UCL Academy Learning to Make a Difference Together
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SEND

The UCL Academy Local Offer

The UCL Academy – a distinctive curriculum for all

The vision for The UCL Academy curriculum puts emphasis on interdisciplinary and problem-based learning, with students making personal choices to build a curriculum that meets their needs and aspirations.  Students in Foundation Level, Level 1 and Level 1+ (11-13) follow the International Middle Years Curriculum, which is a model of learning that encourages cross-curricular learning through Big Ideas, an international focus and book ended by Entry and Exit Points, where Big Ideas and concepts are introduced and reviewed.  Students learn in a variety of spaces including Superstudios.  This is a concept that has been developed specifically to support the curriculum, and it draws upon research into highly successful schools from across the world.

A Superstudio is a group of large, open space, linked teaching zones which encourage students to move between activities: to work collaboratively and across disciplines. They bring together traditional classrooms, small and larger seminar rooms and open learning space to create a vibrant and dynamic learning space which can accommodate a range of teacher and student-led activity at any one time.

Special Educational Needs and disability at the UCL Academy

Educational needs at the Academy fall in to 2 main categories:

Students with an EHCP

An Education Health Care Plan (EHCP) is a statutory document and will replace the Statement of Special Educational Needs and Disabilities. Students at the Academy will transfer to an EHCP over the next 2 -3 years. It is likely this will happen at their annual review. An EHCP covers the student from birth to 25 years if the young person remains in education or training. An EHCP looks at the education, health and care needs of a child/young person and focuses on outcomes. It looks at services and support to help the child/young person achieve their outcomes, and will be an opportunity to think more creatively about support.

Students with Additional Educational Needs

A student is considered to have Additional Educational Needs (AEN) if he or she has a learning, language, emotional, behavioural or physical difficulty or need, leading to significantly greater difficulty in accessing learning than the majority of students of the same age, for whatever reason, which calls for special or additional educational provision to be made for him or her.  It is likely that these students will have previously been known as ‘school action’ or ‘school action plus’.

What is the local offer?

The UCL Academy Local Offer sets out our provision in one centralised place and explains how we support students on to the next stage of their lives. Our SEND Policy* gives more detail about our day to day procedures.

You will find an explanation about the words with an asterisk* in our glossary at the end of this document.

Camden Local Authority* also publishes a Camden Local Offer* on its website:

www.localoffer.camden.gov.uk

This sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education Health Care Plan (EHCP), which is replacing the SEND statement*. You will also find a very wide range of useful information in www.localoffer.camden.gov.uk about:

Where to go for advice and guidance on SEND matters:

http://www.localoffer.camden.gov.uk/template/13/special-educational-needs-and-disability-information-advice-and-support

Camden’s Transition Service

http://www.localoffer.camden.gov.uk/template/46/transition-service

Camden apprenticeships

http://www.localoffer.camden.gov.uk/template/28/apprenticeships

The purpose of our Local Offer

The purpose of our Local Offer is to inform parents and carers about:

  • how we welcome children and young people with special educational needs and/or disabilities;
  • how we support them in all aspects of academy life and remove barriers to achievement;
  • how we work in close partnership with parents/carers and children.

Keeping our Local Offer under review

  • We will keep our Local Offer under review by asking parents and students what is working well and what they want to improve.
  • The next review date for our Local Offer is July 2015.

What kind of school is The UCL Academy?

We are a successful and popular academy within the London borough of Camden, catering for boys and girls in the 11-18 age range. We serve the local community, admitting 180 students into Foundation Year (Year 7) each academic year.

Parents/carers of students residing in Camden make applications for places through the London Borough of Camden. Students living in other London boroughs should apply through the borough in which they live.

We specialise in mathematics and science whilst placing languages at the heart of the curriculum. Our students study Mandarin and Engineering, undertaking extensive project work and participating in global exchange opportunities.

This ensures that all of our students, including those with SEND, leave The UCL Academy fully equipped with the skills needed for their future lives and responsibilities as individuals, employees and global citizens.

What parents/carers of children with SEND tell us

In a recent parent/teacher meeting, parents of children with SEND told us that, “the academy goes the extra mile to reach out and engage them, to respond to their concerns and to support their children.” They value the flexibility of the academy and feel “listened to and consulted”.

During this term a parent wrote to the academy thanking the team for helping his son to improve: “he goes to lunch club and receives daily support for his literacy needs – the academy is helping him a lot.”

What our students tell us

Governors talk to our students with SEND regularly. The key messages from Foundation students this term were that they are enjoying their time at the academy, making good progress and feel safe; they appreciate the house system that helps them to feel part of a community.

In classrooms they understand and like the marking system; it helps them to learn. They told us that The UCL Academy takes care to listen to their views and feelings

Admissions

Arrangements for applications for places at the UCL Academy will be made in accordance with the local authority’s co-ordinated admission arrangements and will be made on the Common Application Form provided and administered by Camden local authority.

Our vision and what we think is important at The UCL Academy

The Governors and staff of The UCL Academy are committed to the inclusion of students with Special Educational Needs and Disabilities into the full life of the academy with equal access to a broad and balanced curriculum.

  • We will provide the support and personal encouragement our students need to participate and make progress within the curriculum.
  • We welcome difference and diversity; learning from and about diversity strengthens our community.
  • We help all of our students to realise their potential and to recognise the basic equality of all people so that they can become responsible global citizens who make a positive contribution to society and become life-long learners.
  • We value, respect and celebrate the achievements of all students and young people.
  • We are committed to working in partnership with parents to ensure they are well informed and centrally involved in the life of the academy.
  • We will always involve parents and their children in planning and reviewing progress; we know that parents are the first educators of their child; we need their knowledge to plan effectively.
  • We know that the earlier we identify special educational needs and provide support, the more successful our students will be.
  • We will provide expert support and resources for students with SEND to fulfil their potential.
  • Our starting point is to guarantee a whole school approach to making provision for students with SEND. We make sure that all staff members have the knowledge and skills to support all students with SEND within the academy.

How we learn with and from UCL and other schools

We are a learning community and work closely with UCL, our sponsor, who provides a comprehensive programme of activities and support to enhance teaching within the academy. This includes lectures and master-classes from UCL academics in subjects across the curriculum; visits to UCL; and access to the university’s extensive resources, including laboratories and libraries. There is also advice for our students on routes into further and higher education, including support with the higher education entry process from UCL admissions tutors, and contact with UCL students acting as tutors and mentors.

In addition to our links with UCL, we believe that it is important to work with other schools to make sure that our knowledge, expertise and skills on SEND issues are up to date. We also share our best practice with other schools.

We undertake visits to local schools to look at aspects of their practice such as how they support students making slow progress in reading and mathematics and how they train, support and deploy Learning Support Assistants.

