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Special Educational Needs and Disability Report 2020/2021

Updated October 2020
 
Welcome to our SEND information report, which forms part of the Norfolk LA local offer for learners with special educational needs or disabilities (SEND) in accordance with the Special Educational Needs and Disability Code of Practice, January 2015. The governing bodies of all maintained school proprietors have a legal duty to publish an information report on their website about the implementation of the governors' or proprietors' policy for learners with SEND. The information published will be updated annually. The information report also applies to all learners who are looked after by the local authority and have SEND.   

For details of the Norfolk Local Offer please click here: www.norfolk.gov.uk/SEN

At Churchill Park Academy we are all committed to working together with all our stakeholders to provide the very best opportunities for all children and young people.

We aim to use our five key elements,

Capacity: try my best
Inclusion:   learn together
Independence: do it myself
Community: learn anywhere
Excellence for the future

 to allow our students to

  • maximise their capacity and achieve their best
  • make a successful and confident transition into adulthood
  • become confident, independent adults

The needs of our young people 

All students in CPA have an accompanying EHCP on admission to our school where by the SEND needs are identified and addressed.

Ongoing assessment of need is through identifying additional needs and adding these onto the pupils EHCP plan. Referrals and specialist provision systems are put into place accordingly. 

A child or young person who has additional or special needs may need a specialist provision. This can depend on the level of need but generally if a child or young person:

Has a significantly greater difficulty in learning alongside their peers

Or

Has a disability that prevents or hinders them from accessing educational facilities generally offered to them and their peers at a mainstream school or post 16 institutions.

All our children and young people have a Statement of Educational Needs or Educational Health Care Plan which clearly details their additional needs, and how we can support them.

Our needs of our children and young people are wide ranging and include:

  • Sensory and physical impairment
  • Cognition and learning needs - including SLD, MLD, PMLD, SpLD and GDD
  • Communication and interaction issues - including ASD and ADHD

Parent and carer involvement in the your child’s education 

The success of our the children and young people relies on strong links and relationships between school staff, governors, pupils, parents, carers and other health care professionals.

Parents and carers have the opportunity to consult

  • On a daily basis via home school diaries, Evidence for Learning, via class e mails or by telephone before or after school.
  • At any time preferably by making an appointment with the relevant member of staff
  • Twice a year at parents evenings
  • Annually at the Statement/EHCP review.
  • Making comments and giving feedback to the class team using the Evidence for Learning app. 
  • Parent surveys
  • Transition meetings

We also offer a number of parental advice/information coffee mornings to enable parents to meet with local providers and health care professionals, (who are also part of the Local Norfolk Offer), and who provide services to our children and young people with additional needs.

Pupil involvement in their education 

Our children and young people are also consulted about their education and they have their opportunity to consult by

  • Everyday evolvement in class through their daily curriculum
  • Attending and giving their views and opinions at their Statement/EHCP review
  • During Personal, Social and Health Education lessons
  • Attending taster days and transition days at post 16 and post 19 providers
  • Through student council

The annual review of the young person’s Educational Health Care Plan will give the opportunity for parents, carers, students, teachers and other professionals to review the and evaluate the progress over the course of the previous year. To evaluate outcomes and identify and set challenges and targets for the young person to work towards the following year. To plan who and what will need to happen to ensure our students have the very best support to succeed.

Approaches to teaching 

Churchill Park Academy caters for a range of unique learners who encompass a broad range of learning needs. At Churchill Park, we aim to offer a bespoke curriculum for each learner focused on their individual needs and strengths. Our classes are organised in pathways:-

  • Pre-Formal 
  • Semi-Formal
  • Formal

According to their learning styles, preferences and readiness to learn. This allows pupils to work in a group with others of similar needs.

Our staff use a wide range of strategies to enable all out children and young people to access the curriculum, this may include using:-

  • Visual timetable
  • ipads, laptops
  • Visual timetable
  • ipads, laptops
  • Positive behaviour approach
  • Workstations
  • Symbol based communication programmes such as PECS (Picture Exchange Communication System)
  • Augmented alternative communication devices
  • Total communication approach 
  • Switch operated equipment
  • Intensive interaction
  • Intervener approaches
  • Hydrotherapy
  • Rebound therapy
  • Sensory integration
  • Objects of reference
  • Body signing
  • Story massage
  • TACPAC
  • Sensory Circuits
  • Sensory approaches
  • Educational visits
  • Tactile cues

Training of staff is essential in meeting the needs of our children and young people. We have specially trained staff in a range of areas across the school.

