Some of our students have a Statement of Special Educational Need and from September 2014 we have students who have or will have an Education, Health and Care Plan (EHCP) which have replaced Statements.

At Bedford Academy, we understand the importance of providing a supportive learning environment. We have a range of support mechanisms in place:

Access:

Students who require SEN provision in the form of withdrawal from mainstream lessons, albeit in the form of literacy, numeracy or social skills support (or other support) are likely to receive this support in Access or by Access support staff. This centre is overseen by the Director of Access (SENCO) and is run by the SEN team. Students who may be vulnerable in terms of their well-being are also occasionally supported through Access. This may be due to medical needs, safeguarding or other specific needs. There is close liaison between Access and Directors of Achievement to ensure curriculum continuity for the students. Students that attend Access do not necessarily have SEN. All the Academy’s policies apply to students in Access.

Key Contacts:
Director of Access (SENCO) – Mrs Emma McCrossan
Assistant Director of Access – Ms Jacqui Sharp
SEND Case Office - Mrs Tracey Crole-Rees
Well-Being Manager – Mrs Susanne Herbert

Dedicated Education Support Centre (DESC):

This is a provision where students are taught in small groups or one to one. Its’ use is prioritised for students in Key Stage 4 and focuses on providing support for students who are in receipt of alternative provision to maintain their engagement and progress towards future pathways or for those students who are falling behind due to lack of appropriate engagement in the mainstream curriculum. Students are taught by qualified teachers who are either based in the unit or who attend to provide specialist teaching. Every student has an achievement plan and this is monitored closely by the Lead Teacher DESC and EAL. There is close liaison between the DESC staff and the Directors of Achievement to ensure curriculum continuity for the students. All the Academy’s policies apply to students in DESC. Students that attend DESC or alternative provision do not necessarily have SEN.

Key Contacts:
Lead Teacher DESC & EAL: Mrs Trish Wrightson

Julie Maher oversees the nurture group (Phoenix). Please see additional information section for more details.

If your child has an EHCP or SEN support at primary school there will be a transition programme to ensure that their needs are met as soon as they start in Year 7. If your child is joining us in Year 7, they will be assessed during their first half term at Bedford Academy and we will put these assessments together with information from their primary school and any available teacher assessments and observations to ensure:

• The most appropriate support for your child
• The most appropriate groupings for your child
• Participation in appropriate small group support.

Bedford Academy works closely in partnership with all its feeder schools. Information is shared between the Academy and the feeder school with regard to SEN where this is agreed with the parents and students involved. As part of the transition process, students and parents will have the opportunity to meet with Mrs McCrossan Director of Access (SENCO) and the SEN support team and will visit Access where SEN and well-being support takes place. There is usually opportunity for students to take part in induction activities both in Access and as part of the whole Academy transition programme for example ‘New Beginnings’, induction days and/or Summer School.

Students that have been identified as having SEN in their primary school but do not have an EHCP will be closely monitored for progress over the first year and their needs evaluated. If sufficient progress is being made, students may no longer require SEN. Students with EHCPs will have undergone their review in sufficient time prior to their move to the Academy to enable appropriate and planned interventions and support to be put in place. The deadline for completion of this review is February 15th in the year of transfer.

There is a strong focus on working in partnership with parents and carers at Bedford Academy, which means that we do not wait for a concern to arise but are proactive in seeking input from parents and carers. If you have comments, questions or concerns as a parent, we will listen and respond to them.

Ways to contact us are:

• Email: [email protected] or using the initial and surname of the person you are trying to reach followed by @bedfordacademy.co.uk
• By phone: 01234 301500
• In person: In order to ensure that you meet with the relevant person, it is best to call and make an appointment.

Information about the Academy will also be shared with you by:

• Text message
• The Academy website
• Via termly newsletter
• Letters sent home with students.

Who can I contact at the Academy?

• Your child’s key person (if they have one)
• Your child’s form tutor
• Your child’s Head of Year
• Director of Access (SENCO) Mrs Emma McCrossan
• Assistant Head of School with responsibilities for Inclusion, Miss Victoria Horlock
• Head Teacher Mr Chris Deller
• SEN Governor 

In the very unlikely event that you feel a query/concern has not been addressed, there is a Trust complaints policy which is found in the policies section of the website.

Wave Model:

At Bedford Academy we categorise the intervention our students receive using the wave model above. The triangle depicts the numbers of students involved in the type of intervention, with fewer students receiving Wave 3 intervention than Wave 1 intervention. Most students receive some form of intervention during the course of their time at Bedford Academy usually for a short period of time or for a focused skill or learning need.

