SEND

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, PASS 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.

• 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 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.

• 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 attends the initial contract meeting and 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.

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.

• 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.

• 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.

• 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.

• 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.

• 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/