SEN

SEND: Special Educational Needs and Disabilities

At Djanogly City Academy, we value the abilities and achievements of all our pupils and the contribution that every young person can make.

We welcome the diversity of culture, individuality and intellectual style that comprises our Academy population.

Djanogly City Academy is committed to providing each pupil with the best possible environment and opportunities for learning.

The Special Educational Needs and Disability (SEND) department seek to raise the achievement, remove/reduce the barriers to learning and increase all our student’s ability to access the curriculum.

Our SEND support staff are dedicated to providing an enthusiastic, motivated and driven environment, where students and adults work together to provide a diverse and supportive atmosphere.

All our young pupils with SEND are valued as equal members of our community and our SEND staff adopt and reinforce the Aims and Objectives of the DCA SEND Policy.

SEND Vision

In accordance with the SEN (Special Educational Needs) Code of Practice (June 2014), our vision at Djanogly City Academy is to provide a secure, caring, and inclusive environment. We recognise here that every child is a scholar and therefore can graduate.  

We work hard to identify young people with Special Educational needs, considering their broad and specific areas of need as early as possible. This identification helps to inform next steps and support their learning. Parents and carers are provided with the opportunity to discuss their child’s provision and progress during our SEN parents evenings.  

We believe that children with special educational needs are most likely to have their needs met when all staff have a secure knowledge and understanding of them as an individual. We pride ourselves on our person-centred approach whereby we identify a child's individual needs alongside their parents/carers and with the support of external stakeholders. We see the importance in allowing our scholars the chance to be listened to and actively involved in the decisions which affect their lives. 

Our Aims are:

• That all children, including those with SEND will be offered full access to a broad, balanced and relevant curriculum tailored to meet their individual needs.
• All lessons will be planned to ensure that all scholars will be able to achieve the objective. Planning will be tailored to the needs of the scholars in the classroom including those with Special educational needs and disabilities.
• Staff will have high expectations that each child will reach their potential in all aspects of school life, including their own personal development.
• Scholars with SEND will be educated alongside their peers in mainstream classrooms.
• Where necessary scholars will have access to interventions which are developed using the ‘assess, plan, do, review’ model.
• That effective provision will be provided using a person-centred approach.

DCA SEND Objectives

• A whole-school approach to understanding the needs of scholars.
• A robust referral pathway to identify the needs of scholars with SEND as early as possible.
• Make appropriate provision to overcome barriers to learning and ensure pupils with SEND have full access to the National Curriculum.
• All staff will monitor the progress of all scholars with SEND.
• A person-centred approach which involves working alongside the scholar and their families.
• Positive working relationships with external agencies.
• Use of scholar voice to develop and strengthen SEND provision and their access to school.

 Key SEND Provisions at DCA

In class support

Priority in class support is provided initially to scholars who are in receipt of HLN funding. Subsequently support is then provided to targeted students and groups of students who have been identified as SEN. In class, support means teaching assistants are available during the lesson and work collaboratively with the class teacher to best support the needs of the learner/s.

The Hub (GB)

Our Intervention Hub is a space designed to support scholars who are identified as SEN. The Hub’s timetable is co-ordinated by the Assistant SENCO and our Well-being Lead. Interventions are carefully chosen to support scholars with both their academic and social, emotional needs. Scholars who are in receipt of EHCPs will also have access to the Hub to meet their personalised provisions and outcomes.

The interventions are delivered by trained teaching assistants, behaviour managers and members of the wider pastoral team. Interventions are reviewed half termly. We identify intervention for scholars using the assess, plan, do, review model, and work closely with our Curriculum Leaders, Achievement Leaders and wider inclusion team to correctly identify which intervention scholars need. Pu

Intervention Hub (SR)

Our Intervention Hub at SR is a space designed to support scholars who are identified as SEN in Year 7 and Year 11. Scholars who are in receipt of EHCPs will also have access to the Intervention Hub to meet their personalised provisions and outcomes. Scholars in year 7 who require additional intervention and transition support have access to the Intervention Hub as their safe space.

Support begins in Year 6 where we meet with key adults and visit scholars in their primary settings. Scholars with SEN are also offered extra visits to secondary school to relieve any worries or fears they may have. We also plan a transition programme for scholars moving into Year 8 and Post-16 placements.  

We welcome parents and carers to book a visit to see our Sherwood Rise site with their child to see our provisions and to answer any questions you may have.

Interventions

We offer a range of interventions for our scholars identified as having SEN. Please arrange a meeting with Assistant SENDCo if you wish to discuss the following interventions for your child:

• Zones of regulation
• Homunculi approach
• Circle of friends
• Circle of adults and PATH
• Resilience coaching
• Circus of change
• Lexia
• Abigail Steele Phonics
• Internal counselling
• BKSB
• Numeracy skills (Numeracy Hub)
• Counselling support
• Alexithymia
• Critical thinking

We can also request support from external agencies. There are a range of external support services for young people. Please contact our SENDCo if you wish to discuss a referral to a specific support service.

Staffing:

• Miss Nesbitt – SENDCo
• Miss Williams – Assistant SENDCo

• Mr Joseph New – Compass Coordinator
• Miss Godfrey – Well-being Lead

• Mrs Watterson – Lead SEN Teaching Assistant (Exams)
• Miss Barnes – Lead SEN Teaching Assistant (Transition)
• Miss Ballin – Lead SEN Teaching Assistant (Curriculum)
• Miss Ryan-Im - Teaching Assistant
• Miss Saini – Teaching Assistant
• Miss Abiew – Teaching Assistant
• Miss Shepherd – Behaviour manager
• Miss Padayachee – Behaviour manager
• Miss Blake – Behaviour manager