Use of Data in Identification:

Bedford Academy recognises the benefit of early identification and making effective provision improves the long-term outcomes for the child or young person. Students will be assessed and account will be taken of any Key Stage 2 data available from Primary Feeder Schools. Students that are identified as being below age related national expectations will receive additional support to close the gap. Progress will be closely monitored. Where students are unable to close the gap within the natural cycle of the support programme, or are exceptionally low on entry to the Academy, will be assessed by the SENCO and her team. In addition, evidence will be considered that a student may have a disability under the Equality Act 2010 and reasonable adjustments made.

Role of Subject Teachers in Identification:

Subject teachers are expected to formally assess student progress at least once per half term. Subject teachers will work with their Director of Achievement to identify students making less than expected progress given their age. Teachers will be expected to provide Wave 1 intervention in the first instance for any student that is falling behind. This is adapting their teaching to provide high quality teaching tailored to the gaps in the student’s learning with clearly differentiated work meeting the needs of the student(s) in question. This may involve use of additional time such as enrichment time. Where progress continues to be less than expected, the class teacher should discuss Wave 2 interventions with the Director of Learning/Lead Teacher. This usually involves compulsory, supported enrichment sessions outside the class teaching or short-term supported withdrawal within the Academy day focusing on a specific skill area. Through-out Wave 1 and Wave 2 intervention processes, the Director of Achievement should communicate their plans for intervention with their line manager and to the Raising Achievement Plan (RAP) team.

Should students fail to engage in the Wave 1 or 2 interventions, or fail to make progress, the RAP team alongside the Director of Achievement and class teacher should consider referral to the Director of Access (SENCO) for SEND assessment. Throughout this process, every effort should be made to communicate with the student and their family what support is available and why it is being provided. This should be over and above the progress reports sent to parents every half term.

Involving Parents:

If a concern persists regarding a student’s lack of progress, a meeting will be held with parents to discuss the concerns and decide together what actions would be most appropriate to support the student. Actions might include personalisation within lessons, support from a Learning Assistant in some lessons, or asking advice from specialists and acting on it.

At Bedford Academy, we appreciate that parents and carers are experts on their own children and so we always listen carefully to their views and plan together. Students themselves are also asked about any difficulties they are having and what sort of support they feel would benefit them, and their views are also listened to and taken into account.

At Bedford Academy, we have a set training programme for all staff which focuses on supporting outstanding teaching and learning. Included in this programme are a range of workshops on topics such as differentiation (personalising the curriculum to meet every student’s needs) and different special educational needs. Our learning assistants attend training that is relevant and specific to the needs of the students who they support.

Our training focuses on:

• High quality teaching and learning- leading to improved progress for all students (assessment and target setting).
• Structured conversations with parents/carers – to improve parents’/carers’ engagement with school and their involvement in their child’s learning and achievement.
• Wider outcomes – to support the participation, enjoyment and achievement of children in all elements of school life.

In addition to the above, all staff are encouraged to share good practice and attend external training which enables them to build on their strengths and develop skills in other areas that will help them to provide effective support to our SEN students.

We personalise our teaching as necessary to ensure that the learning needs of all students are met. This may take the form of:

• Working in small groups or pairs
• Using a variety of materials in the classroom
• Using a range of strategies as advised by our Director of Access (SENCO)
• Support from a Learning Assistant
• Using technology such as a laptop

Curriculum:

All Bedford Academy students have access to a broad and balanced curriculum. The curriculum offer is highly personalised to the individual student in order for them to be successful both in terms of their learning, progress, outcomes, character development and their progression to their future pathways.

Differentiation enabling Curriculum Access:

Our teachers will set high expectations for every student, whatever their prior attainment. Assessment targets (based on prior attainment) will be set centrally by the Academy according to the Academy’s Assessment Policy. Teachers will set individual student next steps towards their targets based on their assessment of student’s individual work and their developmental needs which are deliberately ambitious for the individual and are in line with this policy. In addition, teachers will provide specific, subject based, written, formative feedback in the form of marking to enable students to work towards their next milestone in the subject. Lessons will be planned to address any potential areas of difficulty and to remove barriers to student achievement. In the majority of cases, this will mean that students with SEN and disabilities will be able to study the full curriculum.

Post-16 Curriculum and SEN:

All students aged 16-19 who are attending Bedford Academy 6th Form, will have met the entry criteria as advertised for the courses studied. They will follow a coherent programme which provides stretch and progression; the study programme will enable students to progress to a higher level of study than their prior attainment, they will not be able to repeat learning they have already completed successfully. Teachers are expected to differentiate appropriately for all students in the 6th Form including those with SEND in order to remove barriers to their learning.

Nurture Group:

Some students in Key Stage 3 Year 7 may be part of a nurture group (The Phoenix Group). This comprises of a small group of students that have been identified by the Director of Access (SENCO) and her colleagues in our Primary Feeders. They receive their subject specific teaching as a group of students, supported by a Learning Support Assistant, rather than in sets by ability. Their curriculum diet is focused particularly on literacy, numeracy and social skills development, although they have access to a broad range of subjects, including arts, PE and Science through which these skills are supported. Their curriculum is overseen and monitored by the Director of Phoenix.