Our SENDCO attends the Local Authority SENDCOS forum which keeps all schools up to date with national developments and local projects on inclusion.

Communicating the local offer and SEND policy

We have placed this information in the curriculum area on our website, www.uclacademy.co.uk. We have tried to make sure that everything is clear and helpful.

You will also find our new SEND Policy and a summary on the website, http://www.uclacademy.co.uk/Policies-and-documents

You can pick up a summary of our SEND policy from our reception.

We want everyone to be able to read and understand our Local Offer, so we also provide leaflets and summaries on issues such as:

  • How we identify students with SEND
  • How we develop personal plans

You can collect these from our reception.

If you want to talk to a member of staff we will arrange for a member of staff to meet you and answer your questions.

Let us know if you need an interpreter or British Sign Language* signer and we will do our best to provide this support

Who to contact for more information

  • Our Principal is Ms G. Davies.

You can contact her PA, Miss Jobson, on the below email address:

e.jobson@uclacademy.co.uk

  • Our Assistant Principal responsible for SEND is Mr T. Bowen.

t.bowen@uclacademy.co.uk

  • Our SENDCO, who is the first person to contact if you have any questions about our approach to SEND is Ms A Mills

a.mills@uclacademy.co.uk 

  • Our Governor with SEND responsibility is Professor N. Frederickson.

The UCL Academy Local Offer

We present our Local Offer in order to inform parents/carers about twelve important aspects of our SEND provision:

  1. Effective Leadership, Management and Governance*
  2. Developing the skill and expertise of staff
  3. The contribution of specialist services
  4. Identification, assessment and planning - children with SEND
  5. Reviewing children’s progress
  6. Inclusive teaching and effective support 
  7. Ensuring access to the curriculum
  8. Providing accessible classrooms and specialist resources
  9. Working in partnership with parents and carers
  10. Listening to Children and Young People
  11. Managing transitions – joining and leaving our academy
  12. Providing support for safety, personal well-being, attendance and health

We think we can say everything important about what we do using these 12 aspects.

1.    What school leaders and governors do to make sure that all students feel welcome, feel included and achieve their potential

  • Our Assistant Principal, Mr T. Bowen, has overall responsibility for SEND; this means that SEND* (special educational needs and/or disability) issues are regularly discussed and kept under review at senior level.
  • Our Vice Principal, Mr R. Street, has overall responsibility for Inclusion.
  • Our SENDCO* manages the SEND Team and day to day provision.
  • Our SENDCO holds the national SENDCO qualification and has an Advanced Diploma in Special Educational Needs. She works full time in our school and is a member of the Academy Leadership Team.

She keeps a database of children we identify as having a SEN and/or a disability. She works closely with subject teachers, Heads of Houses and Assistant Principals to plan the programmes of support for individuals and small groups of pupils with SEND. She liaises with the Assistant Principal responsible for SEND about students with Additional SEN* whilst leading on the provision for students with Education Health Care Plans.*

She works with the Principal, governing body and school leaders to ensure that we follow the requirements of the Equality Act* 2010, for example, promoting equality of opportunity for pupils with disabilities and making reasonable adjustments to ensure full inclusion in the whole curriculum.

Parents/carers will be able to see our SEND provision map* on our website www.uclacademy.co.uk. This shows the way we provide extra support for different needs: for example, when students are making less than expected progress in reading, writing, communication and mathematics. 

The SEND Team at The UCL Academy includes:

Title

Examples of their work

Assistant Principal responsible for SEND

Overseas implementation of SEND provision in conjunction with SENDCO

SENDCO

Leads the SEND team and has responsibility for EHCP students

Provides training

Coordinates provision

Liaises with parents

Key contact for specialist teams

Effective record keeping

Speech and Language Therapist

Supports students with language and communication needs in class

Runs small group language and communication support sessions

Provides training

Liaises with parents

Lead Learning Support Assistants: Autistic Spectrum

Support students with Autistic Spectrum EHCPs in class

Runs small group Autism support sessions

Provides training

Liaises with parents

Lead Emotional Literacy Support Assistant

Supports students with social, emotional and mental health EHCPs in class

Runs small group emotional and behavioural support sessions

Provides training

Liaises with parents

Learning Support Assistants

Support students with EHCPs in class

Runs small group literacy support sessions

Emotional Literacy Support Assistants

Support students with EHCPs in class

Runs small group emotional and behavioural support sessions

Physical Support Assistants

Support students with EHCPs in class

Runs small group physiotherapy and motor skills sessions

Curriculum Support Assistants

Based in English, Maths and Science

Work with teachers and students to support a range of pupils, advising and preparing resources and interventions as directed by the Curriculum Leaders in these areas.

We carefully monitor the progress and well-being of children and young people with SEND.  The SENDCO keeps a record of the extra support and an evaluation of what impact it has had.

We also regularly evaluate the quality of our provision for students with SEND, including teaching and support. For example senior and middle leaders observe lessons and hold discussions with teachers and support staff.

If we think we can improve our provision, we change it; we describe these changes in our School Improvement Plan* and departmental improvement plans.

The Governing Body* challenges us to make sure we constantly improve the quality of provision for students with SEND and the outcomes that they achieve.

The Governing Body publishes information about the admission of pupils with a disability and about how the school is becoming more accessible for pupils with SEND (in its Accessibility Plan*). Please see www.uclacademy.co.uk

We have a parent Governor on the governing body and one of their roles is to represent the views and concerns of all parents, including those with students with SEND. We also have a Governor who has responsibility for SEND issues.

She meets with our SENDCO once a term, makes visits to classrooms looking at learning and teaching and reports termly to the full Governing Body.

We fully involve our Governors when we review and revise our SEND policy.

Frequently Asked Questions

-What school leaders and governors do to make sure that all children feel welcome, feel included and achieve their potential.

Q. Who are the key people involved in making decisions about students with SEND?

A. The Assistant Principal with responsibility for SEND and the SENDCO have a joint responsibility for policy and procedures.  Our SENDCO manages the day to day provision and planning and works closely with Learning Support Assistants and the Speech and Language Therapist.  Our team of well-trained Learning Support Assistants and Speech and Language Therapist provide much of the support in the classroom.

Q. Who is keeping an eye on my child’s progress at The UCL Academy?

A. All members of staff who teach and support your child, including their form tutor, will be checking on their progress and will report once a term. The SENDCO is responsible for the progress and attainment of students with an Education Health Care Plan, and draws together information to get a clear picture of each child. The Academy also employs a range of specialist services to support progress.  The Assistant Principal responsible for SEND has overall responsibility for students with Additional Educational Needs.

