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SEND Report

SPECIAL EDUCATIONAL NEEDS

Titan Aston Academy SEN Information Report 2020-2021

At Titan Aston Academy, we recognise that all students are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our students including those with a special educational need or disability.

Our school recognises there are groups of students whose circumstances require additional consideration by those who work with them to support their special educational needs.

At Titan Aston Academy, the SENCO ensures all teachers in school understands the implications for those children who have SEN. The schools SENCO is committed to working in close partnership with the young person and parents/carers to ensure that all students, regardless of their specific needs make the best possible progress.

The learning and achievement of our young people with special educational needs are our priority.

There are now four broad areas of SEND, these are:

  • Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties
  • Cognition and learning, for example, specific learning difficulties, moderate learning difficulties i.e.  dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 

 

  1. Special Educational Needs (SEN) for which provision is made at school

Type of Need

Support in School

Monitoring Procedure

Cognition and Learning

  • TA support
  • Quality first teaching
  • Additional Literacy and Numeracy support
  • 1-1 support
  • Personalised timetables
  • Collaboration with home schools
  • Access arrangements
  • Half termly data collection
  • Observations
  • SENCO data tracking and interventions.
  • Half termly parent/carer review meetings
  •  (EP) Educational Psychologist assessments.
  • Specialist support.

Communication and Interaction

  • TA Support in lessons
  • Quality first teaching
  • Use of CAT team
  • (EPs) Educational Psychologist support.
  • Speech and Language Therapists.(SALT)
  •  
  • Therapeutic mentor support.
  • Access arrangements
  • Half termly data collection
  • Observations
  • SENCO data tracking and interventions.
  • Half termly parent /carer review meetings.
  • EP assessments
  • Specialist support

 

Social, Emotional and Mental Health

  • Pastoral support – Head of houses.
  • Quality first teaching.
  • Mentoring team intervention.
  • Referrals to CAMHS.
  • (EPs) Educational Psychologist support.
  • Therapeutic mentor support.

 

  • Half termly data collection
  • Observations
  • Half termly parent/carer review meetings
  • Daily monitoring checks.
  • Pastoral meeting weekly basis
  • Form tutor support

Sensory and/or Physical Needs

  • Quality first teaching
  • School nurse advice
  • Pastoral support
  • School tracking system
  • Specialist support from external agencies
  • Access to all curriculum areas where possible

 

We support children through Quality First Teaching.

This means that:

• The teacher has the highest possible expectations for your child and all students in their class.

• All teaching is based on what your child already knows, can do and understands.

• Different ways of teaching are used to ensure that your child is fully motivated and fully engaged in their learning.

• Your child's progress is constantly checked to ensure that the teaching and any

additional resources meet their needs.

 

We support children through targeted group work.

This is where your child works with a smaller group of children, who are at a similar place in their learning, often called an intervention or booster group.

For your child this would mean:

• Working in small group sessions on specific targets or objectives to support their

progress. 

• These sessions are usually led by a Teaching Assistant, under the direction of the Class Teacher, with advice from the SENCO.

• Progress is constantly monitored to ensure that this small group work meets the

group's needs.

 

We support children through targeted individual work.

For your child this would mean:

• Working one to one on specific targets to support their progress.

• These sessions are usually led by a trained Teaching Assistant under the direction of the Class Teacher, with advice from the SENCO as well as any outside agencies involved.

• Progress is constantly monitored to ensure that one to one interventions are

meeting the child's needs.

 

  1. How are Special Educational Needs Identified at Titan Aston Academy?

Titan Aston Academy follows the ‘Special Educational Needs and Disability Code of Practice 0-25 years’ (2015). We use the Graduated Approach using the methodology of ‘Assess, Plan, Do, and Review’.

The academy uses the following procedures for identifying pupils with additional needs:

  • Referral forms from home school along with any SEN information.
  • Meeting with home school SENCO to discuss prior SEN involvement.
  • Baseline assessments at Titan Aston Academy on entry.
  • Data from previous settings.
  • Internal SEN referrals from staff based on concerns about attainment or social needs.
  • Assessments carried out by external agencies.

 

At Titan Aston Academy, slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the students and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

All students identified as having additional needs will be placed on the school SEN database where information is securely stored for access to staff.

 

How do parents/ carers raise concerns?
 

