Nightingale Academy Local Offer   Nightingale Academy Local Offer Report  Nightingale Academy is a vibrant, inclusive learning community in Edmonton, North London. The Nightingale vision is driven by our focus on the importance of trust​ ,​ respect​ ,​ support​ and​ ​ challenge for ​ each other in order to maximize the life chances of our students and raise the quality of outcomes for all members of the school community. Nightingale Academy is a mixed 11-18 AET academy​ . 

How do we Identify Special Educational Needs? We   adhere  to  the  criteria  set  out  in  the   Special  Educational  Needs  and  Disabilities  Code   of  Practice  (2014)  to  identify  students  experiencing  special   educational  needs  or  disabilities.   When  students  arrive  at  Nightingale  Academy  we  use  clear  selection  criteria,  as   well  as  information  from  the  previous  school,  parents  and  other  agencies  to  identify  any  student  who   will   have  additional  support.   This   information  also  provides  us   with  a  full   picture  of  the  needs  of  the  students  from  which  a  plan  for  support  is  devised.  A  small  number  of  students  may  require  more  specialist  provision;  necessary  assessments  will be co­ordinated by the SENCO who will take  account  of  referrals   from   teachers  or  teaching  assistants  through  our  student  progress  review   meetings.   It  can  also   be  through parents raising concerns either with the SENCO or with the tutor and Director of Learning. 

 

What type of Special Educational needs and disabilities do we cater for? We   have  a  small  number  of  students  who  attend  Nightingale  with  a  variety  of special  and additional educational  needs  and  disabilities.  Their needs  can  be described, according the new code of practice  as cognition and learning  needs,  communication  and  interaction  needs,  sensory impairments  and  some physical disabilities,  as well as social   emotional  and  mental  health  needs.    Programmes   for  students with special  and  additional educational  needs and  disabilities are co­ordinated  by staff  in  the  SEN department and involve a number of specialist staff at the academy.  We  work hard to make  reasonable adjustments  for  students  where learning needs  are  presenting a  barrier to  their  progress.  

 

What adaptations are made to the curriculum and learning environment for students with special needs and disabilities The  Academy   places  a  very  high   importance  ensuring all students are supported  to  access their  lessons  through  ‘quality  first  teaching’.   This  means, that  all  programmes  of support for students are focussed on supporting good or   better  progress in all lessons. Making  sure lessons are adapted to  support students  where they need it has been a   major  focus  of  training  and development for staff at the academy  in recent years. Strategies are  available to support  staff with this on our internal IT network.   Where  a   higher  level  of  support  is required classes  may  be  smaller and receive  support from teaching  assistants.  Departments  and  Directors  of Learning  refer  students  into  a wide  range  of intervention programmes, both  internally   and with external  agencies.  For example,  to  close gaps in  attainment in specific  subjects or  to raise  reading ages,  students  would  have  specific intervention programmes like  Lexia,  Accelerated Reader, Catch up  English,  Catch  up  Maths,  Handwriting  improvement  and  Speech   and  Language  groups.  Each  core  subject   through  the  student  progress panel meeting has a targeted group of students which are supported by interventions.  

How is progress monitored and supported? The  progress of all students with  special  educational  needs  and  disabilities  is  monitored  by  the SEN team which is  led  by  the  Assistant  Vice  Principal/SENCO.   All   teachers  and  leaders  monitor  progress  and  address   underperformance  by  organising  additional  interventions  to  support  good  or better  progress for all students.  Each  student has  a key worker who is a  teaching assistant or  senior member of the  support staff. The key worker monitors   and  supports   progress  by  liaising   with  the  various  members  of  staff  working  within  the  school  and  by  meeting  regularly with the  student.  They  are a  point  of  contact  for  all  staff with  parents  and  are available for all consultation  evenings  to  meet  parents/carers.  They  are  responsible  for  maintaining  the  pupil  passport  which  is  a   record  of  student progress.   

