We use a model called ‘assess- plan- do- review’ to decide exactly what a student needs; this model works by assessing the student’s needs, planning carefully, implementing the support and then checking how they got on. This individual support may include specialist interventions. Interventions are focused teaching sessions designed to strengthen a pupil’s knowledge, understanding and skills. They can take place within a lesson or outside of the lesson and be for one student or for a group of students. They run for a set period of time and can be delivered by teachers, Paraprofessionals, HLTAs or TAs. They can cover any aspect of learning but are often to do with improving literacy and numeracy skills. If a student needs a specialist intervention this might include an alternative curriculum pathway.

We want all of our students to achieve the best they can and we regularly monitor and report on academic progress and soft skills including communication, working with others, problem solving and independence. 

The SEND team makes sure all members of staff are regularly updated with the individual needs of SEND students and know the right strategies to support them. This is shared via the additional needs registers, pupil profiles and regular continual professional development.

Give us a call and ask to speak to Mrs J Field (ALT member with oversight of SEND)

 jessica.field@coopacademies.co.uk | 0113 380 7940 (8:00 – 4:30)

More on our SEND Offer

The SEND budget is used in a number of ways; a large proportion of this is spent on staffing to support students with SEND. We also use this budget to buy additional resources like specialist material and programmes that will help our SEND students.

We make sure students with high needs funding, provided by the local authority, receive additional support in the nurture groups, additional intervention support, access to Student Support Centre and/or Student Support Centre Plus or additional input from specialist services.

We offer a broad and balanced curriculum to allow our students the best opportunity to fulfil their potential. We work on embedding essential foundation skills with an emphasis on literacy in all subjects.

All teachers have high expectations for all students and differentiate learning activities accordingly. We ensure all teachers and staff are aware of students’ needs via our additional needs register and Pupil Passports.

At KS3 students follow the National Curriculum. There is a nurture group at KS3, where the approach and work is differentiated to suit the needs of the learners. The Student Support Centre (SSC), is available when necessary to facilitate one to one and small group teaching and interventions. Some students in KS3 also take part in additional literacy based programmes, including Lexia and Ruth Miskin. At KS4 all students study towards their GCSEs and other Level 2 qualifications. TAs, HLTAs and Paraprofessionals are deployed to support students both in class and in the SSC. The cycle of assess, plan, do, review is used to determine the impact of interventions and the next steps in students provision.

As well as the SSC, some learners with SEMH needs access the Student Support Centre Plus (SSCP). This specialist provision provides small group teaching as well as support in learners understanding how to overcome their barriers to learning and develop the skills that will allow them to succeed. Students are taught their timetabled lessons by specialist teachers. The length of the placement will vary from student to student and where they can be successful in mainstream lessons, we allow them to do so, thus preventing institutionalisation and falling behind their peers. Any KS3 students who attend SSCP also have access to the Engage enrichment programme.

To ensure students have a smooth transition to our Academy and to post-16 studies, we offer bespoke packages including taster days, summer school and additional visits for students that require additional support in the transition process.

We understand that change can be scary; to help students have a smooth transition to our Academy we offer taster days, summer school and additional visits for those that need them. We also help students with their steps into post-16 study or work with similar taster days, individual support and advice.

Regular assessments are done by teachers throughout the year with the results shared through reports and at parents’ evenings. We love to discuss the results of these assessments and encourage parents and carers to stay in contact with us.

For students who require something different or extra support, access arrangements are put in place. A couple of examples of these are having someone scribe for them or being allowed additional time in assessments. This becomes their normal way of working during all assessments.

For some students who have significant cognitive needs, progress is monitored through B Squared (an assessment toolkit based on the National Curriculum which helps to measure small steps of progress). Like all other assessments and reports, the results will always be shared with parents and carers throughout the yearWhat training do staff get?