  • Raise concerns with child’s Head of House at the Academy.
  • Directly contact school SENCO – Miss Samuels
  • Book an appointment to meet members of staff at school.
  • Discussions with home schools.

At Titan Aston Academy we pride ourselves on listening to parents/ carers and providing the best/ most suitable curriculum for each child.

 

  1. SENCO Contact details

Special Educational Needs is directed by the school SENCO Miss Samuels who can be contacted on 0121 696 4800 or emailed at andrea.samuels@titanastonacademy.org.uk    

 

  1. Provision for students with SEN

At Titan Aston Academy we are committed to providing an inclusive education for all students. All students are treated with respect, integrity, and fairness, and not discriminated against for having a Special Educational Need. Through the direction of the SENCO, teaching staff are encouraged to use high quality teaching and differentiated pedagogical methods in the classroom to support students who have additional needs. The facilities /resources that we use depends on the Special Educational Need and where applicable are sourced externally when required. We use the following methods to support students with additional needs.                                                      

  • Quality first teaching
  • Targeted intervention
  • Personalised Timetable
  • Personalised Learning
  • Mentoring
  • TA support
  • Literacy and Numeracy Intervention
  • Extracurricular provision
  • Pastoral care
  • Specialist provision/agencies.

 

Our learning environment will be adapted where possible to meet the needs of all students and those with additional needs.

We make the following adaptations to ensure all students’ needs are met:

  • Differentiating our curriculum to ensure all students are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Strategies and support mechanisms are available via an online secure forum for staff to use.

 

5. How are parents of children involved in the education of pupils with Special Education Needs?

 

We will have an early discussion with the student and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the students areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the students’ record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.  Titan Aston also consults with parents by;

  • Operating an open door policy to listen to parents/carers about their concerns.
  • Half termly review meetings.
  • Parent/ carer review days.
  • Annual reviews for children with Education, Health and Care Plans (EHCP).
  • Staff when necessary will do home visits to discuss with parents their child’s needs and work in partnership to develop a pupil centred plan to ensure that their child receives the best possible education.

 

  1. How will students with additional needs be involved in their education?

At Titan Aston Academy students are involved in their learning through contributing to the development of their Individual Education Plan (IEP) and Pupil Profiles. The student’s participation is an integral part of this process because it allows them to set their own personalised SMART targets, to ensure that they are successful in their education. The regular review of the targets is crucial to ensuring progress and this is done regularly in partnership with the student, parents and staff. Students are encouraged to work independently outside the classroom, through extra-curricular activities, CENTURY online platform, EDUCARE, OAK Academy, as well as attending parent review days on a termly basis.

All students are involved and encouraged to take part in their own learning journey, for example:

• Developing and achieving SMART targets.

• Attending Parental Meetings.

• Self-assessment and evaluation.

• All children are encouraged to speak to members of staff if they have a concern

or feel worried about anything.

• Learning mentors.

• Pupil Voice/School Council.

 

  1. What training do staff at Titan Aston Academy complete to support children with additional needs?

All staff receive annual Safeguarding training and advice on special educational needs from relevant external agencies. Wednesday afternoons are dedicated to staff CPD of which SEN has a designated slot. Training or informal discussions take place around SEN from either the SENCO or designated trainer.

Titan Aston Academy has access to an Educational Psychologist who provide staff CPD around SEN issues/areas of development in the Academy. Teaching Assistants are trained at the appropriate level and deployed where appropriate taking into account their specific expertise.  Additional needs training is ongoing and done when and where appropriate.  Staff are also encouraged to source their own CPD, identified through performance management procedures.

 

  1. How will transition be supported at Titan Aston Academy?

Transition from Home school

We at Titan Aston Academy aim to make the time of transition from home school to Titan Aston as comfortable as possible. For students with additional needs, the SENCO at Titan Aston will liaise with the SENCO from the home school to share relevant information about the child. The information will then be shared with staff at Titan Aston. During the transition period, the SENCO or member of the SEN team will meet with each individual student to prepare an Individual Education Plan (IEP) which will then be shared with staff.

Transition between Key stage 3 to Key stage 4

During the transition from Key stage 3 to Key stage 4, students with additional needs are supported by the SEN team who will discuss with them their GCSE and Vocational course options.

