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SEND

School Name

Southway

Chief Executive

Andy Goulty

Senior leader responsible for SEND

Carl Miller

SENDCos

Michelle Callaghan

Tom Moon

Trust Board member with responsibility for SEND

Ashley Hunter

Contact details

Southway
South Leeds Youth Hub
Middleton Road
Leeds
LS10 3JA

Email

send@southway.org.uk

mcallaghan@southway.org.uk

tmoon@southway.org.uk

Telephone

0113 336 7772

Age range

11 - 16

 

At the Rodillian MAT, we recognise the need to provide an inclusive, supportive and positive learning environment. The skill, enthusiasm and supportive attitude of the class teacher is the key to effective learning of all students, in particular those with SEND who need additional, targeted teacher input to meet their individual needs; improve their confidence and self-esteem; and enable them to achieve and maximise their full potential. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have SEND. Additional intervention and support cannot compensate for a lack of inclusive ‘quality first’ teaching. Our Trust emphasises ethical school practice underpinned by ‘Every Child Matters’ thereby sustaining a welcoming, effective and inclusive school culture.

 

The Rodillian Multi Academy Trust

How do we identify the pupils with additional needs?

Southway is a Wave 3 provision that has a holistic approach and which supports students from secondary schools throughout Yorkshire who have struggled to engage in their mainstream setting. All of our students are on the SEND register and have SEMH as their primary area of need; we have a clear approach to responding to this area of SEND and also to identify any other areas of need.

All students complete on entry assessments allowing us to implement effective provision to improve the long-term outcomes for all our learners.

The assessments provide the tools and insights to enable us to:

  • know every one of our learners well;
  • tailor teaching and learning approaches to individual need;
  • raise standards and maximise progress;
  • to identify and remove any barriers that may be preventing success in learning;
  • help all our learners realise their full potential.

In addition to these initial assessments we gather information from the following:

  • Information from mainstream schools including previous assessment data and reports from external professionals.
  • Analysis of academic data and progress to identify learners making less than expected progress given their age and individual circumstances.
  • Diagnostic assessments from outside professionals including the Educational Psychologist, SENIT and SaLT.
  • A range of SEND diagnostic targeted assessments to explore difficulties in areas of cognition and learning, Communication and Interaction, Social and Emotional. This includes reading accuracy; reading comprehension; reading speed; writing accuracy, legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory or visual processing, or working memory); emotional literacy & SDQI’s and more.

Where an SEND Assessment identifies an area of need, a personalised support/intervention programme is put in place to meet this specific need led by the SEND Department.

How do we make sure all children reach their potential?

  • All teaching groups at Southway have a high staff to student ratio.
  • SEND provision is made for students with learning difficulties resulting from a range of needs, including: Communication and interaction, Cognition and learning, Social, emotional and mental health difficulties and Sensory and/or physical needs.
  • All students have access to Inclusive Quality First Teaching (QFT) that is monitored by highly experienced leaders.
  • Teaching and support staff have access to detailed individual SEND information to inform their Teaching & Learning. This includes generic information and strategies for a broad range of areas of need; individual Learner Profiles with shared teaching strategies that are effective and person centred information; and reports from external professionals e.g. Education Psychologist, feedback from the SENIT etc.
  • A flexible and personalised curriculum is used as part of an extended timetable to offer further academic or SEMH support.
  • Where necessary some learners have access to in-class support from a support member of staff which is effective in promoting the progress of SEND learners across Southway in areas they might have difficulties.
  • The progress of all SEND students is tracked by leaders & teaching staff as part of Southway’s assessment cycle to ensure early intervention can be put in place.
  • All SEND information and interventions are recorded on Edukey.
  • Professional dialogue about every child in school ensures any difficulties are identified early and suitable provision put in place.
  • Student Planning meetings, including all staff, for each student take place at least once per year and more frequently when necessary.
  • Identified learners are assessed for Access Arrangements by their mainstream schools, for additional exam support including extra time, a scribe or further adjustments.
  • A clear Pastoral structure with clear communication between Heads of Key Stage, Multi Agency Team and the SENCOs to ensure the progress, attendance and behaviour of all learners is closely monitored and supported.
  • Each student is allocated a key adult who will oversee their placement and liaise with parents and any professionals involved with the child and family
  • A clear rewards system provides a very clear, structured process that includes the use of sanctions and rewards at all levels, in class and around school, which supports all learners as they respond well to a clear, consistent approach.
  • Pupils are grouped according to their academic and SEMH needs for English, Maths and Science. Subject specific individual targets are set for all students.
  • Annual reviews for those students who have an EHC Plan allow for clear objectives to be established and the need for any areas of targeted SEND support or reasonable adjustments to be made.
  • Student views are very important. Students are invited to review days and Annual Reviews.
  • Where appropriate, Southway will engage with external agencies to ensure the delivery of effective special educational needs provision.
  • Where possible Southway will aim to encourage independent learners. Additional resources (including staffing) may be put in place if absolutely necessary to ensure students with special educational needs are fully included in all aspects of school life, including the curriculum, extra- curricular programme and school trips.
  • The Teaching and Learning of SEND students is monitored by subject leads as well as SENDCOs and senior staff.

