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13/06/19

Mrs Hayes is feeling very proud that she can finally plate spin! https://t.co/EvOcpeKkpV

13/06/19

So nearly there! Having a growth mindset. I will get there eventually. https://t.co/SlnpJtooOG

13/06/19

Plate spinning. https://t.co/YhYtCWrNhH

13/06/19

Toothbrush spinning. https://t.co/k2gugRmYe9

13/06/19

Plate spinning. https://t.co/m11hHTDWwY

13/06/19

Toothbrush twirling! https://t.co/7TANicrSIq

13/06/19

Ribbon twirling https://t.co/3GrlIY44fz

13/06/19

Scarf Balancing https://t.co/irquciqtT4

13/06/19

Peacock Feather Balancing. https://t.co/BoMIrmTjhE

13/06/19

Green Class having fun at the circus. https://t.co/sjhd007rsF

13/06/19

Circus day at SRA. Green class are learning lots of new skills https://t.co/SGxQhpCR6I

10/06/19

Retweeted From SRA MFL

L'atélier de mayonnaise https://t.co/RYw8AjO08t

10/06/19

Retweeted From SRA MFL

Sweet shop, ice cream on the beach... Another great day in France for Y7! https://t.co/Jv4vqkT0cA

07/06/19

Year 6 are on track to arrive back at SRA for 1900.

07/06/19

Year 6 are stuck in traffic and our ETA is now 1900. Please spread the word. https://t.co/QpSjuWUBWB

07/06/19

Year 6 are off the ferry and now in Portsmouth, heading for St Albans. ETA is currently 1830 however this may change. We will keep you updated.

07/06/19

Year 6 are finally boarding the ferry, after a 90 minute delay. We will update you with an estimated ETA when we arrive on the mainland.

07/06/19

Year 6 did themselves proud at Osbourne house, with many of the staff and public commenting on how well behaved they were. REMINDER: The ferry has been delayed, we expect to be back at 1730. Please spread the word. https://t.co/Rmt983zZGd

07/06/19

Relieved to have avoided this weather until now, Year 6 are heading to Osbourne House before heading home. REMINDER: We currently expect to be back at school for 1730. Please spread the word. https://t.co/qoeiK6ixlr

07/06/19

Year 6 are mostly packed and are just waiting for breakfast. IMPORTANT: Our ferry has been delayed by an hour. We now expect to be back at SRA AT 1730.

06/06/19

Year 6 have just come back from a lovely final beach. Their behaviour was impeccable and we had a lovely evening. https://t.co/5wcN1FLVqe

06/06/19

Mr Arnold couldn't resist. https://t.co/eB5Lx0I6t9

06/06/19

The shenanigans continued at ... https://t.co/QzUi930VY6

06/06/19

We hope to be at school at 1730, M25 permitting.

06/06/19

Unfortunately the ferry for the Year 6 residential has been delayed s our new ETA is 1730 on the 7th of June, traffic permitting.

06/06/19

is the destination of the day for Year 6 today. We got started with a trip down the water slide, followed by a visit on the rollercoaster. https://t.co/hSB8kuWKN6

SEND

We believe that every child is an individual who brings something special to the school community. All students regardless of their ability, personality or background have a right to take part in and enjoy every aspect of school life and to have the opportunity to meet their full potential.

Our aim at the academy is to ensure that the barriers are removed and to offer all our students the opportunity to participate in, and benefit from, all of the many wonderful experiences that are available to them as a Samuel Ryder Academy student.

Within our Inclusion Faculty we provide specialist support and opportunity to help students feel valued and be better equipped to make positive choices, so that they can play an active role in the life of the school community.