The Phoenix Group has a curriculum base for the majority of their teaching although they do move around the Academy to access some specialist teaching areas. Teaching staff for the nurture group meet regularly with the Director of Phoenix to discuss students’ progress and the strategies that maximise progress of students within this group. The Phoenix Group programme runs over the course of one year and students may remain in the group for all the year or be moved out to the mainstream curriculum. Students are supported to make the transition from the Phoenix Group to the mainstream curriculum and this may take the form of a staggered approach. Phoenix Group students are fully integrated into the Learning Village pastoral system and attend tutor time with other students.

At Bedford Academy your child’s progress is continually monitored by subject teachers and Directors of Acievement and Heads of Year. In addition:

• Students will have a SEND progress report which is reviewed termly.  This will include overall targets for the student which will focus on their areas of specific need and subject specific targts to develop student provision and progress.

Progress is reviewed formally at the end of every half term:

• Students’ profiles are posted to parents each half term, showing their child’s targets, current working grades and attitude to learning grades for each subject studied.
• There are also opportunities to gain information about progress expectations and to discuss your child’s progress at meetings for all parents, which include Key Information Meetings in September, Target Setting and Review Day and Parents’ Evenings later in the year.
• If your child has complex SEN needs, you will be invited in once every term to attend a review meeting, where we can discuss your child’s progress with you and your child and together develop a plan for the next term.
• In addition, the progress of students with a Statement of SEN or EHCP is formally reviewed once a year at an Annual Review with you, your child and all adults involved with her education.
•  Our SENCO will also check that your child is making good progress within any individual work, and in any group, that they take part in.

Transition from Primary:

Bedford Academy works closely in partnership with all its feeder schools. Information is shared between the Academy and the feeder school with regard to SEN where this is agreed with the parents and students involved. As part of the transition process, students and parents will have the opportunity to meet with Mrs McCrossan Director of Access (SENCO) and the SEN support team and to visit Access where SEN and well-being support takes place. There is usually opportunity for students to take part in induction activities both in Access and as part of the whole Academy transition programme for example ‘New Beginnings’, induction days and/or Summer School.

Nurture Group:

Some students in Key Stage 3 Year 7 may be part of a nurture group (The Phoenix Group). This comprises of a small group of students that have been identified by the Director of Access (SENCO) and her colleagues in our Primary Feeders. The Phoenix Group programme runs over the course of one year and students may remain in the group for all the year or be moved out to the mainstream curriculum. Students are supported to make the transition from the Phoenix Group to the mainstream curriculum and this may take the form of a staggered approach. Phoenix Group students are fully integrated into the Learning Village pastoral system and attend tutor time with other students.

Key Stage 3 to Key Stage 4 Transition:

Students in Year 8 will be supported to make some curriculum choices at the end of Year 8 for the start of Year 9. Students with SEN (if required) or transferring from the nurture group will have a supported meeting to discuss appropriate subject choices on top of the Year 8 option’s process. From Year 9 and where relevant before, preparing for adult life will be an explicit element of the conversations with children and their families as the young person moves into and through post-16 education.

Careers Education:

Bedford Academy will ensure that all students between Years 8 to 13, including those with SEN, are provided with independent careers guidance (see Careers Policy). Bedford Academy will ensure that it works to raise the career aspirations of students with SEN and broaden their employment horizons via opportunities such as taster days; work experience; mentoring; enterprise experiences; role models and inspiring speakers.

We are aware that not every student with a disability has special educational needs. We are pro-active at making “Reasonable Adjustments” for students with a disability to ensure that they have full and equal access to the building and the wide and varied curriculum. 

We liaise closely with feeder schools to gain as much information as possible regarding new students before they arrive to ensure suitable access provision is in place on transition.

We have a Year 7 nurture provision to provide greater support for those students in danger of social exclusion.

We provide training for staff on specific disabilities including strategies to implement in classrooms and around school to further student access to the curriculum, with particular reference to hearing, sight and physical impairment.

We ensure all users, including staff, governors, visitors and others who use the academy, have no barriers that might deny anyone access to our academy/services. For a student with a disability attending Bedford Academy, we always do our utmost to make the adjustments to the building, curriculum and resources needed.

The layout of our school building is simple, spacious, attractive, accessible and clearly signposted. Students with a physical disability have the option of using a lift to help them move around the school and access all classrooms and areas with minimum disruption to their learning.  Most equipment used in classrooms is accessible to all students regardless of their needs, and we provide adaptive technology or other equipment for those who need it to access the curriculum. We ensure that all out of school enrichments are planned to enable full access for all students with disabilities. 