Q. What funding and resources does the academy have for my child with SEND?

A. We receive funding at the start of the financial year from Camden Local Authority for supporting students with SEND.

Q. How are the academy’s resources allocated and matched to students’ special educational needs?

A. We make sure that we use this funding as effectively as possible.  Our SENDCO consults parents/carers, the students and teachers before making a decision about the support programme. We review with parents/carers how well each student is doing and agree changes if we need to.

Q. If a child has a very high level of need, can the academy apply for additional funding?

A.  When a child has exceptional need for education, health and social care support that cannot be met from resources, assessments or interventions normally available in the academy, they may need an Educational, Health and Care plan (EHCP). Parents/carers can request an assessment for an Education Health Care Plan. This will involve Health and Social Care teams. You can find more details about this assessment on the Camden Local Offer website:   http://www.localoffer.camden.gov.uk. The government has published a useful guide for parents on the new SEND Code of Practice (see page 22 onwards). https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

2.    How we develop the skills, knowledge and expertise of school staff

All staff, including Learning Support Assistants*, have regular training and guidance to meet the needs of our students.

Our SENDCO, working closely with our Assistant Principal with responsibility for SEND, has a responsibility to arrange and provide this training.

We make sure that at least two of our Tuesday afternoon staff sessions include a SEND focus where we make sure that teachers and Learning Support Assistants:

  • have an awareness of the different special educational needs and disabilities in our academy
  • are able to plan and teach/support lessons which meet the needs of all students
  • understand the social and emotional needs of students with SEND

We provide training for all of our Learning Support Assistants who are working with students with particular SEND, for example, reading, number and communication.

We provide specialist training for teachers and Learning Support Assistants who support students with the most complex needs, for example global learning difficulty, hearing impairment and autism.

Every year we do an audit of staff training needs, including knowledge and expertise about different SENDs, to help us prioritise our training and support for staff.

We take part in National Awareness Days, for example, Autism; Speech, Language and Communication Needs; Dyslexia.

Our Staff Handbook* provides written guidance about the different SEND in our academy. The Glossary provides a brief explanation of each area of need:

We know that children will frequently have a range of needs.

At the start of the academy year we provide a whole staff briefing on the procedures set out in our SEND policy – all staff receive and sign a copy. We also provide training for staff new to the school on holding “listening conversations” with parents and carers. Members of our SEND team attend training sessions run by national and local organisations. We have a staff SEND Newsletter, a half-termly SEND Blog and we run lunch time drop in sessions for any member of staff to learn more about how to meet the different special educational needs.

Frequently Asked Questions

-Skills, Knowledge and Expertise of school staff

Q. How will all of my child’s teachers know about my child’s needs?

A. The SEND Team provides teachers with an outline of the strengths and needs of all students with SEND. She also gives guidance and advice on the most successful strategies for supporting them.

Q. How do you make sure that staff members new to the academy are able to meet my child’s needs?

A. All staff members new to the academy have an induction programme which includes a meeting with the SENDCO. We provide detailed information about the range of pupils in her/his classes, personal support when necessary and detailed guidance on how to provide high quality teaching and support.

Q. Will there be someone in the academy who has experience and training on my child’s needs as soon as he/she starts?

A. We have a wide range of expertise in our SEND team; we have staff members who are trained to offer appropriate support in many areas of learning and special needs. They receive support and training from specialist services to make sure that our expertise is up to date. If a child is coming to our academy with needs requiring new expertise, we make a plan to develop that expertise and provide relevant on-going training.

Q. Will my child with an Education Health and Care Plan have a key worker; what does the key worker do?

A. Yes. We will allocate a key worker* at the start of the school year or when a SEND support programme is put in place. The key worker will coordinate provision and monitor the achievement and well-being of your child.

3.    The contribution that specialist services and teams make to the progress and well-being of students with SEND

 Teaching and support staff work closely with relevant members of specialist services which provide support for our academy. The services which are working in our academy this year are:

Specialist Service
Frequency
Examples of what they do

Educational Psychologists*

3 sessions per year with additional 10 session top up

Observation of EHCP and non-EHCP students.

Advice to staff, parents and students.

Support for assessments.

Onsite trainee Educational Psychologist

3 days a week

Observation of non-EHCP students.

Advice to staff, parents and students.

Support for assessments.

The Camden Hearing Impaired service*

The Camden Visually Impaired service*

By referrals for specific children

Support and advice to parents, students and academy staff on meeting the needs of students with hearing and/or visual impairment.

Staff training.

Occupational Therapists*

By referrals for specific children

 

Support and advice to parents, children and academy staff on meeting the needs of young people with physical needs

Assessments.

Speech Therapy Service*

5 days a week

 

Assessment and advice to academy staff and families on speech, language and communication needs

Camden Physical Disability (PD) Outreach Service*

By referral for specific children

Available to support transition of pupils with physical disability

 

Camden Education Welfare Service*

By referral for specific children

Support and advice for academy staff and families on matters around attendance and punctuality

Child and Adolescent Mental Health Service

By referral for specific children

Support for the emotional and personal development of children and families

Staff training

Onsite child psychotherapist (in conjunction with the Tavistock)

3 days per week – by referral for specific children

Support for the emotional and mental health needs of children and families

Staff training.

MOSAIC – supporting children with complex needs

By referral for specific children

Support and advice to parents, children and academy staff for children with complex needs. Supporting families and young people to be fully involved in their community.

Social Services*

 

Support and advice for academy staff, students, parents/carers on matters of social care.

Health visitor/school nurse*

By referral for specific children

Advice for students, parents/carers and staff members on matters of health and hygiene.

Staff training.

The glossary at the end of this document explains what each of these teams does.

These services share the responsibility for improving the well-being, inclusion and progress of each student they work with.  They provide a range of support including:

  • working one to one and with small group work with students
  • providing training for teaching and support staff
  • helping us to assess needs and plan next steps and review progress

You can find more information about specialist services who work with other schools within Camden in the Local Authority website.

Here are some examples:

  • Educational Psychology

http://www.localoffer.camden.gov.uk/template/32/educational-psychology-service

  • Camden Sensory Advisory Service

http://www.localoffer.camden.gov.uk/template/3/camden-sensory-advisory-service

  • Child and Adolescent Mental Health Service

http://www.localoffer.camden.gov.uk/template/16/camden-child-and-adolescent-mental-health-service-camden-camhs

Frequently Asked Questions

- The contribution that specialist services and teams make to the progress and well-being of students with SEND

Q. Will I be able to meet the specialist who is working with my child?

A.   If your child is receiving support from a specialist team, you will be able to meet a member of the team to discuss your child’s progress.

