SEND: Special Educational Needs and Disabilities
At Djanogly City Academy, we value the abilities and achievements of all our pupils and the contribution that every young person can make.
We welcome the diversity of culture, individuality and intellectual style that comprises our Academy population.
Djanogly City Academy is committed to providing each pupil with the best possible environment and opportunities for learning.
The Special Educational Needs and Disability (SEND) department seek to raise the achievement, remove/reduce the barriers to learning and increase all our student’s ability to access the curriculum.
Our SEND support staff are dedicated to providing an enthusiastic, motivated and driven environment, where students and adults work together to provide a diverse and supportive atmosphere.
All our young pupils with SEND are valued as equal members of our community and our SEND staff adopt and reinforce the Aims and Objectives of the DCA SEND Policy.
Our Vision at DCA is to recognise everyone is a learner and everyone is committed to supporting learning in all its forms.
All contributions and roles are recognised, welcomed and valued and cultural diversity is celebrated. We know that everyone can achieve and believe it is our role to find out how through high-quality learning opportunities and high-quality teaching experiences.
Students who have SEND are those for whom individualised educational provision has to be made for a period of time (that which is additional to or different from the educational provision made generally for students of their age).
Our Aims are;
- To provide children with high quality first teaching through regular training at staff CPD sessions
- To have high expectations that each child will reach their potential in all aspects of school life
- To develop independent learners who can transfer these skills to future life
- To educate pupils with SEND, wherever possible, alongside peers in mainstream classrooms
- To assess pupil data regularly and provide appropriate support where it is needed. Effective assessment and provision will be secured in partnership with parents/carers, children and external agencies.
DCA SEND Objectives
- Identify the needs of pupils with SEND as early as possible.
- Monitor the progress of all pupils
- There will be a whole-school approach to special needs,
- Make appropriate provision to overcome all barriers to learning and ensure pupils with SEND have full access to the National Curriculum.
- Work with parents
- Work with and in support of outside agencies
- Create a school environment where pupils feel safe to voice their opinions of their own needs.
Key SEND Provisions at DCA
In class support
Priority in class support is provided initially to those students who are in receipt of HLN funding. Subsequently s,upport is then provided to targeted students and groups of students who have been identified as SEN. In class, support means teaching assistants are available during the lesson and work collaboratively with the class teacher to best support the needs of the learner/s.
Learning Interventions are staffed and coordinated by teaching assistants and the Assistant SENDCo. Learning interventions are one-to-one or small group withdrawals of students, identified via testing, of which identifies those students who are working below age-related expectations in Literacy and Numeracy, and in need of additional support to enable access across the curriculum through the development of basic functional skills.
Pupil Inclusion Centre (GB)
This is a specialist support center to support the catch up of the curriculum at KS4 in all subjects. The PIC works closely with the safeguarding team and accepts suitable referrals to support attainment, attendance, and well-being.
Tutoring is provided on a 1-to-1 or small group basis, focusing on middle band students driving them up too and beyond C grades. Tutoring is also provided to LAC students to ensure they receive additional support to promote academic progression.
Maintaining the core curriculum; planning, delivering, marking and assessing student’s progress in liaison with the English department.
FLG small group delivery
FLG small group delivery- working closely with the EAL department to deliver basic literacy skills to those students with no or very limited English language, primary focus on phonetics, decoding and blending.
This scheme involves working intensively with high profile year 7 students whose behavior has become a concern. Skillstreaming employs a four-part training approach—modelling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to children/adolescence.
This is a scheme that allows the student to focus on single letter sounds and names upwards to CVC and word blending and decoding. This scheme is a hands-on kinaesthetic model for those learners that prefer to learn kinesthetically.
Toe By Toe is a small red book designed for anyone who finds reading difficult. This includes weak readers who struggle to decode or those with dyslexic difficulties.
Social Emotional and Mental Health – This provision includes,
- The allocation of a Mentor who works on a 1:1 weekly with assigned students.
- Short courses which last around 6 sessions on a variety of issues such as; Self-esteem, anger management, valuing self, online safety, etc
- Linking with external agencies when internal support is not supporting progress
- Restorative approaches to developing relationships
Lexia Core 5- Lexia Reading Core5 provides students immediate corrective feedback, multiple levels of scaffolding, and explicit instruction both online and through direct instruction with the teacher. Students work independently to develop reading skills in a structured, sequential manner with a focus on:
- Foundational skills to develop automaticity and fluency
- Listening and reading comprehension with complex text
- Academic and domain-specific vocabulary to improve comprehension
Physiotherapy, for students with mobility limitations.
Manual Handling and Manoeuvring plans for students who have limited mobility or registered disabled. Disabled access and classroom modifications to support inclusion around the entire Academy.
- Mrs Newton – (SENCO)
- Ms Dunne – (High-Level Teaching Assistant)
- Ms Watterson – (Teaching Assistant)
- Ms Hussain – (Teaching Assistant)
- Ms Duffield – (Behaviour Manager)
- Ms Gill – (Behaviour Manager)