How are parents/carers involved with Southway?

  • When working with parents of students with special educational needs, Southway will give support, advice and reinforcement as well as share information and agree targets in order to enable progress.
  • Each student is allocated a SENDCo on entry. The SENDCo maintains strong communication between Southway and parents/carers of SEND learners with regular telephone updates and meetings where appropriate.
  • Termly Review Days involving meetings between parent/carer, student, Southway, a representative from the mainstream school and any relevant external agencies. The SENCo is available at these to provide further support for the parents of SEND learners.
  • Termly reports provide updates on the academic achievement and well-being of their child. 
  • Parent’s views are important to us. As part of Review Days, parents complete a questionnaire.
  • Southway will work in partnership with parents to ensure every student with special educational needs and disabilities are well supported. At all stages of the special needs process, the school will keep parents fully informed and involved and parents are encouraged to make a full and active contribution to their child’s education.
  • Parents are actively included in the Annual Review/Person centred approach. This information is then used to update the EHC Plans.

How accessible is the school setting?

Southway is fully accessible with:

  • Dedicated disabled parking bays and toileting facilities.
  • We have a lift to allow access to the upper floor.
  • Our grounds are inclusive and all areas of the grounds are easily accessible by all of our students.
  • The corridors are wide.
  • A fully equipped medical room.

To view our accessibility, SEND and managing medicines policies, please see our policies page.

 

Specific Learning Difficulties

The academy has a full understanding of SpLD’s. All staff adopt SpLD friendly strategies in the classroom to enable all learners have access to the curriculum. In addition where needed intervention based programmes can take place to embed foundation knowledge.

Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Twilight sessions are used for 1:1 sessions with SENDCo or subject specific staff. Where needed in discussion with a student's mainstream school, external referrals for additional support, observation and assessment can be made to inform recommendations for internal strategies.

Moderate Learning Difficulties

Quality of teaching and learning is well monitored by highly experienced leaders and the SENDCo to ensure that it actively meets individual needs.
Some MLD students will have access to specialist programmes during Twilight sessions.

Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
Access Arrangements and exam support for those that qualify.
SENIT referrals for additional support, observation and assessment to inform recommendations for internal strategies

Severe Learning Difficulties

Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.
In class support from support staff.
Specialist one to one targeted support programmes with external professional input.
One to one support in and around school where needed e.g. break & lunch or school trips.
Support programmes to develop fine and gross motor skills for those that need.
SENIT referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Profound and Multiple Learning Difficulties (PMLD)

Advice and support is provided by external agencies such as SENIT and the Educational Psychology Service.

Social, Emotional and Mental Health (SEMH)

All students are allocated a MAT worker / key worker on entry. This ensures strong links with school and home as well as pastoral support for students

The consistent use of Southway’s rewards system provides a very clear, structured process that includes sanctions and rewards at all levels - in class and around school. The Class Chart points that the pupils are given work towards rewards that include off site activities.
Intensive pastoral support for those that need it from MAT, SENDCos, SEMH Leads and support staff.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access, information about students is cascaded weekly in staff briefings to enable a high level of understanding and support and used to inform Wave 1 Inclusive Quality First Teaching. Experienced staff giving one to one and small group support  such as Targeted Emotional Literacy assessments and intervention programmes; and programmes to help with a range of issues for example self-esteem.

Mindmate practitioner on site every Tuesday.
Access to a broad range of external support agencies including counselling and CAHMS.
Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Speech, Language and Communication Needs (SLCN)

Referrals to outside professionals including specialist Speech & Language Therapists for assessment and interventions- including advice on internal support programmes and suitable resources.
Experienced and trained staff provide one to one and small group support on specialist programmes including understanding spoken language, expressive language, limited verbal reasoning, pragmatics and social skills etc.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.