Q. How long does a referral take?

A. This depends on the needs of the student and the different services. You can find more details about the specialist services working in Camden schools at http://www.localoffer.camden.gov.uk 

Q. If my child is referred to a specialist service, how will I know what’s going on?

A. We will always involve you in any decisions about whether your child has special educational needs and the best ways to provide support.  If your child requires these services we will involve you in the process at every stage.

4. How we identify and assess students with SEND and plan support

Our starting point is to work in partnership with feeder primary schools to ensure a smooth transition for each student.  We look closely at the records for all students identified as having a SEND.

We analyse a wide range of information from primary schools about students’ needs, including their progress and standards in literacy and mathematics.  This helps us to plan the right kind of support and provision.

In addition we assess our students using some standardised tests* for reading and writing.

We take great care to establish whether lack of progress is because a pupil has English as an additional language (EAL), for example by talking to the student (and parents) in her/his home language.

We also work with specialist services, for example Educational Psychologists and Speech Therapists, who provide expertise in finding out the type and range of the student’s needs, for example, in terms of language and communication needs or slow progress in acquiring reading and number skills.

We have a “listening” conversation with parents/carers in the Autumn term to share information and agree a support programme.

This helps us to make decisions about what kind of support will be most successful, for example whether a synthetic phonics programme or language interventions is more appropriate.

We use the information we have about each student to plan an individual programme of support.

We develop the support programme in partnership with parents and the student, working with the SENDCO and subject teachers.

We identify and assess needs throughout a student’s time in our academy through regular and rigorous whole school assessment procedures.

For students coming in to the Foundation Year, we ask whether parents/carers have any concerns about their children, for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child as soon as he/she starts the academy.

We follow Camden’s guidance for the identification of SEND

We are committed to personalised planning* and regular assessment and review to make sure that your child makes progress.

You can see more details on how we identify students with SEND in our SEND policy: http://www.uclacademy.co.uk/Policies-and-documents

You can see the process of transition of SEND students from Primary to Secondary school below in section 11.

Frequently Asked Questions

- How we identify and assess students with SEND and plan support

Q. If I feel that my child has a SEND, who do I contact?

A. Contact your child’s Form Tutor or Head of House. S/he will listen to you concerns and if she cannot help she will put you in touch with the SENDCO. The SENDCO will talk to you about your concerns before there is an agreement that your child has a special educational need and before the school plans a programme of support.  The Assistant Principal responsible for SEND will invite you in to meet with a Learning Support Assistant to put together a pupil profile to identify the support required for your child.

Q. How does the school decide that a student has a special educational need and goes on the SEND Database? Are there criteria?

A. Camden Local Authority* provides clear guidance on this and we follow the Camden guidance.  A key criterion is a lack of progress, taking into account the pupil’s age and individual circumstances. You can talk to the SENDCO about this and get more information in our SEND policy:

http://www.uclacademy.co.uk/Policies-and-documents

Q. Will my child have an individual plan?

A. All students with SEND have a personal plan. When we have assessed your child’s needs we will meet with you and agree a plan and short term targets for progress. The objectives will focus on the most important areas of need. If a student’s needs become more complex, we will involve specialist teams and services to create a Multiagency Plan (MAP).

Q. I am a carer of a boy in Foundation Year; he has been looked after (LAC) for three years. I think that he may have special educational needs. Who do I talk to about this?

A. Arrange a meeting with our SENDCO.  She will assess his needs and make provision which will help him to make progress. We will also make sure that we work closely with the academy’s designated coordinator for LAC* and with services and link workers to make sure that we “join up” our support.

5.      How we review students’ progress

It is very important for our academy that ALL of our students enjoy success and achievement and make good progress in learning.

Subject teachers assess the progress of all students in their subjects twice a year and provide a formal report at the end of the school year.

The programme will include short term targets and will describe how we will support students to achieve these targets. Once a term we review how well a student with SEND has progressed and we will invite parents/carers and their child to this meeting. Sometimes we agree new targets and different ways of supporting, for example, a small literacy group with a trained member of staff. We will make sure that children and parents/carers always know these targets and the next steps for learning. We will report formally once a year on the progress of all students, including those with SEND, and for many students we will provide more frequent reports.

Frequently Asked Questions

-How we review students’ progress

Q. What should I do if I am worried about how my child is progressing and how often will I be able to discuss my child’s progress?

A. Parents of students with an Education Healthcare Plan will be invited to a meeting once a term to discuss their child’s progress. If you have concerns and worries during term time about your child then please contact our SENDCO (or your child’s Form Tutor) and s/he will arrange a meeting to discuss these concerns. We can also respond to particular questions over the phone or by email if you would find this helpful.  Students with Additional Educational Needs will be invited to a meeting with a Learning Support Assistant at the beginning of the year to put together a pupil profile.  We will contact you by telephone during the year to update this profile if necessary.

6.  How  we make sure that teaching and support help students with SEND to learn and make good progress

We know that high quality teaching and skilful support will make a big difference to the progress of students with SEND.

Making sure that this happens in all classrooms is one of the most important things that our school leaders, including our SENDCO, do.

We make sure that the guidance and advice of specialist services and experts informs teaching and learning; for example, we provide training from the Speech and Language Therapy service for all the teachers of a student with speech, language and communication needs.

The SENDCO and SEND team* work with the Senior Leadership Team, Curriculum Leaders, teachers and support staff to promote inclusion and provide effective teaching and support for students with SEND in a variety of ways. These include:

  • providing a pupil profile that identifies each student’s educational needs and how they can be supported in learning sessions.
  • carefully differentiated* (taking account of different needs) planning which ensures that all students are able to make progress
  • helping and supporting subject teachers to take full responsibility for all students’ learning and progress
  • using a wide variety of teaching approaches, for example,  group and paired work;  guiding learning through demonstration;  providing lots of visual support materials*
  • providing a stimulating, rich and interactive classroom environment
  • using regular, clear and rigorous assessments that help teachers to track pupils’ progress and identify gaps in their understanding
  • providing additional adult support from well-trained and well supervised Learning Support Assistants
  • making available specialist equipment and digital technology to support access and participation in learning, for example white boards, iPads and visualisers*

We help our students to develop their skills as “resilient” learners and to persevere when they find learning difficult. You can read more about how we support good learning in our whole school policy:  www.uclacademy.co.uk

Frequently Asked Questions

-How we make sure that teaching and support help students to learn and make good progress

Q. What kind of support will you be able to offer my child?

A. This depends on the needs of your child. We can provide a range of specialist one to one and small group support. Where necessary, we arrange members of specialist services to work directly with students or to train staff on specialist programmes.

Q. Will teachers understand my child’s needs?

A. We make sure that all teachers receive a “profile of need” for all students with SEND: this includes advice on the best way to support each student.

Q. How can I help my child with learning at home?

A. We will make sure when we meet that you know your child’s next steps in learning. We also provide training and guidance for parents on how to help their children at home with reading, writing and number problems. We send out the dates in our Weekly newsletter.

