We aim to provide a differentiated curriculum that meets the needs of all scholars, individuals and groups by:
- Setting suitable learning challenges
- Responding to scholars ’ diverse learning needs
- Overcoming potential barriers to learning and assessment
We aim to provide a happy, healthy and safe academy by:
- Recognising, reflecting and celebrating the skills, talents, contributions and diversity of all our scholars
- Providing high quality pastoral care, support and guidance
- Safeguarding the health, safety and welfare of scholars
- Listening and responding to the concerns of children and parents
- Taking care to balance the needs of all members of the academy community
We secure inclusive education for our scholars by reviewing and evaluating what is done:
- Does each scholar achieve as much as they can?
- Are there differences in the achievements of different groups of scholars?
- What is in place for scholars who are not achieving their potential?
- Are our actions effective?
- Are all our scholars happy to be in academy?
All members of our academy community are valued and are offered wide ranging opportunities to enable high standards of achievement. All policies within the academy support inclusion and are reflected in academy development planning.
The objectives of our SEND code of practice are:
- At Ark All Saints Academy we welcome scholars with special educational needs as part of our community and we will ensure that all scholars have an equal opportunity to engage in the curriculum.
- We value all scholars equally.
- We recognise that we will need to consider the individual needs of scholars when planning our curriculum. We will provide a curriculum, which is accessible to the individual needs of our scholars.
- We recognise that some scholars will need additional support to ensure access to the whole curriculum. We will ensure that the needs of scholars are identified and assessed and we will provide appropriate support strategies. If additional specialist advice and support is necessary we will contact the appropriate external agencies.
- We recognise the importance of early identification and assessment of scholars with special educational needs. We will develop practices and procedures, which will aim to ensure that all scholars’ special educational needs, are identified and assessed and the curriculum will be planned to meet their needs.
- We recognise the vital role of parents/carers in the identification, assessment and response to their scholars’ special educational needs. We will work in true partnership with parents/carers, valuing their views and contributions and keeping them fully involved in their child’s education.
- We believe in the involvement of the child and the importance of taking their views into account. We will make every effort to involve the child in decision- making about their special educational provision.
- We are committed to effective collaboration between all agencies working with a child and a multi-disciplinary approach to meeting scholars’ special educational needs. We will actively support the establishment and maintenance of close links with all agencies working with the child.
Whilst all schools have statutory responsibilities for scholars with Special Educational Needs and Disabilities (SEND) as covered by the code of practice (DfES 0581 2001) we support our academies to go above and beyond this in four distinctive ways:
- Early identification.
- Forensic teaching.
- High impact intervention.
- Review and response.
Dyslexia is categorised as a Specific Learning Difficulty, SpLD for short. Dyslexia is a disorder that affects our understanding of sounds in letters, whether it be hearing the sounds or not remembering how it is written or how to spell it. Dyslexia is commonly known to affect Reading, Spelling and Writing. However, it can affect a person’s understanding or comprehension of spoken or written language. It involves what has been said or asked of you and having to re-read the text over and over again or asking a person to repeat what they said.
Dyslexia can also affect our working memory and our verbal working memory. We use our working memory when working out a sum in our head, or holding onto numbers when making a phone call. When you have to remember directions when lost or follow instructions, this is using our verbal working memory. For Dyslexic’s this can be a very difficult and near impossible task.
Dyslexia does NOT affect a person’s intelligence or IQ. Dyslexia is called a continuum because it is a very individual disorder, each person who is affected by Dyslexia can represent in very different ways. Dyslexia can also be associated with other disorder such as Autism, Dyspraxia, Dyscalculia and ADHD (Attention Hyperactivity Disorder) These disorders have similar traits to Dyslexia and could be an additional disorder. However, being Dyslexic does not mean you have these disorders.
Dyslexic people tend to be very creative, have great logical reasoning and thrive on visual tasks. With the right intervention and support at school a dyslexic person can thrive and go on to be a University scholar and have a career.
At Ark All Saints Academy, our intervention is personalised and tailored to the individual scholar. We run such programs as the Toe by Toe program, a highly structured and multi-sensory phonetic program to help with both reading and spelling. We also have handwriting workshops to enable all scholars to learn efficient handwriting skills for school and University. We also have the ReadWrite Inc program also tackling Phonics. We also read every day, except Wednesdays, for 30 minutes. Our scholars are also expected to read at home with their personal reading books at least twice a week. We expects all scholars to read at home no matter how small or whether it be a newspaper or magazine, it all helps to develop our skills.
