.
What is our approach to teaching children and young people with SEND?
- We want everyone in our school to make excellent progress, and to achieve the very best that they can, in all aspects of their all-round education, regardless of any Special Educational Needs or Disabilities that they may have. We have high aspirations for all of our children.
- This means that there is complete equality of opportunity in the curriculum that is offered to students.
- We believe that high quality teaching will ensure high quality outcomes for students, so it is essential that students with SEND have access to the same high quality teaching as everyone else in the school.
- It also means that we will work really hard with young people with SEND to put in place extra provisions to ensure the best possible outcomes for them, and to remove any barriers to learning that they may be facing. These may include barriers related to the child themselves, and also those in the learning environment.
How have we adapted the curriculum and the learning environment of children and young people with SEND?
- All teachers are provided with information on the needs of individual pupils, so that they can plan the learning within our curriculum, to ensure that all pupils are able to make good progress.
- Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them to understand new vocabulary.
- A Teaching Assistant may sometimes work with your child either individually or as part of a group; if this is seen as necessary by the class teacher.
What is the expertise of staff to support children and young people with SEND and how do we continue to train them. How do we secure specialist expertise?
- Our SENCO is a qualified and experienced teacher and receives ongoing SEN training in specific areas.
- Our SENCO, organises SEND training, and works closely with any external agencies that we feel relevant to individual children’s needs. These may include: Educational Psychologists, Speech and Language Therapists, Health Visitors, Occupational Therapists, Social Services, Outreach teachers and GP’s.
- We access specialist training as part of staff’s ‘Professional Development’, to ensure that we can support children with SEND individual needs.
How do we know how effective our provision for children with SEND is?
- As part of the normal school development and self-review cycle we will carefully examine the data from exam results, student surveys and teacher observations to evaluate the effectiveness of the provision
- Every year, the government produces a document called “Raiseonline” which is a booklet of data all about our school. This is used as a key tool to examine how effective the provision is.
What do we do to make sure children and young people with SEN are enabled to engage in activities available with children in the school who do not have SEND?
- There are no barriers for any students with SEND for our activities in school.
- We actively encourage students with SEND to take part fully in the life of the school.
- We are a fully inclusive, comprehensive school.
What support have we got in place for improving emotional and social development of our students?
- Our provision map (see here) shows clearly the provision in place for those young people with emotional and social needs.
- Our anti-bullying policy (see here) sets out our approach to bullying.
How do we involve other bodies, including health and social acre bodies, local authority support services and voluntary sector organisations, in meeting children's SEN and how do we support families?
We draw on a range of local providers such as:
- NHS, Union Street Clinic, local GPs, School Nurse.
- Children’s Social Care
- Early Help Intervention from CBC
- Education Psychology Service
What arrangements are in place for handling complaints from parents of children with SEN about the provision made at the school?
How does the school support children when joining the school and transferring to a new school?
- We have very good relationships with our feeder settings and the settings that most of our pupils move onto; we share information to support pupils’ learning and well-being at transition
- Further support is provided as necessary for those with SEND including additional visits to the new setting, both individually and as part of an enhanced transition programme for identified pupils.
Click Here for the Central Bedfordshire Council Local Offer For children and young people with disabilities and special needs.
What do we do for Children with English as an Additional Language?
We support students for whom English is an additional language. All staff are made aware of the need and adjust plans accordingly. We monitor their progress carefully and provide learning support and mentoring for those students who are not making expected progress.
Please contact our SENCo, Rachel Siswick, if you feel that your child needs more help in this area.