SEND

The school SEND offer is the inclusive, accessible provision which supports children with special educational needs and disability to thrive.

As a fully inclusive school, Clover Leys Spencer Academy is committed to identifying and providing for the needs of all children. Every teacher is a teacher of every child or young person including those with SEND; and all staff are trained in and adhere to our model of good practice.

Children are recognised as individuals, with abilities and development needs which will vary across the curriculum. Class teachers and support staff are able to identify individual development requirements, and to provide lessons and activities which ensure good progress for pupils at all levels of ability.

Where children’s needs require support beyond the level that can be appropriately be provided by the class teacher, the school plays a coordinating role which may include working with the local authority to source additional specialist support.

As part of changes implemented by the Department for Education in 2014, all local authorities must publish information about how they support SEND pupils. This is called the ‘Local Offer.’

 

SEND at Clover Leys

At Clover Leys Spencer Academy, we believe that every child is unique and we aim to provide high quality provision that meets the needs of all our children.

We are committed to developing cultures, policies and practices that are inclusive.

Our SENDCO is Mrs Rebecca Chapman who works with our staff, children with SEND and their parents to provide the very best education for our pupils, allowing them all to achieve their full potential, both academically and socially. Our deputy SENCO is Tracy Moore.

Our small team of experienced and capable Teaching and Learning Support Assistants work alongside our teacher to support the needs of our children with the highest level of need. This helps to ensure that we are closing the gaps in our children’s learning more quickly.

Any children with SEND are identified and monitored in accordance with our SEND Policy and relevant support and interventions are then put in place to meet their needs. Wherever possible, we try to ensure that all our children with SEND are taught alongside their peers in their classroom and are receiving Quality First Teaching from their class teacher.

As all children progress at different rates, there may be times when a teacher feels a child may benefit from an intervention group that would be in addition to every day class teaching. In some cases, this may be because the class teacher feels a child is not completely reaching their potential and may need ‘a little extra push’; to help a child ‘catch up’ in a particular area; to support an individual going through a tricky time socially and emotionally or to support a child with a physical barrier. We also recognise times when a child needs ‘pre-teaching’ in order to promote confidence and a love of learning.

Our Teaching and Learning Support Assistants deliver some specific intervention programmes such as Speech and Language which are reviewed on a half-termly basis. Some interventions will take place outside of the classroom, for example, when a child needs a 1:1 intervention and a quieter area is required for the task such as hearing that child read.

We measure each child’s abilities at the beginning and the end of the intervention so that we can assess the impact on the child’s learning. Should we become concerned with a specific area of a child’s development and feel our support and/or an intervention was having little or no impact, we would always endeavor to include you in conversations around their ‘next steps’.

SEN-Information Report 2022-23

 

Local Offer

The school SEND offer is the inclusive, accessible provision which supports children with special educational needs and disability to thrive.

As a fully inclusive school, Clover Leys Spencer Academy is committed to identifying and providing for the needs of all children. Every teacher is a teacher of every child or young person including those with SEND; and all staff are trained in and adhere to our model of good practice.

Children are recognised as individuals, with abilities and development needs which will vary across the curriculum. Class teachers and support staff are able to identify individual development requirements, and to provide lessons and activities which ensure good progress for pupils at all levels of ability.

Where children’s needs require support beyond the level that can be appropriately be provided by the class teacher, the school plays a co-ordinating role which may include working with the local authority to source additional specialist support.

As part of changes implemented by the Department for Education in 2014, all local authorities must publish information about how they support SEND pupils. This is called the ‘Local Offer.’