All students with a medical condition will be properly supported to ensure that they have full access to the academy curriculum, including enrichments, academy trips and physical education. We treat each student with a medical need, as an individual and in some cases we may offer a personalised timetable or slow reintegration back into school after longer periods of absence. Some students may need an Individual  Health Care Plan, which will be drawn up in partnership with parents or carers, healthcare professionals and the Heads of Year and our Well-Being Manager or Director of Access (SENCO) as appropriate. Information such as triggers, signs, symptoms and treatments and strategies for managing an emergency will be shared with staff.

In cases where additional support in providing students with medical needs which impacts their ability to attend school, a referral to the medical needs team will be discussed with the student's parents and made where appropriate.

Depending on the medical needs of a student, staff may be required to have additional training about a specific medical condition or specific training in administering a particular type of medicine or dealing with emergencies.

Students with medical need are supported in a number of ways. Our Well-Being Manager, Mrs Susanne Herbert, is responsible for overseeing the completion of Individual Health Care Plans (IHCPs). These are used as a tool to establish student’s medical needs in every aspect of their education and are completed in collaboration with parents, students and other appropriate professionals involved with the student. The Well-Being Manager will also lead the completion of IHCPs for the students within their Year Group and liases work with the staff in the in the school to see that the identify needs are supported appropriately.  Additionally, Mrs Fran Facer the Attendance Manager, has responsibility for overseeing students who receive provision from Greys Medical Tuition, which provides support for students whose attendance is impacted due to serious medical needs.

Student’s views are valued at Bedford Academy. They are regularly sought both prior to, during and after interventions are implemented to ensure that students make progress throughout the intervention.  Prior to statement or Education Health Care Plan reviews, students complete an “All about me” activity with their allocated worker to gain an insight into their needs, progress, achievements and ambitions. Strategy sheets are written in conjunction with the students in order to encourage ownership of them. On Target Setting Day, students are able to meet with all of their teachers to review their progress. The support staff who would usually be with this students would attend their appointments with them and bring additional SEN progress to discuss with parents.

Each half term, students’ progress is assessed and data produced to analyse the progress of students towards their target levels. Once this data has been analysed, student progress and the progress of interventions we offer are discussed at fortnightly RAP meetings, which are held to consider the progress of the students with SEN and to identify any changes which need to be made to ensure students make progress.  In addition, the Governor with responsibility for SEN attends Bedford Academy to review the provision for students with SEN each term.

Students with SEN are encouraged and expected to participate in Academy life as fully as those without SEN.  In order to achieve this, additional staffing is put in place on trips and at events to ensure students are fully supported. Students needing additional support with their homework are able to come to Access to complete it.  There are regular opportunities for students with SEN to partake in specialised enrichments or interventions such as swimming and horse-riding lessons as part of the Sky Sports, Living for Sport initiative. Access has also identified trips which would build the confidence of students with SEN, for example a small group of students were taken to London to build their confidence skills.

There are a number of sources of support for students:

Head of Year:

Oversee pastoral support for students via form tutors and meeting students individually.

Access:

A number of interventions are held in access to support students, for example anger management, anxiety, self-awareness, social skills and one to one mentoring sessions.

Nurture Class:

The nurture class works with students on their emotional development through the adapted curriculum and through personalised interventions for the students within the class.

Links with external agencies:

Students can access a number of external agencies who come in to work with students one to one or group basis in school, for example, Brook, Plan B, Aspire, Impact and Young Carers. These are referred to on an individual basis, dependent on the needs of the student.

In the first instance, if parents are unhappy about the provision agreed for their children, the Director of Access, Emma McCrossan, is available to discuss any concerns and seek to find a resolution to the situation. If this does not resolve the parents concern, they are then able to contact the Assistant Head of School with responsibility for SEND, Ms Horlock.  Additionally, parents are able to contact Bedford Academy to request a copy of the complaints procedure.

Involving Specialists: Where a student continues to make less than expected progress, despite evidenced based support and interventions that are matched to the student’s area of need, the Academy will consider involving specialists or outside agencies for example: educational psychologists, Child and Adolescent Mental Health Services (CAMH), specialist teachers such as those for Visually Impaired, Hearing Impaired or Multi-Sensory Impaired, therapists such as speech and language therapists. This may involve working with the local authority on joint commissioning. The involvement of specialists and what was discussed or agreed should always be recorded and shared with parents and teaching staff involved in supporting the student. The SENCO and tutor along with the Specialist, involving the parents, should consider a range of evidence-based supports for the student. They should agree outcomes to be achieved through the support, including a review date.

Bedford Academy works closely with the School Nurse who sees students through appointments or drop ins. We also have a weekly Brook clinic and CAMH support from a dedicated worker every fortnight.

You can find out about Bedford’s local offer through the website:

https://sendguide.bedford.gov.uk/