Our learning platform, accessible via the academy website, contains further guidance for parents on how to help their children with home based learning: http://uclacademylearningplatform.co.uk/

7. How we make sure that students with SEND  enjoy a broad and balanced curriculum

We provide a curriculum that is broad, balanced, motivating and accessible to all students.

We want our exciting curriculum to be one of the many reasons our students love coming to the academy.

We work hard to ensure that our students with SEND achieve in lots of different ways as well as academic learning, for example in drama, sport, music, engineering, showing leadership and taking on responsibilities.

Many of our student Lunchtime Buddies* have a special educational need and taking this responsibility is helping them to communicate more confidently with other children.

We also arrange educational visits and journeys and make sure that all of our students can take part. When necessary we will do a Risk Assessment* and make reasonable adjustments* to plans and arrangements.

Our Provision Map* shows additional specialist interventions* to accelerate children’s progress in areas such as reading, writing and mathematics; we choose these after looking carefully at the research on “What works?”

These sessions run for a limited time, sometimes 24 weeks, using a frequent and short delivery method, such as two or three twenty minute sessions a week. They are well taught by a trained SEND Teacher or Learning Support Assistant.

We take reasonable steps to include students with SEND in our curriculum, for example:

  • Providing quiet time out for a student with emotional needs
  • Providing a visual timetable and clear explanations of tasks for a boy with autistic spectrum disorder
  • Providing assistive technology (including, where necessary, Augmentative and Alternative Communication*) to ensure effective communication

We keep interventions under review, for example we measure a reading level at the start of a reading intervention and then assess progress over time. If a child is not making sufficient progress we will consider other forms of support in discussion with you and your child.

Frequently Asked Questions

-How we make sure that students with SEND enjoy a broad and balanced curriculum

Q. What happens if my child is not making progress in reading? Is there any extra support?

A. We provide additional support through one to one and small group teaching sessions (interventions), which we have used many times because we are confident that they are effective. We always consult you when we are planning to do this and we report back on your child’s progress.

Q. Will my child miss out on important lessons in the classroom if they are taken out for an intervention?

A. We will always try to make sure that a student does not miss important parts of a lesson, for example, with the agreement of the student and parent we will run some lessons during personal study or rotate the timings termly to ensure full access to the curriculum.

Q. How will my child get involved in extra-curricular activities?

A. The curriculum includes a wide variety of clubs and activities that take place during self directed learning sessions and we monitor the attendance of our most vulnerable students at these activities. If a student needs help to get involved we provide that help.

8. How we make sure that our school and classrooms are safe, accessible* and stimulating

We work hard to make sure that our academy building and all classrooms are safe, stimulating and accessible.

We promote and display positive images of disability and difference across the school, for example in corridor displays.

We have an Accessibility Plan* through which we are making improvements to the academy environment over time, for example we are removing minor barriers to movement around the academy for our students with limited mobility; we are improving the clarity of signs around the academy to help our children with visual impairment; we are training staff on the use of Makaton to support students with communication needs.

Over the past academic year we have improved the acoustic qualities of our academy: for example we have a Sound Field System* in our superstudio forum areas.

We undertake, with a designated governor, a regular review of the academy site to ensure that the environment, buildings, playgrounds and classrooms, remains safe and supports effective learning.

Specialist teams, for example Physiotherapists, Occupational Therapists and the Hearing and Visual Impairment Support Service provide guidance, advice and equipment for a student with particular access or support needs.

You can find out more about Occupational Therapy here:

http://www.localoffer.camden.gov.uk/template/10/occupational-therapy-service

 …and physiotherapy here:

http://www.localoffer.camden.gov.uk/template/11/children-s-physiotherapy

We have a range of equipment designed to support the development of students’ coordination and motor skills.

 For some students with special educational needs, we provide specialist equipment including digital technology: for example, iPads and laptop computers.

Frequently Asked Questions

-How we make sure that our school and classrooms are safe, accessible* and stimulating

Q. How accessible is the building for my child who uses a wheel chair?

A. We are accessible for wheelchair users and will provide lift passes in order to welcome and include a student with limited mobility.

Q. My child has a visual impairment. Will the academy be able to meet her needs?

A. We have improved the “visual environment*”, for example we use colour coding within the building to help our students with visual impairment. We also work closely with the Camden Sensory Support Service* to make sure that we provide the right kind of specialist resources needed to access the curriculum. We also provide training for support staff and have a “Sensory Champion”* who is developing specialist knowledge of visual and hearing impairment.

You can find out more about support from the Camden Sensory Advisory Service here:

http://www.localoffer.camden.gov.uk/template/3/camden-sensory-advisory-service

Q. What specialist resources and equipment are available for my child?

A. We aim to provide a service that meets your child’s needs. For example, if your child requires Occupational Therapy or Physiotherapy, we can arrange for the delivery of this support in our academy.

9.      How we work in partnership with parents and carers

We know that the active involvement of parents/carers in supporting the education of their child is one of the most important factors in ensuring success and achievement.

We know that parents are the first educators of their child and that we need their knowledge to plan effectively.

We have developed a style of working with parents/carers through a regular “listening conversation*” which places parents/carer at the heart of decision-making about their child.

We offer termly meetings with parents of students with SEND to review progress and plan the support for the next term.

We will always involve parents and students in planning and reviewing progress.

We make every effort to communicate clearly and regularly with parents and carers of students with SEND about:

  • how we support their children;
  • their achievements and their well-being;
  • their participation in the full life of our academy.

We will also help and advise parents/carers on how to help their children make progress at home, for example in mathematics and reading.

We welcome and value feedback on how well we are working with our parents.

 We try to communicate in plain English and have several bi-lingual staff who can offer translation and interpretation services in a variety of languages.

Frequently Asked Questions

-How we work in partnership with parents and carers

Q. Who do I talk to in the school if I have questions about my child’s SEND?

A. The first person to talk to is your child’s Form Tutor who will always be happy to meet you, listen to your concerns and discuss how well your child is making progress in day to day lessons; about friendships and personal development. He or she may then put you in touch with the SENDCO.

Q. How do I raise concerns about my child?

A.  If you have questions or concerns about the particular special educational needs of your child, the academy’s SENDCO and/or Inclusion manager will listen carefully to your concerns, explain the different ways in which the academy supports your child and, when possible and appropriate, come to an agreement about changes to provision and/or support.

It will also be possible to meet members of the specialist services who are working with your child; the SENDCO will organise this meeting.

Q. How will you make sure I am involved in planning and reviewing?

A. We review every student’s progress each term and we will invite you to come to the academy to discuss progress with the SENDCO.  The SENDCO keeps a careful record of all meetings and an overview of records, provision and the progress of your child. If your child has an Education Health and Care Plan we will help and support you to play a full role in Annual, Transition and Transfer Reviews*.