All classrooms are Dyslexia friendly and our ethos is access to learning for all.
We ensure that every child in Year 7 is screened at the start of the school year and that every child joining Ark All Saints Academy after this point is screened on entry.
- In Year 7 every child is assessed to determine their reading age and their speaking and listening level. Children who this highlights as being below expected level or who are already on the SEN register from KS2 will then be tested to provide full diagnostic feedback on their needs to their teachers. This may include dyslexia screening, and literacy or maths profiles. For scholars who display early signs of high level challenging behaviour, anxiety or withdrawal the Boxall profile will be used.
- Children who are behind the expected levels in English and mathematics are not automatically designated as having Special Educational Needs but are provided with the teaching they need to make the progress required. It is only after a persistent problem that requires additional support has been identified that a child may be said to have SEN.
Our academies are data rich environments and the six weekly data collection for core subjects is used to monitor the academic progress of every child and highlight both emerging issues and the impact of any intervention. The weekly review of behaviour data highlights where scholars are displaying behavioural problems.
We train our teachers to understand the needs of every child they teach, and to systematically and thoroughly review the progress each child is making.
Our teachers are trained to understand the needs of each child in their class so that they can plan to meet those needs appropriately. For children with identified SEND this can mean adapting their teaching to ensure rapid catch up or in some cases simply ensuring that the child can access the curriculum fully.
We prioritise this training and have designed specific modules for every teacher from those on our initial teacher training programme, through middle and senior leadership programmes. Our SEN team provide bespoke whole school training to ensure that all teachers are able to meet the needs of the children in their classes. This includes teaching reading and writing, techniques for meeting the needs of dyslexic and autistic children, de-escalating challenging behaviour and creating communication friendly classrooms.
High impact intervention
We support the use of specific high impact interventions and teaching techniques that have proven impact in addressing the most common needs our scholars present.
When a problem is highlighted the academy identifies, implements and reviews the most appropriate intervention for each individual scholar (see Table 1). These range from adapted teaching techniques in the mainstream classroom to specific interventions to support scholars with particular learning needs, for instance a group of children who stammer. We train school staff in a number of interventions that have been proven to have the most significant impact across our network and further afield in addressing commonly encountered Special Educational Needs.
Wave 1: Mainstream classroom
Wave 2 - School based additional intervention
Wave 3: Specialist intervention
|Literacy (inc speaking, listening and communication)||
|Behaviour, social and emotional needs||
Review and response
Meeting the needs of children with SEND is a whole academy responsibility; accountability at every level ensures we reduce the number of children on our SEN registers and who are excluded from our schools.
Support for all scholars is coordinated through each academies inclusion map. If a scholar receives additional support from school staff or external agencies then this is measured and reviewed using the following cycle:
- Baseline assessment
- Target setting
- Targeted support
- Review and evaluation
The class teacher is responsible for the progress of each child in their class and reviewing the impact of any intervention. Where progress and/or behaviour remain a significant cause for concern, despite targeted teaching and support, the SENCO places these scholars at school action plus and carries out, or coordinates, specialist assessment. School leadership teams review the progress of all scholars every six weeks and make appropriate responses to this data. They report numbers on the SEN register and exclusions termly to the LGB and Ark Schools.
Equality Impact Statement
We will do all we can to ensure that this policy does not discriminate, directly or indirectly. We shall do this through regular monitoring and evaluation of our policies. On review we shall assess and consult relevant stakeholders on the likely impact of our policies on the promotion of all aspects of equality, as laid down in the Equality Act (2010). This will include, but not necessarily be limited to: race; gender; sexual orientation; disability; ethnicity; religion; cultural beliefs and pregnancy/maternity. We will use an appropriate Equality Impact Assessment to monitor the impact of all our policies and the policy may be amended as a result of this assessment.
Supporting Scholars With Dyslexia at Ark All Saints Academy
At Ark All Saints Academy we recognise that dyslexia can affect up to 1 in 10 children in schools. Nationally, up to 1 in 4 children fail to master the basics of writing by the end of primary school and for reading this is 1 in 9. This can have a lifelong impact.
All scholars presenting difficulties in Year 7 are screened for dyslexia. This means that we will know from the moment that your son or daughter starts with us if they are at risk of dyslexia. We work with specialists from the Ark Schools education team to ensure that all members of our staff team are well trained in supporting students with dyslexia. In the words of Eddie Izzard: ‘You can get help’, and Ark All Saints Academy is the place to find it.