Identification and Assessment

Identifying, Assessing and Supporting Students With SEND

The following section explains our arrangements and policy for identifying, assessing and supporting children with SEND, through the Quality First Teaching and the graduated approach detailed in the SEN Code of Practice i.e. “assess, plan, do and review.”

There is a rich transfer of information from primary schools during transition meetings that take place between the SENDCo and primary school teachers. Potential students are often observed during this phase, by the SENDCo. Students all complete baseline assessments including CAT assessments upon entry to the Academy. Together with supporting documentation and advice from Specialist Services, and high quality information from primary schools, a decision is made as to whether the child needs to be placed on the register of special educational needs. Close monitoring of all students by teachers and pastoral teams often highlights vulnerable students or those struggling to make progress.  If follow up interventions prove unsuccessful, students are referred to the specialists for assessment and advice, after which, a student may be assigned to the SEND register.

Additional provision for students with SEND

Please see the following Redcar and Cleveland Borough Council webpage.  Click here

Available provisions include:

Educational Psychologist

Specialist Teaching Service – Behaviour

Specialist Teaching Service – Learning

CAMHS

Time for You School Counselling Service, based at Freebrough Academy

Targeted Youth Support

CREST

EVA

Barnardos

Anti-social behaviour

Youth Offending Team

School Health

Social Services

Early Help

Junction

The Link

How we evaluate the effectiveness of provision for students with SEND

There are four Assessment Points throughout the year in which students are assessed and data is recorded. During this time, data is then analysed for impact and further intervention is put in place, where necessary.

How we track progress

Students will complete both summative and formative assessments throughout the year in their curriculum subjects. Furthermore, they will complete CAT assessments during their time at Freebrough Academy and will complete the National Group Reading Test (published by NFER) twice a year. This is then analysed and intervention groups are assembled based on the data.

Key Stage 4 students will complete Pre-public examinations, in preparation for their end of key stage exams.

How we adapt the curriculum and learning environment for students with special educational needs or disabilities

For those needing further support, we offer a mainstream ‘Progress Group’. Each year group (Y7-11) has a ‘Progress Group’. This is a smaller class of 10-12 students with a Learning Support Assistant assigned to the group. The group access a modified curriculum based on enhancing skills and closing the gap of attainment. A basic literacy and numeracy theme is embedded across the curriculum, with additional intervention in literacy and numeracy recovery where appropriate. Within individual subject areas, adaptations are made to the curriculum to allow more time to embed and use curriculum skills, rather than overwhelm students with large knowledge content. A constant group of ‘Champion SEND Teachers’ lead the Progress Groups and help to drive high quality teaching of SEND students across the Academy.

For some students who have not attained expected progress at the end of KS2, we provide an enhanced transition package to facilitate their progress. These students access mainstream but also work in a small Transition group with a particular focus on literacy and numeracy to address skill deficits. This is designed to enable them to access the secondary curriculum effectively and accelerate progress.

How we assess and review students’ progress towards outcomes

There are four Assessment Points throughout the year in which students are assessed and data is recorded. During this time, data is then analysed for impact and further intervention is put in place, where necessary. Meetings are held between teachers and their Director of Learning (faculty leaders) to discuss the data and plan intervention. Directors of Learning also meet with the Principal in a ‘Dashboard’ meeting, where data is discussed and intervention is planned.

During half-termly ‘Extended Leadership’ meetings, leaders come together to evaluate students’ progress based on the four Assessment Point results. The SENDCo produces an analysis of SEND student progress at each assessment point. This follows the assess-plan-do-review model as impact of interventions is analysed and amended as required.

SEND Policy

Please click here to view our SEND policy.

Support that is available for improving the emotional and social development of pupils with SEND

Freebrough Academy is committed to the development of the social, moral, spiritual and cultural (SMSC) knowledge and values of students. Teachers are encouraged to use every opportunity in lesson time to help develop SMSC values. Furthermore, with their tutor groups, students take part in SMSC themed tutorials and activities. For those students in the Progress Groups, there are regular opportunities to develop SMSC such as enrichment days focusing on team work. For those accessing Breakthrough Provision, there are regular timetabled sessions designed to develop SMSC values, and opportunities for community based work.

Outside the classroom, students have the opportunity to attend activities clubs during lunchtimes. Furthermore, students are well supported by the Academy’s ‘FAB Team’ (Freebrough Against Bullying).

We use outside agencies such as Targeted Youth Support to support SEND students facing specific issues.

Information about how equipment and facilities to support children with SEND will be secured

Every child is different.  For some students additional resources may be required. We are committed towards removing barriers to learning and are happy to discuss any specialist equipment that may be required. We currently have several students supported by aids such as posture packs, activity chairs and writing slopes.

Link to the Council information about EHC assessments and plans, as well as contacts within the LA

Please click here to view.