Q. What can I reasonably expect from the academy?

A. We will involve you when we are assessing your child’s needs; when we are planning support and when we are reviewing progress.  We make sure we tell you what is happening in terms of support for your child and how well he/she is progressing. We keep records of our work with students with SEND which you can look at and contribute to.

Q. Where can I find information about how the academy works in partnership with parents and carers of children with SEND?

A. You will find information and support in several places, for example:

  • our SEND policy on the school’s  website – www.uclacademy.co.uk/Policies
  • our weekly bulletins, containing information about meetings with teachers, presentations about how to help your child

You will also find lots of information about how different services in Camden provide help and support to students with SEND and their parents on the Camden Local Authority web site: http://www.localoffer.camden.gov.uk

Q. How can you help me to help my child at home?

A. We provide training on supporting your child at home and send home books which focus upon this. We also run parent meetings on aspects of learning such as calculation and support for reading.

Q. Is there a special service in Camden that supports and advises parents about issues such as statutory assessment and provision?

A. Yes. It’s called the Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).  It is funded by Camden Local Authority but is totally independent in terms of giving advice. You will find information on the website:

http://www.localoffer.camden.gov.uk/template/13/special-educational-needs-and-disability-information-advice-and-support

The person in charge of the service is Victor Baldock. His email is Victor.Baldock@camden.gov.uk   and he can be contacted on 020 7974 6264.

You can also contact the new Camden Service, Independent Supporters*, who work directly with young people and the parents of children being assessed for an EHC plan. There is more information on these links to the KIDS organization:

http://www.localoffer.camden.gov.uk/template/50/independent-support-service

http://www.kids.org.uk/

Q. My child has an Education Health and Care plan. Who do I contact if I have a concern about his/her progress?

A. As soon as your child starts at the academy, the SENDCO will give you a list of the key staff who work with your child, including the Key Worker* and Form Tutor*.

Q. What if I am unhappy about my child’s provision or progress?

A. We always work hard to make sure that our parents are happy with what we provide for their child. However, we will address worries, concerns and complaints as soon as possible through face to face meetings where we will listen carefully to your concerns.

If you feel that we have not been able to address your concerns satisfactorily, we have a complaints policy and procedure that you will find on our website www.uclacademy.co.uk/Policies or from our office.

If you would prefer to speak to an independent adviser, you may wish to talk to Camden’s SENDIASS advisor, Victor Baldock on 0207 974 6264.

Camden LA also uses a SEND mediation service. Please see details below:

http://www.kids.org.uk/Event/sen-mediation-service

10.  How we listen  and respond to students and young people with SEND

We know that the only way we really find out if a student is happy, feeling safe and taking part in the full life of our community is for the academy to be certain that it hears their voices; especially those who are most vulnerable.

We make sure that we listen to students in our academy and respond to what they say in a number of ways, including:

  • clear policies and systems to support students in expressing any worries or concerns that they have, giving students the right to choose a preferred adult to talk to;
  • talking to students and/or groups of students after lesson observations to understand their experience of the lesson;
  • inviting students to make personal contributions to their Annual and Transition Review meetings, for example, though a video montage* or power point presentation*;
  • conducting an annual pupil questionnaire to gather pupil voice;
  • encouraging students to respond to feedback given through developmental marking* (making clear the next steps in learning);
  • agreeing with them individual targets;
  • making sure that our academy council is inclusive and represents the whole of our community;
  • ensuring that our safeguarding procedures are strong and that all staff are well trained.

Students aged 16 and above with an Education Health and Care plan can ask for support and guidance from SENDIASS and/or the Independent Supports (see section 9)

Frequently Asked Questions

-How we listen and respond to students and young people with SEND

Q. Who can my child talk to if s/he is worried about something?

A. We make sure that every child has at least one adult with whom they can talk and share any worries or anxieties.

Q. What should I do if my child says that they do not want to come to the academy?

A.  Talk to your child about any worries or concerns they may have.  The first point of contact is the Form Tutor, who can address any concerns your child has shared or use their relationship with your child to encourage them in to the class. The Form Tutor will seek appropriate support if the issues are wider.

Q. How will you make sure that my child is safe in The UCL Academy?

A. The academy gate is staffed at the beginning and end of each school day in order to ensure that this is a safe environment for students.  Staff members are given regular training on safeguarding issues and e-safety training is also provided for both pupils and parents.  We have a zero-tolerance approach to bullying and we take immediate action as soon as any incidence of bullying is reported to us.

11. How we support students with SEND joining, leaving and making transitions

Our starting point is to work in partnership with feeder* primary schools to ensure a smooth transition for each student.  We look closely at the records for all students identified as having a SEND.

We also analyse a wide range of information from primary schools about students’ needs, including their progress and standards in literacy and number.  This helps us to plan the right kind of support and provision.

We meet the parents and the child before they arrive in our academy and provide special tours of our academy when they can meet some of their teachers and members of the SEND team.

In addition, we assess our students when they arrive in our academy using some standardised tests* for reading and writing.

We have a “listening” conversation with parents/carers in the Autumn term to share information and agree a support programme.

When a student moves up to the next class, we organise “Hand-Over” briefings where the SENDCO provides a wide range of information about students with SEND for subject teachers and support staff.  This helps to make sure that the teacher and Learning Support Assistant (LSA) have a clear understanding of the needs of all students.

When a student comes to our academy in the middle of a term, we plan a range of support, depending on their particular needs. We make sure that all teaching and support staff are aware of her/his needs and the most effective teaching approaches.

We also have a team of “Buddies” to help her/him settle in to the new classes and provide help to find their way around the academy.

We provide advice and guidance for students on making the next choices at Level 2.

We begin planning for what happens when a student with SEND leaves the academy very early, typically in Level 1+ at the Transition Review (for students with an EHCP).

We provide specialist careers advice and use the Connexions service to make decisions on the best routes for employment, training or Further/Higher Education.