Where  a   student’s   progress  is   becoming  a  cause  for  concern,  the  SENCO  will  refer the student for our  progress  panel meeting, where  actions can be initiated.  These are held  on a two  week basis and are the place where all staff  look at student  progress from the perspective  of  the  whole  child.  The  SENCO  has  a  guaranteed  agenda item and  updates  on the SEN  students within this  meeting.  Actions  agreed may include referral for diagnostic assessments,  for  targeted  interventions   to  close gaps in  attainment,  progress,  behaviour and  emotional needs  a  further meeting  with the student and their parent/carer may be requested at this point.  Where  a  students progress  is not being  improved through  interventions within  subject  assessments  are carried  out  to  assess  if  there  are  underlying  needs.  These  include   Speech and  Language  assessments, Conors  Tests, SDQ  questionnaires and specialist assessments as needed.  

What Support is provided for student’s social and emotional development? Students have  daily contact with tutors, individual  keyworkers and their respective  Directors  of Learning.  Support for  emotional  and  social  development  is  given  through  our  Discipline  with  Dignity   model  of  respect  and  conflict   resolution.  Form  tutors  have  three  sessions  per  week  with  their  tutor  group  as  well  as  one   PSHE  lesson. Some  students  also require  additional support from the  Intervention Team from a variety of group work or one to one  work.     The  SENCO  meets  with  the  Vice  Principal   responsible  for  Student  Wellbeing  on   a  weekly   basis,   to  review  the  needs of students with  possible social, mental and/or emotional health needs. The SENCO also meets each Director  of  Learning  every  two  weeks  to  carry  out  a  full review  of  such needs  and support  requirements  for  their individual  year  group.  A  three  tier   approach  to   interventions  is  in  place  and   matches  student  need  to  our  interventions   programmes for social, emotional and behavioural issues.    A  wide  range  of  programmes  are  accessed  by  students  when  they  need support for  issues within  the  emotional,  social  medical  aspects  of  educational  need.  These  include  work  with   external  partners   such  as  CAMHS,  SAFE,  Social  Care,  Compass.  Our  internal  support  programmes  include  mentoring, adjusted  timetables, counselling  and  workshops for issues such as anger management, personal space, social workers and parent support workers.  The academy pays  very close  attention to guidance and regulations on managing medicines and medical property  at  school.  Risk  assessments  must  be completed for all students needing  additional support. These are completed with  parents  and  the  Safeguarding  Coordinator. A plan  is then completed for  how best  toaccomodate  the  needs of  the   students  at school.  All students coming to  school with casts, bandages or medicines must  report in  the first instance  to main  reception and ask to speak to the First Aid Officer. Staff  have regular training in relation  to Safeguarding and  Health and Safety.  

 

What Support is provided for student’s behaviour and attendance? Students have  daily contact with tutors, individual  keyworkers and their respective  Directors  of Learning.  Support for  students  behaviour  and attendance is firstly through tutors. Tutors keep a close eye on their  charges and will  remind  them  and   parents  when  things  are  going  awry.  A  stepped  approach  to  attendance and  to  behaviour  is in place to  ensure students learn well  how  to manage their  own behaviours.  Respect is  a  constant theme at the academy and  students are aware of the sanctions in place when they do not adhere to school routines.  

The academy works closely with parents, Educational Welfare, Social Care and Behaviour support service in matters to do with behaviour and attendance. The fous on this work is to reduce exclusions and increase attendance, hence supporting students to be more successful.

What is the expertise of staff and what training is provided to staff? Although  our  current  SENCO is  new  to the role,  he has attended the National Award for SEN Coordination Course,  and can draw on  the  expertise  of our Principal  and  our  Executive  Principal, both  of  whom have extensive teaching  and  management   expertise  in  the   field  of  special  educational  needs.     The  Academy’s  whole  staff  training  programme  also  includes  training  in  differentiation to suite  special  educational  needs  and  disabilities  in  our  young  people,  which  augments  the  comprehensive  teaching  and  learning  cycle  of  strategies  provided  to  all teachers to   support  high  quality   delivery  in  the  classroom.   All  have  access  to Training sessions  in  the Autumn  term,  planning  support  in  faculties  in  the  second  term; a  number  of  sessions are  specific for support  staff.   Teachers and support  staff are also regularly briefed on the individual needs of students and strategies to support these needs.    