Autistic Spectrum Disorder (ASD)

Referrals to outside professionals e.g. STARS for one to one learners support, parental support, advice on internal support programmes and suitable resources.
Access to one to one and small group work e.g. social communication and interaction.
Support on understanding of conflict, emotions and social situations using social stories when needed.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Hearing Impairment (HI)

Support from the HI Team to offer advice on specialist equipment, strategies and support.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Visual Impairment (VI)

Support from the VI Team to offer advice on strategies and support.
Modified papers for lessons and examinations- where required e.g. colour of paper, size of font.
Magnifiers for use in lessons for specific students that need this.
Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.

Physical Disability (PD)

Accessibility plans and individual risk assessments to outline details for movement around the building including use of the lifts, leaving lessons early to avoid busy corridors, fire safety expectations etc.
Input and advice from Physiotherapists and Occupational Therapy Team to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.
Access to a lift key.

Medical Needs (MN)

Health & Care Plans and Risk Assessment where applicable.
First Aid provision offered for those that needs this and specific First Aid training for staff from NHS professionals.
Interventions to support medical needs e.g. leaving lesson early, toilet passes, support at break & lunch if applicable etc.
Access to school nurse and referrals to outside medical professionals for additional support.
Alerts for all staff on individual records accessible for all staff.

 

How does Southway support a child's overall well-being?

  • Each student has a MAT worker.
  • Each student has a designated SENDCo.
  • Trained safeguarding leads.
  • Safeguarding training has been undertaken by all staff.
  • Trained child protection officers in school.
  • Referrals to outside professionals including Educational Psychologist, School Nurse etc.
  • SEMH mentoring for identified pupils.
  • Leadership Team presence in and around the Academy at all times
  • Pastoral meetings to monitor and identify any individuals that need additional support.

How do we support:

Literacy

Numeracy

All assessment data is tracked and gaps in knowledge are the focus of all lessons.

Accelerated reader for KS3 students.

Specialist English 1:1/ small group Intervention for some SEN pupils.

Use of Twilight time for extra Literacy interventions.

Whole school training delivered by the English department on how to support literacy within all curriculum areas.

Referrals to outside professionals.

All assessment data is tracked and gaps in knowledge are the focus of all lessons.

Numicon will be used as a visual resource to support students with SEND

Referrals to outside professionals.

1:1 Specialist programmes for identified students.

Use of Twilight time for extra Numeracy interventions.

 

 

 

What specialist services and expertise are available or accessed by the school?

 

Educational Psychologist

SENIT

CAMHS

Social Services

Speech and Language Therapist

Occupational Therapist

Targeted Youth Support

 

Physiotherapist

School Nurse

Visually Impaired Team

Hearing Impaired Team

West Yorkshire Police

Early Help Support

 

How will we include children in activities outside the classroom including school trips?

  • Extra staff are deployed for trips to meet the stringent requirements of our risk assessments and pupil to adult ratios.
  • One to one support for those that need this.
  • Parents/carers consulted prior to trips for advice and guidance.
  • We provide students with step by step learning so that they acquire the relevant skills associated with a safe school visit and are able to participate.
  • Travel Training to include theory such as reading timetables, money, time and practical experience in catching public transport.

How do we support transition to Southway?

  • Students and parents/carers are encouraged to visit Southway when a referral has been made.
  • A contract meeting takes place between parents/carers, students, mainstream schools and any relevant external agencies.
  • Students complete at least three days on a Twilight timetable to enable them to complete on-entry assessments and to meet and start to form relationships with staff.
  • Each student has a designated MAT worker and SENDCo.

What types of support are available?

  • Wave One – Inclusive Quality First Teaching for all
  • Wave Two -Additional interventions to enable children to work at age related expectations or above including Twilight sessions.
  • Wave Three – Additional Highly Personalised SEND Support and Interventions.

How do we allocate resources?

  • The Trust Lead for SEND works across the Rodillian Multi-Academy Trust linking with the Senior Leader responsible for SEND. The SENDCos lead the day to day management of the SEND department and supports the Assistant Head Teacher to oversee Teaching & Learning of SEND learners.
  • Support staff support students with an academic/medical/physical statement of Special Education needs or EHC Plan. A range of other students benefit from this support due to setting within the groups.
  • Support and resources are allocated proportionate to the 4 areas of need for those on the SEND Register. Further resources are allocated across the whole school and this is readjusted annually in line with our analysis of the current cohort to ensure the schools’ universal Wave 2 offer is relevant to need. Additional resources are allocated for those with medical needs and to support learners who require access arrangements.

To access the Leeds Local Offer go to: https://leedslocaloffer.org.uk/