Mrs Cruickshank-Hunter – Assistant Head / SENCo

Linda Millican -  Inclusion Coach / SEN Lead
Angie Buck – Inclusion Coach / SEN lead
Carrie Simons – Literacy Intervention lead
Dougie Iveson – TA 
Michelle Scott - TA
Mick Graham - TA
Caroline McDonnell - TA
Maureen Bainbridge - TA


Tracy Roberts – Administrator to SENs

All members of the SEN team can be contacted using the following:

Email – info@rrma.org.uk

Phone – 01228 822644

Literacy

Richard Rose Morton Academy currently use:

Toe By Toe – phonics based scheme of work
IDL – Dyslexia based software, however is very effective for general literacy difficulties also.
Accelerated reader – Book based quizzes and comprehension reading tests designed to move students at their own pace, every session is tailored to individual levels, abilities and needs. This is also accessible from home for students and parents to access.

Use of rhymes, songs, games and a variety of stories and books designed to engage students at all abilities of reading independence.

The frequency of literacy intervention is dependent on the need of the student. Sessions could be organised daily, twice a week, weekly, every two weeks etc. Intervention can happen on a 1:1, paired or small group basis depending on the need of the child. Intervention can take two main forms, withdrawal from lesson to work with the literacy team in the library or in the classroom when one of the literacy team goes into the lesson.

Numeracy

Richard Rose Morton Academy currently use: 

Star/Accelerated Maths – this provides detailed base line tests that will identify specific areas of weakness and design a tailored programme of intervention for the student. As the student moves through the programme it adjusts itself in order to match the pace and progress of the child. This ensures that the intervention is as up to date as possible at any one time for the child’s needs. 

Mymaths – Mymaths is an online website that the school use across maths and within the SENs department. Mymaths offers interactive learning opportunities using lessons, online homework’s and revision work. It also offers opportunities to use skills in game formats and functional maths scenarios.

Social, Emotional and Mental Health Difficulties

The Academy has a dedicated Inclusion room for students who are experiencing emotional / social challenges. These challenges can manifest themselves in the form of poor behaviour, becoming withdrawn, self harming, grief, friendship issues etc.

The inclusion team work closely with students to develop self esteem, self awareness, self confidence and then work closely with the student to develop the ability to self manage their emotions and behaviours.

The inclusion team work closely with students to develop their understanding of mental health and the impact it has on their everyday life, this will involve the student developing the ability to identify when he/she needs support and having the confidence to ask for help, as well as knowing where and whom to get help from.
The inclusion team carry out an SDQ test at the start of any intervention as a base line to identify key areas of need, this will then inform tailored planning for individuals.

The goal of the inclusion team is to always support students in developing emotionally healthy lifestyles through solid strategies that the student can own and self manage.

Interventions will take place during the school day, as such we are conscious that we limit the impact on everyday learning in the classroom, the inclusion team will always ensure a child is not ‘behind’ or disadvantaged by the sessions academically.
Sessions will take place at a pace suitable to the needs of the child. Sessions may be held 1:1, pairs or small groups depending on the intention and desired outcome.

Sensory and Physical Needs

Both Inclusion Coaches employed have a great deal of experience, expertise and training around medical conditions. This includes being able to provide physio onsite for students who may require this.The department have a dedicated medical room which also contains equipment such as a Hoist and medical bed. 

The department will carry out school risk assessments and plan appropriately to meet the needs of any students with medical needs or physical disabilities. A medical plan will be completed and appropriate staff training will be implemented as required. 

The school will work closely with any external agencies including the NHS to ensure quality of life and quality of educational provision for its student’s. The SENs staff will ensure regular contact with home and involve parents in all decision making about a student’s provision. 

The Academy spans 3 floors, we have an elevator in place to ensure access to all areas of the building. A member of staff will always be made available to escort students in the lift.

Appropriate assessments of students needs for exam concessions will also take place to ensure no disadvantage during internal or external examinations eg end of year tests, GCSEs etc. The SENCO will carry out the appropriate assessments and apply for support as is needed for individual students.

Parents are invited and welcome to be involved in every decision about their child’s future. The Academy encourage, welcome and value all support from home. We recognise the importance of support from home and understand that no one knows your child better than you.