The following grid sets out our main Transition procedures:

Which Transition

The key focus

Who involved

What we do

Primary to Secondary

Identification and planning support

  • SENDCO
  • Assistant Principal for Foundation Year
  • Provide induction days
  • Hold transition meetings with parents
  • Make visits to primary schools
  • Attend Year 5 + 6 Annual Reviews

Mid-term admissions

Support for coming to a new academy, e.g. learning, friendships and well-being

 

 

  • SENDCO
  • Inclusion Manager
  • Assistant Principals
  • Heads of House
  • Meet pupil and parents
  • Assess needs
  • Go through time table
  • Tour the academy
  • Give Head of House support for first term and a student buddy

Level 1+ to Level 2

Support for option choices

 

  • SENDCO
  • Assistant Principal for Level 1
  • Curriculum Leaders
  • Give Support and guidance for option choices
  • Start transition planning for pupils with EHCPs

Level 2+ to Level 3

  • Transition to Level 3, Further Education, Higher Education or training
  • Preparation for adult life
  • Employment
  • Independent living
  • Participation in society
  • SENDCO
  • Connexions
  • Assistant Principal for Level 2
  • Head of Level 3
  • Careers advice from UCL
  • Further Education learning support
  • We seek and record the views, wishes and feelings of the student
  • Review support and guidance for best choices
  • Involve Connexions and Careers
  • Write Transition plan for EHCP students
  • Review Training options and
  • Apprenticeships

The Camden Local Offer section entitled Preparing for Adult life contains a wide range of useful information, for example on:

  • Traineeships

http://www.localoffer.camden.gov.uk/template/35/traineeships

  • Supported living

http://www.localoffer.camden.gov.uk/template/47/supported-living-for-service-users-with-a-learning-disability

Frequently Asked Questions

-How we support students with SEND joining our school and leaving our school – and making transitions

Q. What happens when my child is moving on to secondary school?

A. For students with an Education Health and Care plan (or SEND statement) the primary school will invite parents and the Secondary school SENDCO to take part in the Annual Review in Year 5 and 6.

Some primary schools then provide extra escorted and supported visits to the secondary school and agree extra support for each child depending on her or his needs.

This often involves a “Buddy” arrangement whereby an elder child makes friends with the new student and helps her/him through the first term.

Q. What changes about my child’s teaching and support when he moves to secondary school?

A. The primary SENDCO will make sure that the secondary school is fully aware of their needs and will explain what was most effective and successful for them in the primary phases of education. The Secondary school will then plan a programme of support suitable for the secondary curriculum. They will have over 12 teachers in different subjects and will be moving around the building to different classrooms.

Q. How do I find out about who the new point of contact will be in the new school?

A. Request a meeting with the SENDCO as soon as possible after your child starts secondary school. The SENDCO holds all the records on students with SEND new to the school and s/he will let you know who the Key Worker will be for your child.

Q. What support will there be for my child, who has an EHCP and learning difficulties , when they move on to Further Education? Who is going to help?

A. We start planning for adult life before the end of Level 1+. We provide Careers advice and guidance on what help and support they can expect if they wish to move on to a college.  Colleges must (it is a legal duty) inform parents and students about what support and help they will provide.  Your child can also get help and guidance and face to face support from Camden services such as SENDIASS and Independent Support advisers. For further details visit the website: http://www.localoffer.camden.gov.uk/template/13/special-educational-needs-and-disability-information-advice-and-support

Q. Do Further Education Colleges also have their Local Offer?

A. Yes. These should be available by the end of September 2014.

12.   How we support  students’ health and general well-being, including their safety, attendance and positive behaviour

The academy takes the personal development and well-being of students very seriously.

We know that students are unlikely to flourish unless they are developing positive relationships, feel safe and are adopting healthy life styles.

We also know that some students with SEND are particularly vulnerable when it comes to making and keeping friendships.

We address many of these issues in our PHSE (Personal Health and Social Education)* curriculum

We encourage students to develop confidence and resilience* through day to day teaching.

We promote positive behaviour as part of our philosophy of learning, for example through collaborative learning and our ethical behaviour policy. You can read more about our approach to behaviour in our policy:  http://www.uclacademy.co.uk/Policies-and-documents

We have a zero tolerance of bullying.

We talk about all aspects of bullying in assemblies and lessons. We have very little bullying in our academy but, when it does occur, we work with the students involved to make sure that it does not happen again.

We have a whole academy policy on anti-bullying:  http://www.uclacademy.co.uk/Policies-and-documents

We provide expert help for any child who is experiencing any difficulties with behaviour or relationships from well-trained staff: for example the academy’s Emotional Literacy Support Assistant*, the Head of House* or a member of the SEND team.

When a student returns to the academy after a fixed-term exclusion, we meet the parents and student together and agree a support plan to help her or him settle back into the academy and make good progress in learning.

We have a “lunchtime buddies” system in which older students (and some of these have SEND) help younger students during lunch time to join in games and activities and “mediate” when there are arguments and disputes.

We make sure that our academy council* is representative of the population of the school. We currently have a number of students with SEND serving on the Council and we encourage and support students with SEND to take on whole school responsibilities, for example:

  • meeting and greeting special guests to the academy;
  • library duties;
  • showing round candidates for jobs at the academy.

We have an up to date policy on how we manage medical needs which includes a description of roles and responsibilities: e.g. Principal, the Governing Body, staff members, school nurses, doctors, parents, pupils and OFSTED.

 A senior member of staff has overall responsibility for Health and Safety concerns across the school.

Students with serious medical needs have an Individual Health Care Plan which sets out

  • The medical condition and resulting needs, for example medication and treatment or environmental issues;
  • Support for educational and emotional needs;
  • Who provides support: their role and training and who needs to be aware;
  • Arrangements for working with parents/carers;
  • Long term absence from the academy;
  • Support on academy trips and journeys;
  • Emergency procedures.

When a student with medical needs is absent long term from the academy we make sure we keep her or him in touch with learning and friendships.

We support all students to attend the academy regularly, for example thorough providing an enjoyable and stimulating curriculum and through home support where this is needed.

Our policy on attendance describes why and how we promote high attendance for all students. See http://www.uclacademy.co.uk/Policies-and-documents

We provide specialist support and up to date training for staff members on safeguarding, keeping students safe, meeting students’ medical needs and meeting their emotional needs.

Frequently Asked Questions

-How we support students’ health and general well-being, including their safety, attendance and positive behaviour

Q. How can I get hold of these policies?

A. All of our policies are on the school website, www.uclacademy.co.uk/Policies.  You can also collect paper copies from reception. Staff members will always take the time to discuss these policies with you.

Q. Who will watch out for my child at break and lunch times to make sure they are safe and well?

A. We have Heads of House based within the academy canteens, supervising games and activities. A very important part of their role is to keep a close eye on everything that is happening at lunch and break times and intervene if any student is feeling stressed or sad.  Senior members of staff are always highly visible at these times and make sure that recess and lunch times are safe and enjoyable for all students.

Q. My child has medical needs and requires support for Personal Care. How does the academy organise this?

A. We have a number of staff members who have received accreditation within First Aid procedures.

Q. How will we know if we are successful?

We constantly monitor important evidence for success; we take action where we are not successful.

