Synergy Multi-Academy Trust comprises ten Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.
The SEND Department Provision
Specialist Educational Needs Co-ordinator (SENCO): Mrs A Barley
Assistant SENCO: Mr P Atkins
The SEND Department is headed by the Special Educational Needs Co-ordinator (SENCO) Mrs A Barley, and Assistant SENCO Mr P Atkins. They are supported by a team comprising of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs).
The SEND Department supports the learning of children with special needs. It supports all aspects of the curriculum by monitoring pupils’ progress and giving targeted help where needed. It promotes inclusion by supporting children who have physical disabilities or learning difficulties.
At RHSC the majority of our LSAs support small groups rather than individual pupils, who are encouraged to work with several adults over the course of a day. Their focus is promoting independence and preventing over reliance on one key adult.
Our SEND support is built around a mainstream system, with our goal being to enhance Quality First teaching. Each year a small number of KS3 pupils form our ACE group. These pupils benefit from a highly differentiated timetable, working for approximately 40% of the time in a small mixed age group with HLTAs or subject specialists. For September 2019 we have put together a specialist Maths support group which will run independently of ACE and alongside the mainstream maths sets, allowing us to intervene with more pupils and collaborate more closely with the Maths Department. The department’s main classroom is open to pupils before school, at break and lunchtime providing a social area for pupils who might benefit from a smaller supervised social setting.
Throughout their time at RHSC, pupils can benefit from a variety of personalised support measures such as small groups, IDL Cloud dyslexia intervention, the Fresh Start and Key Skills programme. Last year we developed intervention work on memory and resilience and trialled these sessions with a small number of pupils. We plan to expand on this so that many more pupils can benefit. We have worked alongside the English department to offer a small number of pupils an alternative English qualification. This year a small number of pupils should gain their Functional English qualification alongside also being entered for GCSE English qualifications. The department encourages pupils to make use of technology, we now have a number of C-Scan Reading pens and tablets which pupils can use to support their independent learning.
Staff try to capture pupil’s thoughts and feelings by involving them in writing their own Pupil Passports. These are shared on our management system along with key documents such as EHC Plan’s and Educational Psychologist reports for all staff to access. The school’s SENCO is also the designated teacher for Child Protection and Looked After Children.
The department enjoys specialist accommodation on the school’s main corridor in Learning Base 1 (LB1) as well as two other specialist rooms known as Learning Base 2 (LB2) and Intervention 1 (IN1). The rooms are used to deliver highly differentiated lessons to small groups and individuals. IN1 is the base for Fresh Start literacy intervention, and both LB1 and LB2 are used for various other forms of provision. The department currently has 8 computers and a specialist library in LB1.
At Reepham, we work hard to get things right from the outset.
The LSAs team work for the majority of their day in classes supporting groups of pupils who have been identified as having a specific learning or health need. Many of these pupils will have an Educational Health Care Plan (EHCP).
Disability Provision - disabled access is provided through ramps and lifts. There are disabled toilets and adjustable sinks and desks in some classrooms. There is a large screen PC in LB2.
In Year 7 extra teaching groups have been created within the English and Maths departments. This allows identified pupils to learn in well supported small groups. In addition to this, two tutor groups have daily LSA support at the start of the day and those pupils who need additional literacy support, study the Fresh Start programme of intervention.
Throughout Key Stage 3 a small group of pupils work in ACE for their core lessons and re-join their peers for more practical subjects. This year we expect to have 10-12 mixed Y7-9 pupils working in this group for English, Science and instead of taking MFL. They receive additional PSHE and homework support suing this time. Another approx. 18-24 pupils will have their Maths lessons in a small supported group. We continue to run IDL Cloud intervention by taking pupils out of an assembly once a week. Upwards of 40 pupils now benefit from this. A small handful of pupils have targeted 1:1 mentoring and we are intending establish our new intervention programs on improving memory and resilience. One key change into Sept 2019 will be the need to intervene with some pupils during curriculum time, this is something that we are working on to get the best fit.
In Key Stage 4 Pupils in Years 10 and 11 benefit from the creation of an additional teaching group in English, Mathematics and Science. Some pupils receive homework support and are dual entered for Entry Level Maths and Functional English as well as GCSE.
In Key Stage 5 Most pupils are supported through Quality First teaching and through individualised exams access arrangements. High level support is tailored specifically to the student and may take the form of anything from 1:1 weekly mentoring sessions up to daily LSA support. Appropriate and additional funding to support post-16 learners has to be applied for, so please contact the SENCO on application to discuss this should you feel it necessary.
For any parent or carer of a child considering RHSC as their secondary school of choice, please do not hesitate in getting in touch if you have any queries that you would like to discuss.
We are always happy to meet and arrange a visit for you and your child to offer reassurance that we would fully support your child’s needs.
Mrs Barley & Mr Atkins
SENCO July 2019