SEND Information at Noel-Baker

Where can I find information about the school’s SEND policy, or other policies?

Where can I find information about the school’s SEND policy, or other policies?

Our SEND and Inclusion Policy is available on the Academy’s website under SEN and Disability. The policy will give you the information you need to know on how we make provision for all students with SEND. This is reviewed annually

How has Noel-Baker made the building and site safe and welcoming for students with SEND?

How has Noel-Baker made the building and site safe and welcoming for students with SEND?

In line with the Disability Act, reasonable adjustments can be made to support SEND students to access a full mainstream curriculum.

  • Disabled Toilets
  • Lifts at either end of the building
  • Disabled parking spaces and drop off/pick up access
  • Teaching resources and equipment used are equally accessible to all students.
  • We have a designated ‘safe’ supervised area that students can access before and during school to lessen anxiety and build confidence and friendship.
  • Every opportunity is given for students with special needs to participate in extra-curricular activities.

Please access the Academy’s Accessibility Plan for more information

Who do I contact if I want to find out more about SEND support?

Who do I contact if I want to find out more about SEND support?

The SENCo at Noel Baker is Mrs Sarah-Louisa Leach Contact details are:

The SENCo is responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND)
  • Updating the school’s SEND Information report/Policy to make sure all students get a consistent, high quality response to meeting their needs in school.
  • Providing specialist support for teachers and support staff in the school, so that they can help students with SEND in the school to achieve the best possible progress.
  • Updating the school’s SEND register and making sure those records of your child’s progress and needs are kept op to date and are confidential

What support do we have for you as a parent/carer of a CYP with SEND?

What support do we have for you as a parent/carer of a CYP with SEND?

We are keen to work alongside parents/carers to provide students with the support both in and outside of school.

The following support is also available:

  • Subject teachers, Intervention Leads, PSHE Tutors, Curriculum Directors, Progress leaders, SENCo and Behaviour/Pastoral Support Managers are available to discuss issues, as appropriate to their roles in school.
  • If your child has an EHC Plan, you will have a formal annual review as well as termly reviews.
  • If your child receives SEN support you will receive an annual review with either the SENCo /Deputy SENCo or Intervention Lead (Keyworker)
  • We will hold meetings with outside professionals where and when appropriate
  • We hold open/transition evenings
  • We will share information with you about parent/carer support groups/coffee mornings
  • Annual Parents/Carers evenings
  • Coffee mornings

How are staff at Noel-Baker Academy helped to work with students with SEN and what training do they have?

How are staff at Noel-Baker Academy helped to work with students with SEN and what training do they have?

At Noel-Baker Academy staff will have on-going professional development throughout the year. Whole staff training allows for the opportunity to share knowledge, strategies and experience to ensure consistency of the school’s approach for supporting students with SEND.

Staff have access to SEND resources and information that provides staff with up-to-date information. This includes information from external support services where appropriate.

Evaluating Effectiveness

Evaluating Effectiveness

The SENCo and School Leadership Team will use the four part cycle (Assess, Plan, Do, Review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the students needs and of what supports the student in making good progress and securing good outcomes. This is known as the graduated approach. 6.44 Code of Practice.

We also monitor effectiveness through:

  • Behaviour/Attendance logs
  • Lesson observations
  • Scrutiny of students’ books and work
  • Consultation with external agencies
  • Feedback from students and parents/carers
  • Baseline tests to inform interventions
  • Strategic review activities
  • Annual reviews for EHC plans