Caister Academy for parents

SEND

Select the links below for further information.

SEND Policy (September 2017)
SEND Information Report

 

Mrs Emma Preston is the Special Educational Needs Co-ordinator (SENCO) at Caister Academy.

Her main responsibilities include:

•  Leading and managing the academy’s Learning Support Team
•  Co-ordinating the support for children with Special Educational Needs or Disabilities
•  Developing the academy’s SEND policy

In addition to a dedicated team of teaching assistants, all pupils have access to the following:

•  Year Guidance Manager
•  Additional Needs Guidance Manager
•  Literacy Team
•  Thrive
•  Nurture Group
•  School Library

All pupils with SEND have the right to an inclusive curriculum, which allows them to access First Quality Teaching in all of their lessons. This is essential if pupils are to progress.

Our teachers will use various strategies to adapt access to the curriculum, this might include using:

•  Visual timetables
•  Writing frames
•  iPads, laptops or other alternative devices
•  Peer buddy systems
•  Positive behaviour rewards system
•  Use of a reader/scribe
•  Extra time to complete tasks
•  Rest breaks
•  Writing slopes

Language aquisition and literacy skills are developed through:

•  Quality First Teaching
•  Targeted in-class TA support
•  An integrated curriculum in Year 7, along with some 1:1 and small group Literacy support in other years

Numeracy skills are developed through:

•  Quality First Teaching
•  Targeted in-class TA support
•  Some 1:1 and small group Numeracy support

Nurture
An Inclusive Approach
All pupils with SEND have the right to an inclusive curriculum which allows them to access First Quality Teaching in  all of their lessons. This is essential and adjustments can be made such as in-class teaching support, an adapted curriculum for both cognitive and physical needs along with 1:1 and small group support in some cases.

Monitoring progress is an integral part of teaching and leadership within Caister Academy. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and pupils are involved in each step before any additional provision is selected to help a pupil, the SENCO, teacher, parent/carer and learner all agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Liaising with External Support
At Caister Academy, we have access to the following external support:

•  Educational Psychologist
•  Dyslexia Outreach Support
•  Speech and Language Therapist
•  Child and Adolescent Mental Health Service
•  Parent Support Advisor
•  Nelsons Journey
•  MAP
•  School Nurse
•  Social Worker

Transition
Although pupils are positive and excited about joining Caister Academy, all pupils are understandably a little anxious. This is completely normal.

To ensure that the transition is as smooth as possible, we undertake the following arrangements:

•  Extensive liaison with feeder schools, pupils and parents
•  Meetings with parents to review SEND support needs
•  Additional pre-visits for pupils with specific needs
•  Close liaison with outside agencies for pupils with specific needs



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