Staff undergo a series of mandatory training in school to support the needs of its pupils. These include:

  • Administration of medication
  • Safeguarding
  • Online Safety
  • Prevent
  • FGM

Additionally training throughout the year may include:

  • TEAM TEACH
  • Sexual Harmful behaviours
  • Trauma Training
  • Brevement Training 
  • Pupil specific medication
  • Moving and Handling
  • Attention Autism
  • TAC PAC
  • Sensology
  • Rebound Therapy
  • Story Massage
  • PECs
  • Pupil specific moving and handling
  • Intensive Interaction
  • Resonnance Board
  • Sensory Story Telling

A curriculum to meet our students needs 

The Churchill Park Curriculum is a linear progression of skills, knowledge and content in English, Maths, Science, Humanities, PE and PSHE & Life Skills, for all pupils working at a pre-formal stage to those working formally at the KS3 expectations. This curriculum has been written by staff at Churchill Park with contributions from our OT and SALT teams. it has been based on selected relevant content from the national Curriculum and other programmes of study, edited to ensure relevance and allow time to focus on a range of skills & knowledge. 

This curriculum is delivered through a thematic approach following the school's long-term topic map. These topics have been selected by teaching staff to ensure the curriculum is kept relevant and engages pupils and prepares pupils with the functional skills and knowledge needed for adulthood. We have a range of topics in each Key Stage, tailored to suit age appropriate interests and developmental stages of pupils. Pupils will receive their full curriculum entitlement and exposure to the range of subjects through these topics, differentiated to a level that is appropriate to their development and ability, namely;

  • Communication & English
  • Early numeracy skill & Mathematics 
  • Science and Investigation 
  • PSHE/RSE and Life Skills including Food Technology, IT and TITAN
  • Topic including Humanities - Geography and History (History will be taught through PSHE and English with the use of examples from history to illustrate key learning) and Creative Arts. 
  • Religious Education (as agreed by the Norfolk Syllabus)
  • MFL - Sign Language
  • PE and Physical Development

Pupils will also have enrichment activities as part of our school's curriculum including:

  • Forest School
  • Horse Riding
  • Duke of Edinburgh
  • Sailing
  • Shakespeare Schools Festival
  • School Choir
  • Orchestra of the Age of Enlightment 
  • Residential Trips 
  • Vocational Options in KS4
  • Physiotherapy
  • Hydrotherapy
  • Rebound Therapy
  • Allotment 
  • Swimming

In 2019 we introduced the Pathway Model including Personalised Learning Goals. Due to COVID 19 we have had to delay our evaluation of the effectiveness of this provision.  

Measuring Success 

We continually monitor pupil progress in a number of ways.

Every pupil at Churchill Park is assessed against Churchill Park progression pathways twice in every academic year; in October and June. This provides us with baseline information to allocate each student to the appropriate pathway, relevant to the students' preferable learning style. Every pupil at Churchill Park is working towards the outcomes on the Education Health and Care Plan (EHCP).  Teacher work with pupils and families to develop Personal Learning Goals (PLGs), which are SMART targets based on the EHCP long term outcomes. Reviewing progress as a point in time assessment (PITA) towards EHCP targets is one of the two main summative assessment mechanisms we use at a whole school level. Towards the end of each term, teachers assess the progress the pupils have made towards meeting their particular targets and record it on Evidence for Learning.    

SLT and teachers scrutinise the work of pupils each term to ensure students’ learning is challenging, relevant and accessible.

We also monitor the success of other provision in school such as rebound therapy, alternative methods of communication such as eye gaze and other alternative communication methods etc.

Equality of opportunity 

All pupils at Churchill Park have SEND needs. We strive to give all pupils an opportunity to take part in every the school has to offer despite pupils having any SEND needs that may prevent them from doing so.  Our approaches to learning, specialist equipment and staff training ensure that pupils are able to engage fully in activities. All children and young people have equal opportunities. We are working towards becoming a fully inclusive school. The school has high expectations of our children and young people and we continue to challenge their capacity to learn.

We are very proud to be awarded the Inclusion Quality Mark (IQM) three times, most recently in November 2019. The IQM is a national award that recognises the school's efforts to be inclusive and to meet the needs of all our stakeholders. 

