SEND

At Tenbury High Ormiston Academy we are dedicated to inclusive provision for all and provide a wealth of individual support and specialist programmes to support the needs of our individual learners. Inclusive practice in all lessons, from all staff, across the school is key to the successful outcomes of all learners that we have achieved in recent years, and in particular for learners with additional needs such as Special Educational Needs and Social, Emotional and Mental health difficulties.

Under the new code of practice, the school is legally required to publish the following information.

SEND Information Report (pdf)
SEND Policy (pdf)

Overview

SEND Code of Practice Leaflet (pdf)

SEN provision

As a fully inclusive school, all kinds of SEN are provided for within mainstream provision at Tenbury High. It has close contacts with support agencies for students with multi-sensory impairments, sensory processing difficulties and Autism. The Learning Support department provides interventions and extraction courses to support various learning difficulties associated with Speech, Language and Communication Difficulties, and Specific Learning Difficulties such as Dyslexia, Dyscalculia, Dyspraxia and Behavioural, Emotional and Social difficulties.

Identification of Needs, Assessment and Review

The school conducts a range of assessments to identify and assess the Special Educational Needs of each and every student.

  • All students on arrival at Tenbury High Ormiston Academy take part in Cognitive Ability Tests (CAT) and Reading Age learning assessments which evaluate the strengths and weaknesses of every individual in a range of skills and abilities essential for learning.
  • More thorough personalized diagnostic testing is completed in-house or by external agencies if necessary. These tests include; WRAT-4, DASH, Spelling and more.
  • All students in key stage three follow the Accelerated Reading Programme which involves regular progress checks on reading ability and comprehension
  • All interventions within the Learning Support Department are monitored closely and progress checked. Students and parents are invited to provide feedback on interventions they have received.
  • We have recently purchased Provision Map Writer to help us track the impact of the interventions we lead.

Consulting Parents

All parents of students with a Statement of Educational Needs will be invited to attend and provide feedback at their child’s annual review. Regular contact will be kept with parents throughout the school year and as a minimum once per term.

All students currently on the SEN register will be allocated a link worker from within the SEND department who will conduct profile reviews and set termly targets. The link worker is available to discuss these reviews with parents each term either by letter, phone call or, if preferred, through face-to-face meetings.

The SENCO is available at all parents’ evenings throughout the year, on request.

Parents are contacted throughout the year as and when required, to discuss the outcomes of learning assessments.

All parents are invited and encouraged to contact the SEND department if they feel that their child has any additional needs that require support.

Consulting Pupils

All students on the SEN register have a Student Profile of educational needs to assist teachers in individualised programmes of education within every lesson. Students have termly reviews of these profiles conducted by their link worker and have an opportunity to add ideas and tips on how to support them most.

Termly Student Profile Reviews are carried out with the students’ allocated link worker from the Learning Support Team.

Students with a Statement of educational Need are invited to attend their annual reviews and provide written and verbal feedback related to their education.

The SEND Department offers an open door policy inviting students to come and speak to staff about their difficulties at any time.

Transition

The school offers a comprehensive transition package from Primary school to High School. This includes regular days at the high school as part of our transition programme and a number of small-group taster sessions for a variety of different needs and subject areas. The SEN additional transition day provides a full-day of additional sessions focusing on individual needs such as building friendships, meeting new teachers, increasing confidence and self-esteem and getting to know the general layout and day-to-day experiences of the school. Parents are invited to attend transition meetings with the SENCO for those who are equally as nervous as their child. Support for Transition to Post-16 education is also provided. The academy helps students to complete application forms, teaches interview technique, attend interviews for support and liaise with post-16 providers to transfer key information about learning needs to enable students to succeed in whichever pathway they choose. The SEND department is on hand to offer additional support with this. The school also works in collaboration with Worcestershire County Council and our external careers advisers to ensure that the most vulnerable students succeed with transition to future education.

For further details, see our Transition page

Expertise and Training

All staff within the school attend regular CPD training sessions on key aspects of Special Educational Needs teaching. These are carried out by the SENCO or other members of the Learning Support Team, each with specialist knowledge and expertise in this area. Staff also have bi-weekly updates on key changes and issues within the area of inclusion. All staff are expected to provide individualised support for all students within their class groups and have personalised information to assist them in this through the SEN Student Profile system and the academy expectations of ‘Quality First Teaching’.

Our SEND Classrooms

Everyone at some point needs additional support and guidance, particularly during teenage years. Our SEND classrooms house a range of activities such as; 1-1 mentoring and counselling; Cognitive Behavioural Therapies; extraction groups, where students are able to work in smaller intervention groups with a member of staff to work on a particular aspect of their schooling or complete outstanding coursework for subjects. This enables them to receive more 1:1 support than they would be able to access in a classroom environment and therefore helps them to gain the results they are capable of.

Students with more specific difficulties have the opportunity to develop a timetable that is tailored to their needs. Our aim is to ensure that all students receive the personalised education that they deserve and require as and when barriers arise.

External Support Agencies

THOA regularly liaises with a number of external support agencies. These include:

  • CAMHS
  • Integrated Specialist Support Service
  • Medical Education Team
  • Early Intervention Family Support – Family support Worker
  • Early Help and Partnerships
  • Hearing Impairment and Visual Impairment Teams
  • Speech and Language Therapy Team
  • Occupational Therapy Team
  • Mentorlink
  • Counselling Services
  • Autism Outreach
  • Local Policing Team
  • Educational Psychologist
  • Regency Outreach Support Team (disability services)
  • Virtual School (LAC mentoring)
  • RDA – Riding for the Disabled
  • TOP Barn
  • Aspire Centre

If you would like to speak to anyone in the team about your child’s provision, support, assessment, transition or complaint please contact:

Sarah Clews (SENCO)
email hidden; JavaScript is required