We welcome children to our academies and we prioritise admission for children with SEND. We have a comprehensive support programme and our policy is available below.
For the full Send policy please click this link.
To view our local offer on the Wakefield Council website please click this link.
Outwood Academy Bell Lane seeks to provide a high quality education for all pupils according to their needs, and to develop attitudes of mutual respect and responsibility. It aims to give high priority to the spiritual development of the whole school community.
At Outwood Academy Bell Lane, the emphasis is on a whole academy approach. All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum. We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and teaching approaches. The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need.
We therefore intend:
The progress of all pupils is monitored regularly by class teachers along with the senior leadership team so that when a pupil is not making expected progress in a particular area of learning the academy can quickly identify the need for additional support. This will then be discussed with parents/carers and the pupil concerned. If parents/carers have concerns about the progress or attainment of their child they should, in the first instance, make an appointment to speak to the class teacher to discuss their concerns. The teacher will then liaise with our Special Needs Coordinator (SENCO) and head teacher as appropriate.
Our intervention timetable shows the range of interventions in place in our academy which may be used when we identify a need for additional support. When the academy identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support. In some cases, children will be placed on an OPP (One Page Profile) detailing the targets the child will be working towards as well as the strategies put into place to support them. Parents/Carers will be invited in for a meeting to discuss these targets at least 3 times a year. We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting. Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND (Special Educational Needs and Disabilities) and they will receive a report from the SENCO on the progress of pupils with SEND.
All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make appropriate progress.
Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them in understanding new vocabulary.
Annual reports and twice yearly Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties. When appropriate, parents/carers may be contacted mid-term to discuss the support that the school are providing and how they can help their child at home: this may be a phone call or a meeting. Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting. If a child is on an OPP, parents will be invited to attend meetings each term to discuss their child’s progress and set new targets.
The well-being of all of our pupils is our primary concern at Outwood Academy Bell Lane. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social, Health and Cultural Education (PSHCE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum and are also taught explicitly on a weekly basis. Additional support from specialist staff, such as our two experienced learning mentors is arranged as needed for individual pupils, both in and out of the classroom. Pupils’ views are sought through school council and other forums. Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. (This is available on our website)
Relevant staff are trained to support medical needs and in some cases all staff receive training. (See Health & Safety policy)
Our finances are monitored and audited regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs.
We have very good relationships with all the local high schools where most of our pupils move to; we share detailed information to support pupils’ learning and well-being at transition. Children will usually have lots of opportunities to visit their new schools as well as find out about their new school through transition units taught in the final term. Further support is provided as necessary for those with SEND including additional visits to the new setting, both individually and as part of an enhanced transition programme for identified pupils.
Quality First Inclusive Practice (Wave 1) is clearly defined in our setting and we expect all staff to deliver this. This means that teaching staff consider all the abilities and learning styles within their class and plan their lessons accordingly to enable all children to make appropriate progress. Should additional (Wave 2 or 3) support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENCo oversees all additional support and regularly shares updates with the SEND Governor.
Initially, parents/carers are encouraged to talk to their child’s class teacher. For students with SEND, further information and support can be obtained from the SENCO Miss K Wright who can be contacted here.