Due to COVID 19 we have been unable to visit other schools this past year but will continue to build relationships with school within our academy and the local area.

Social and emotional aspects of learning 

This is an extremely important area of learning for our students. We are mindful that our School needs to be at the heart of our community and us as a school make a valuable contribution to it. Students enhance their opportunities to contribute and understand their community by

  • This year we have implemented a new pastoral care team.
  • Learning through Personal, Social and Health education lessons
  • Ensuring we use lunchtime and break time as part of the taught day where pupils are supported and encouraged to learn and practise their social skills.
  • Our staff model appropriate behaviour and use positive reinforcement to celebrate and reward students for their endeavours.
  • Small class sizes and working alongside peers enables students to feel confident in speaking out and expressing their feelings
  • An amount of learning in the community to allow our students to learn and practise social behaviour.
  • High quality assessments of student’s social and emotional abilities enabling the design and implementation of further interventions as necessary.
  • Wide range of class resources to support social and emotional aspects of learning.
  • Zones of Regulation Curriculum is used across the school to teach students how to regulate their own emotions. 
  • Mental Health support provided to our students using the "Shine Time" program. 
  • Intervention from Starfish Team (External support agency)
  • ELSA intervention

Working with other professionals 

Working with other professionals is essential in meeting the needs of our students. Many of the professionals work directly with staff and students so programmes of support can be delivered on a daily basis.

We have access to a number of professionals including:-

  • Speech & Language therapy
  • Physiotherapy 
  • Occupational therapist
  • Community Nurse Paediatrician
  • Sensory support (Virtual School)
  • Child and Adolescent Mental Health Services
  • Epilepsy Nurse
  • Visually Impaired advisor
  • Teacher for the deaf
  • ATT
  • Social Care 
  • Preparing for Adult Life Team
  • Starfish
  • Starfish +

Funding for students with Additional Needs 

We received a fixed sum for each student at our school and in addition we receive a top up sum of money depending on the level of need of each student. This is applied for according to the Norfolk Special Schools Top up Funding Matrix. Pupil Premium funding is also given to students who have been or are eligible for Free School Meals. Funding is also given to Children Looked After and children in Service families to ensure arrangementst are in place in supporting these young people.

Preparing for next steps 

It is imperative that we prepare our students for the next stage in their life. The transition can be to a new class, having a change of class teacher, moving onto another school, transferring to college or another post 16 provider or to employment. Churchill Park Academy is committed to working in partnership with children and young people, families and other providers to ensure supported and positive transitions occur.

Each summer term we have “Jump Up week” to prepare students for moving into new classes at the beginning of the academic year.

Transition to future settings begins in year 9 with a transition plan for each student; this is discussed at each EHCP annual review. Students are offered the opportunity to investigate different settings from post 16 onwards with consultation with parents and other professionals. Regular visits to a new setting can be arranged in the summer term, this includes new students joining Churchill Park Academy for the first time.

The school works closely with the College of West Anglia, other regional colleges and Sixth Forms and Day Services post 19, to ensure a smooth transition for those pupils moving on to further education. 

"What's Next?" coffee mornings are held to showcase the possible provisions available in the area.   

Have your say 

The success of our students relies strongly on the links between school, staff, Governor, pupils, parents and carers and other professionals.

We are continually developing our practice to improve outcomes for our pupils, and welcome suggestions from our stakeholders to allow us to continue this practice.

If you have any questions about our contribution to the Norfolk Local Offer please contact

Ellie Weatherall, Head Teacher

Please click on the link below for more information about the Norfolk Local Offer

www.norfolk.gov.uk/send

Our SEN information will be reviewed and updated annually.

Useful links

Norfolk County Council SEN pages

www.norfolk.gov.uk/SEN

Find out more about the Norfolk Local Offer by clicking here:

www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_disabilities/index.htm

Arrangements for handling complaints
 

At Churchill Park Academy we want our pupils to be healthy, happy and safe, and to achieve.  We recognise that parents, guardians or carers play an important part in making this happen.  Cooperation between parents, staff and governors lead to a shared sense of purpose and a good atmosphere in the school. 

If you are unhappy with something that has happened at school, please raise your concern following our Complaints Procedure.

 

https://www.kwestacademy.com/post-policies/complaints-procedure/