At Samuel Ryder Academy, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous school or pre-school setting
  • Child performing below ‘age expected’ levels or equivalent
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  • Use of tools for standardised assessment such as, Lucid Assessment Test, Wide Ability Reading Test 4 and Cognitive Profiling test in the primary phase
  • Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority

Academy’s arrangement for assessing and reviewing the progress of pupils with special educational needs

  • As a school we track and analyse the children’s progress against national expectations and age related expectations 4 times a year and will send a report  home to parents
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed
  • Pupil Progress Meetings are held each half term in the primary phase between each class teacher, Key Stage Coordinator and the Deputy Headteacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions and support strategies are discussed
  • At Samuel Ryder Academy all students on entry to the academy are assessed using Cognitive Assessment Test and Lucid Assessment test
  • Where specific needs are apparent, the school has a range of assessment tools which can be used to explore a child’s strengths and difficulties in more depth, for example CTOPP (Comprehensive Test of Phonological Processing) and TOMAL 2 (Test of Memory and Learning)
  • The SENCo (Special Educational Needs Co-ordinator) reports regularly to the Governing Body regarding the progress of the students
  • There is a governor who is responsible for SEN

Academy's approach to teaching pupils with special educational needs

  • The class teacher will oversee, plan and differentiate the material to support the need of children with SEND in their class and to ensure that appropriate progress is made in every area
  • All lessons are differentiated, taking into account the primary needs of the learners.  Teachers implement specific strategies that have been identified for specific students
  • The SENCo, oversees the progress of any child identified as having SEND
  • In the secondary phase, some lessons will have a Learning Support Assistant (LSA) assigned to the students
  • All learning activities within the classroom are planned and differentiated, so that all children are able to access learning according to their specific needs
  • The class teacher, alongside the SENCo, will discuss a child’s needs and what support will be appropriate
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress, such as support mats, coloured overlays and strategy cards
  • The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used.  Information provided will never name individual children in order to maintain confidentiality at all times

Additional support for learning for students with special educational needs

Literacy Interventions

  • Talking Partners - a targeted intervention to support the communication skills of the students
  • One to One reading / spelling / handwriting / numeracy intervention
  • Small group lessons in the Learning Zone

Behaviour for Learning

  • Life Skills group in Year 7 and 8 to support the Pupil Premium students with the social and emotional aspects of their learning
  • Nurture Group in Primary to support  social skills

Processing and Fine Motor Skills

  • Students who have difficulties with their short term working memory or their fine motor skills are supported using one to one specialised programmes
  • Students with short term processing difficulties have a range of intervention programmes to support their need

Learning Portraits

  • Through setting up the Learning Portraits (to ensure that the learning and support is child centred) all members of staff acquire an in depth understanding of the students and strategies to support them in their learning. An experienced member of the faculty is responsible to gather the views of the child and the parents. The portraits are shared with all staff and parents/carers. This provides a  platform for the student voice to be heard and acted upon
  • Following this, Student Strategy Cards are also set up with the child at the centre of the process. It informs teachers of how the students would like the teacher to support them in lessons

The arrangements for consulting parents of children with special educational needs

  • The class teacher, members of the Inclusion Faculty are available to meet and discuss children’s progress, the support in place and any questions the parents may have
  • An appointment can be made with the SENCo to discuss support in more detail
  • Learning Portraits are shared with parents
  • Parents are invited to half termly coffee mornings. Each morning will have a focus and external experts are invited to some of these meeting
  • The SENCo and members of the Inclusion faculty are present during Parents’ Consultation evenings 
  • Parents and carers are invited to termly meetings in the Life Skills and Nurture Group to discuss the progress of their children

The involvement of external bodies in meeting the needs of students with special educational needs

  • Some students are supported through the counselling service to help them work through issues which impact on their readiness and capacity for learning
  • Partnership with Links Academy to provide outreach support
  • Support from Educational Psychologist
  • Close liaison with family support workers
  • Speech and Language to assess and offer support strategies
  • Autistic Advisory Team
  • Low incidence Team
  • The Hertfordshire Local Offer can be accessed through Hertfordshire Directory at the following address: http://directory.hertsdirect.org/kb5/hertfordshire/directory/localoffer.page#
  • If parents/carers would like to use the Local Offer, but they cannot access the internet, they can contact their local library, or Children’s Centre
  • If further assistance is needed, the customer service centre can be contacted on 0300 123 4043  

Physical environment of the academy

We have, in consultation with the relevant expert bodies, aimed to make as much of the school accessible to those with mobility needs as possible. However, challenges due to the building designs and site layout do remain. Any parent wishing to know more about this and to discuss specific case needs is encouraged to contact the Head teacher, Mr M. Gauthier.