Supporting students with moving between Key stage 4 to further education

The SEN team will support students with transition from Key stage 4 to further education by providing guidance and advice on Careers, Further education and apprenticeships.  

During this important process, the SENCO will help guide the student towards the appropriate pathway and they will ensure that they are not discriminated against. Data is also used to make informed decisions around each individual child.

 

Before students start Titan Aston Academy the transition arrangements are as follows.

• A member of staff will visit the home school or home where applicable.

• The school will organise a Transition day(s) for students with SEN which might involve a staggered start to the school day in order to meet the needs of the child.

 

Before new students with additional needs attend their first lessons:

Your child's new teacher will be informed of your child's likes, dislikes and what

works best for them (One Page Pupil Profile).

 

When moving to a new school, Titan Aston will:

• Arrange additional visits to the new school for children with specific needs.

• Contact key personnel at the receiving school.

• Arrange a SEN review centred on the needs of the child involving parents/carers, staff, and relevant agencies where appropriate (Person Centred Review).

 

  1.  Extra-Curricular Activities

Students are encouraged to take part in activities outside of school to promote the well-being of the child.  Students at Titan Aston receive additional support in all subject areas beyond the school day. Educational visits are an important enrichment activity for all of our students at Titan Aston Academy. All visits have risk assessments, which take into account the needs of our student with additional needs. Risk assessments are available on request and a timetable of activities can be obtained by email or post from the Academy.

 

  1. Evaluating the effectiveness of SEN provision

At Titan Aston Academy the SEN department will evaluate the effectiveness of provision for students with SEN by:

  • Reviewing students’ individual progress towards their goal each term
  • Reviewing the impact of interventions after 6 weeks
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with statements of SEN or EHC plans

 

  1. How will we support pupils with additional needs to improve their social, emotional and mental wellbeing?

At Titan Aston Academy we have a strong pastoral care system. Every student has access to a Head of House and Form Tutor, who are there to support our students social and emotional development at the Academy. We have a PSHE programme which is delivered one day a week by a qualified teacher. In addition, aspects of the PSHE programme is also delivered by form tutors through the schools structured Form Tutor programme to their tutor groups.  At Titan Aston Academy we also have a Therapeutic mentor which is available for 1:1 with students when needed. Specific mentoring sessions are run in this mentoring, based on a student’s needs i.e. Lego Therapy. The school also has a mentoring team which works with students on a daily basis identified by staff in the school, and through referrals.

 

  1. Complaints Procedure

At Titan Aston Academy it is important that students, parents/carers feel confident in raising any concerns they may have.

Complaints about SEN provision should be made to the SENCO in the first instance.  If you feel your concern has not been adequately addressed by the SENCO you should contact Mr Daniel Edwards, the Head of School at Titan Aston Academy. If this does not resolve the issue you can contact the school Governor for students with additional needs via the academy school office.

 

  1. Specialist Support

AGENCY

WORKING WITH

CONTACT

Communication and Autism Team

Provides support to children diagnosed with Autism Spectrum Disorder

Access to education

www.access-to-education.com 

CAMHs

Supports pupils with behavioural, emotional and development difficulties

www.forward thinkingbirmingham.org.uk

EPS – Educational Psychology Service

Working with pupil with a range of educational needs

School SENCO

School Nurse

Promotes the health and wellbeing of pupils in the Academy

Central Birmingham Schools nurse team

Multi Agency Safeguarding Hub  (MASH)

A point of contact for professional who want to raise a concern about or child or seek advice

MASH@birmingham.gov.uk

Tel – 0121 303 1888

Pupil and School Support Service (PSS)

Work with Academy to advise on teaching, strategies, and resources for pupils to progress.

Via school SENCO

info@access-to-education.com

 

  1. The Local Offer

The Birmingham Local Authority offer can be found at:

www.mycarebirmingham.org.uk

sendiass@birmingham.gov.uk

https://www.birmingham.gov.uk/localoffer

 

  1. How are the Governing Body Involved?

At Titan Aston we have a designated governor with responsibility for SEND who liaises with the School SENCO to ensure that the Governors are informed about the provision, progress and well-being of our children with SEND.

If you have concerns about how the school deals with your child regarding any SEN issues you can discuss these with the Headteacher or the Governing Body. If you want to discuss any issues with our SEN Governor, they can be contacted by arranging an appointment through the school office.

 

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