These are the facts and data we look at to make sure we are meeting the needs of students with SEND:

  • Their academic standards and good progress
  • Their behaviour – for example, few exclusions
  • Attendance – high and/or improving
  • Their involvement in activities, visits and clubs
  • Taking responsibility – involved in academy life
  • Destinations and smooth transitions – e.g. feedback from other schools
  • Parent views – positive feedback
  • Parental complaints – few and resolved

We also want to understand the experience of students with SEND so we are looking at the best ways to do this, to enquire about:

  • Students’ sense of inclusion
  • Positive attitudes to self, peers and the academy
  • Their personal resilience and confidence as learners
  • Confidence and trust in the academy of parents

GLOSSARY

WHAT WORDS AND PHRASES MEAN

Word

What this means

Accessibility Plan

 

Additional SEND

 

Augmentive and alternative communication

Methods of communication that can help people who are unable to use verbal speech to communicate – often using technology.

Autistic Spectrum Disorder

Autism is a complex neurodevelopmental disorder. Autism is marked by multiple symptoms.

British Sign Language (BSL)

A visual means of communicating using gestures, facial expression, and body language. Sign Language is used mainly by people who are Deaf or have hearing impairments. The most common form of Sign Language is BSL.

Camden Education Welfare Service

 

Camden Hearing Impaired (HI) Service

Camden service of specialists who give advice, support and monitor children with HI.

Camden Local Authority

A local authority is an organisation that is officially responsible for all the public services and facilities in a particular area. e.g. Camden Council.

Camden Local Offer

Local authorities are required to set out in their Local Offer information about provision they expect to be available across education, health and social care for children and young people in their area who have SEND or are disabled, including those who do not have Education, Health and Care (EHC) plans. Local authorities must consult locally on what provision the Local Offer should contain.

Camden Physical Disability (PD) Outreach Service

 

Camden Visually Impaired (VI) Service

Camden service of specialists who give advice, support and monitor children with VI.

CAMHS Team – Child and Adolescent Mental Health Service

Supporting the emotional and personal development of students.

Carer

Someone who provides unpaid support to a child or person who could not manage without help because of age, physical or mental illness, addiction or disability. Some carers are paid through the use of a Direct Payment or personal budget.

Code of Practice

A guide to local education authorities and schools about the help which can be given to children with special educational needs. Local authorities and schools must have regard to the Code of Practice when dealing with a child with special educational needs.

Cognition and Learning

Characterised by difficulties in thinking, attention and concentration skills. e.g. dyslexia, learning difficulties.

 

Commissioning

Commissioning is the process of selecting and securing services to produce an individually tailored package of support.

Communication and Interaction

Characterised by difficulties in being able to understand and/or express yourself. Can also be difficulties in interacting with other people. E.g. Autism, speech and language difficulties.

 

Differentiated

Adapted and changed for children based on differing levels of need and ability .

Disability

You are disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

Disclosure and Barring Service Check (DBS)

The government check that all people working with children are safe to do so.

 

Educational Health Care Plan (EHCP)

Education, health and care Plan. A single Education, Health and Care Plan, to be used from birth to 25 years of age that will replace a Statement of Special Educational Needs or SEND Statement.

Educational Psychologist

A professional who supports, monitors and thinks with the school, assesses and identifies children’s needs.

English as an Additional Language (EAL)

Someone whose first language at home is not English.

Equality Act

 

Family Services Social Work (FSSW)

Services that support the child and the family accessing the correct services and safeguard children.

Funding and resources

 

Governing Body

Each school has a governing body which comprises members of the local community, parents, teachers, staff and representatives of the Local Education Authority. They are required by law to meet at least once a term but can meet more frequently in order to discuss specific matters.

Health Visitor/School Nurse

Health Professional, who monitors, supports and gives advice to families and schools on all aspects of children’s well-being and health needs.

Key worker

The person assigned to be the day to day contact point for a child with an education health care plan. They are tasked with supporting the coordination of the day to day delivery of support for the child and supporting the SENDCO to ensure needs are being met.

Learning Support Assistants

Additional adults who support the learning process as well as social, emotional and physical needs of children.

Local Offer

From the 1st September 2014 all local authorities must publish information on what it expects to be available in its own area for children and young people with special educational needs and disabilities (SEND) aged 0-25 years, and outside of its area for the children and young people for whom it is responsible. This is what is known as the Local Offer.

Mediation

This is a statutory service commissioned by local authorities which is designed to help settle disagreements between parents or young people and local authorities over EHC needs assessments and plans and which parents and young people can use before deciding whether to appeal to the First-Tier Tribunal about decisions on assessment or the special educational element of a plan. Mediation can cover any one or all three elements of an EHC plan and must be offered to the parent or young person when the final plan is issued, but they are not able to appeal to the Tribunal about the health and social care aspects of the plan.

MOSAIC

MOSAIC- Making Our Service All Integrated in Camden. Camden’s integrated service for disabled children and young people up to the age of 18, providing health and social care services based in Kentish Town Health Centre.

Occupational Therapists

Professionals from the Health Service who identify, assess, support, monitor, offer advice to children, schools, families for children with functional, motor or sensory needs.

SCAS

Helping schools with identification planning for students with ASD (Autistic Spectrum Disorder)

SEND Policy

Policy setting out the academy’s ethos, approach and ways of working with SEN pupils.

SEND Register

List of children with Special Educational Needs, so that the school staff members continually hold them in mind.

SEND Statement

A Statement of Special Educational Needs and Disability outlines what your child’s special educational needs are and the help that will be given by their education placement.

Sensory and/or physical needs

Characterised by impairment in some aspect of physical functioning or difficulty in sensory processing compared to ‘normal’ sensory profile. e.g. hearing impaired, vision impaired, sensory impairment, cerebral palsy.

SEND

Special Educational Needs and Disability

SENDCO

Special Educational Needs and Disability Coordinator. The teacher responsible for children with special educational needs in schools. Area SENDCOs are responsible for children under five.

SEND Provision Map

A list of provision and support beyond the classroom to remove barriers and accelerate progress and well-being.

SENDIASS

This service provides advice and information to parents whose children have special educational needs. They provide neutral and factual support on all aspects of SEND to help parents to play an active role in their child’s education.

Social, emotional and mental health difficulties

Characterised by problems with regulation of emotion, social skills. e.g. ADHD.

 

Speech and Language Therapy Service

Professionals from the Health Service who identify, assess, support, monitor, offer advice to children, schools, families for children with communication, social, language needs.

Staff Handbook

Document given to all new staff informing of all the processes and procedures in school and signposting to relevant school policies.

Tavistock support

Service bringing CAMHs services into school. Delivered by Child Psychotherapists carry out individual, parent, and group therapy.

Visual Timetable

A timetable showing the days events/lessons in pictorial or photograph form for children who struggles with sequencing their day and/or have difficulties with communication and/or reading.