At present:

  • All areas of the school are accessible by wheelchair 
  • There is a  disabled parking bay available in the staff car park
  • Accessible toilet facilities are available
  • There is a lift that allows access to the top floors of the primary classrooms, Humanities, English and the Inclusion area
  • There are new handrails around the site
  • Strips are painted on the edge of the stairs
  • A number of  paths and stairs have been widened
  • Better parking arrangements on site
  • Safe heating around the corridors

The school plans, over time, to further increase the accessibility of provision for all students, staff and visitors to the school

The main priorities in the school’s plan will be in the following areas:

  • Increasing the extent to which disabled students can participate in the school curriculum
  • Improving the physical environment of the school to increase the extent to which disabled students can take advantage of education and associated services
  • Improving the delivery of information to disabled students, staff, parents and visitors

How the academy includes all students in activities outside of the classroom, including school trips

  • All children are included in all parts of the school curriculum and the aim is for all children to be included on school trips
  • We will provide the necessary support to ensure that this is successful and when required will discuss this with parents in advance
  • It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised and ensure suitability of the activity
  • There are a variety of after school clubs provided during lunchtimes and after school for all students
  • The Inclusion department offers a lunch time club, five days a week

Expertise and training of staff with relation to children with special educational needs

  • The SENCo has a SEN accreditation from the University of Cambridge
  • The SENCo is also a member of the British Psychological Society, having accreditation for writing educational reports and exam access arrangements
  • Within the school, we have a culture of sharing good practice and expertise, through an accredited CPD programme
  • Two members of staff are trained to deliver Fischer Family Trust intervention in the primary phase.
  • Amongst the highly skilled members of the Inclusion team, we have one primary trained teacher, and one secondary English taecher
  • All LSAs have had training to deliver Jazzy Phonics and Talking Partners
  • One member of the faculty is trained to deliver Philosophy 4 Children

The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living

Early Years Foundation transition

  • All students who are allocated a place at Samuel Ryder Academy will receive a visit from a member of staff
  • Those students, who need extra support have extra meetings with one of the members of the Inclusion team and the parents/carers in order to put in a place a plan of support prior to attending the academy
  • The identified students will join the Nurture Group in September

Year 6 into 7 transition

  • All students who transfer to Samuel Ryder Academy in Year 7 will receive a visit from a member of the Inclusion team in the Summer term
  • Those students, who require extra support, will have additional visits to the academy during the summer term
  • During these visits they will meet key staff, have a tour of the site and will be given extra materials to ease the transition
  • The identified students will attend the Life Skills group as soon as they start in September
  • Links Academy also offers additional support for the identified students

Other phases

  • Students who have an EHCP will work closely with Connexions and our careers advisor in planning their next phase in education or adulthood

Who to contact if there are any questions

  • Speak/ email the class teacher/form tutor in the first instance.
  • Contact any member of the Inclusion Faculty
  • General information relating to SEND can be found within the SEND policy which can be found on the policy page of the school website
  • Further information is available from the SENCo/Assistant Headteacher (Ms L Shirazi), Assistant SENCo (Mrs Tina Dean)
  • The school has a complaints policy, which is available on the policy page of the school website

Further information and advice for parents of children with special educational needs can be found at the following:

http://www.vistastalbans.org.uk/

http://www.dspl7.org.uk/

 

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