 

How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN All  students   at  the   academy  are  treated   as  individuals  and  are  monitored  to  ensure  progress  is in line  with  their   peers.   Strategies  to  support  students  in  the  classroom  are  available  for  students  who  require  reasonable  adjustments  within  the  teaching   and  learning  cycle  at  school.  Teachers  in  their  planning  make  reasonable  adjustments  in  lessons  to  accommodate a  large variety  of  needs  including those  of students  categorised as  having  special  educational  needs  or  disability.  This  is  closely  monitored  by  the  teaching  and   learning  team  and  a 

comprehensive  and  individualised  training   programme  is  available for staff  where development  needs in this  area  are identified.   The  SEN  department is  pro­active  in  making  ‘reasonable  adjustments’  for disabled students and those with medical  needs,  to ensure that  they have  access  to  all  buildings and  the  whole  curriculum.  Early  leave  passes  and  lifts are  available  as  needed  and  will  be allocated in consultation  with  parents following  risk  assessments.  A  few  students   are  issued  with  a  personalised  timetable  or  an  individual  plan  may   be  put  in  place.  Some  students  may   need  a  Educational  Health   Care  Plan  (Statement),  which  will   be  drawn  up  in  partnership  with  parents/carers, healthcare   professionals,  the  Director  of  Learning  and  the  SENCO.  Most  equipment  used  in  classrooms  is  accessible to all  students  regardless of their needs.  All students  with a disability or medical condition will be supported  to ensure that  they   have  full  or  alternative  access  to  the  Academy’s  extra­curricular   activities,  including  clubs  and  trips.   The  extended  afterschool  programme  is reviewed regularly and  students will find details of events from the relevant staff  members or notice boards at school. 

    

How do we work in partnership with parents and carers? Our  parents/carers  are   very  important  to  us  at  Nightingale  Academy.   Their  contributions  are  vital to ensuring  we  provide appropriately for our students.  Initial contact is made with parents through the form tutor, who meets with the  tutor  group  each  day.  Regular   reports  are  sent  home  to  inform  parents  of  termly  progress  being  made.  Parent  support  workers  and   the  family   liaison  officer are available to work  with  parents in small  groups and  currently  run  adult  education  classes for  ESOL and  parenting classes. We  work  closely  with external agencies and will call team  around the family meetings when needed.  A parent  strategy has been created this term to develop this important partnership to ensure we work together more  effectively.  The SENCO  or  Key  worker  will  call  parents/carers to  update  them  on progress or raise any concerns at  the  academy.  Parents/carers  and  students  are   invited  to  attend  meetings to discuss  any  significant concerns  that  may   arise  including  wellbeing  or academic  issues.  In the autumn  term  students  on SEN  support will have  a  letter  sent  home  informing  parents/carers of  the  specific intervention  that student is on.  Parents are welcome to make an  appointment   to  see  the  SENCO  by  calling  reception  during  office  hours,  the  SENCO  is  available  to  meet  with  prospective  and  current  parents/carers  at   events  such  as  Open Evenings  and  on  parent’s evenings.  We have  an   extensive range of translators who will support us in parental meetings and annual reviews.  

 

How do we keep Governors updated on how students with SEN are doing? Educational progress  is tracked  half  termly by the schools internal  tracking system. Reports are created which  look  at the progress  of  students  within each year  group and for students with  SEN support or with an EHC plan. Regular  reports  inform   the  principal,  the  Executive  Principal  and  the  Governors  of  progress  of  various   groups  at  school.  Reports   are  also  available  which  indicate   how  effective  individual  programmes  are.  These  inform   whether  interventions continue to run at the academy. 

 

Who to contact for more information or to discuss a concern   Please contact the SENCO Sarah Blanchard, Principal Ann Palmer or Inclusion  administrator Allison Knight on 0208 443 8500    The Enfield Local Offer can be found at    www.enfield.gov.uk    For independent mutual advice please contact      Our Voice A parent–led organisation seeking   to improve services for children with   disabilities in Enfield.    07503 161248 

http://www.enfieldparents.org.uk/      Or     Informed Families     Enfield’s Family Information Service   providing a wide range of information on   quality childcare, early learning, support   services for parents of children and young   people up to age 20.    0800 694 1066    [email protected] 

  Our  offer  to  children  with  special  educational  needs  and  disabilities  was  prepared  in  [October 2014]    It will be reviewed in [Jan 2016]       

Local Offer.pdf

Social Care, Compass. Our internal support programmes include mentoring, adjusted timetables, counselling and. workshops for issues such as anger ...

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