We will invite you to be involved with all reviews of your child’s progress and will keep you informed of all developments in their intervention and progress and how the academy is meeting your child’s changing needs. Reviews can take place in the format of a meeting, over the phone or information passed by email or letter. The Academy will strive to accommodate parents as much as possible. We expect and encourage all of our parents to offer their thoughts about how to meet their child’s needs in school and will where possible implement these suggestions as appropriate.

The Academy discusses all support offered with our students.

We welcome thoughts and ideas from students about how to improve interventions and support.

We share all strategies and targets with our students so they have an understanding about what is happening and why.

We enjoy celebrating our students success with them and always strive to ensure they have aspirational goals for themselves!

Students are given base line assessments before any intervention so as to highlight key areas of focus, they are then tested throughout and again at the end of an intervention stretch.

Students are given end of term assessments in all subjects.

All of this will contribute to identifying a students progress against their targets / goals.

This information will be shared with the student and parents. At this point the SEN team, parent and student will identify how to move forward together in order to achieve the best possible progress.

Some students may be entitled to exam concessions – this is where a student may be able to access support during internal academy exams and formal GCSEs.

To access this support the student will be tested by the SENCo using approved tests which identify if the child may have a specific need in an exam.

The results of these tests will then inform whether additional support can be applied for. If a student scores low enough for the academy to apply for concessions an application to the exam board will take place at which point they will identify what concessions, if any the student may be entitled to.

If a student is entitled to concessions, the Academy will provide the support required and provision will be made away from the main exam hall.

Any and all entitlements will be shared with the student and parent.

The Academy strives to develop relationships with Primary schools and support all students in their transition to secondary school.

When a Primary school or external agency invite RRMA to any meetings for students intending to transition to us, we will always ensure an appropriate member of the team attends.

RRMA currently works with students from Y5 to prepare a tailored transition that ensures students are successful.

An appropriate member of the SENs team will attend all EHCP reviews in order to plan and support and effective transition to secondary school.

Tailored transitions can include:

A walk around the building – as many times as you need! Parents are welcome to join in.

1:1 time in the SENs department

Small group sessions in the SENs department with peers

Cooking clubs

Sports activities

Staff may (if appropriate) come and spend time with the student in the primary school to develop a relationship

Activities / interventions in the library

The SENs department will strive to meet any requirements an individual child has in order to ensure they have a positive experience when transitioning.

Post 16 Transition

At Richard Rose Morton Academy we work closely with the local authority and external agencies to ensure that students leaving RRMA have a supportive and effective transition to any post 16 choices they make.

We work closely with Inspira, Social Care (where appropriate), Colleges and 6th Forms to ensure our students receive the best transition possible.

All relevant agencies will be invited to EHCP reviews from year 10 in order to ensure continuity of the transition.

The SENs team will accompany students and parents on visits to post 16 institutions and support with advice and access to relevant professionals and additional sevices as much as possible.

We will:

  • Arrange visits
  • Accompany students on visits
  • Attend / organise meetings inviting all relevant parties
  • Support in ensure effective communication with everyone involved
  • Share relevant data with other institutions

All teachers have access to the SEN register and as such are fully aware of the students in their classes who are on the SEN register.

Teachers are expected to differentiate their lessons to meet the individual needs of students through tailored planning of activities and resources, tailored questioning and language and will implement strategies advised by the SEN department.

Teachers have access to students IEPs / pupil profiles and the advice on them, it is expected this information will be used to identify differentiation required for a lesson.

All SEN students will have access to the full curriculum offered at Richard Rose Morton Academy and as such it is our responsibility to ensure they can access it.

Where appropriate TA support will be available in the classroom to ensure effective access to the curriculum. TAs will support the students understanding of the lesson and support the child to make progress.

The SEN department support teachers further by offering advice and guidance when planning for SEN students, help to make differentiated resources and support with assessment.

In the event that Academy and parent / student feel that they are making less than expected progress following intervention, it may be appropriate to make a referral for external assessment and advice / support.

In order to do this, the Academy will complete a referral document with the parent and send it to the relevant professional.

Please see the Local Authority website for the Local Offer as to what is available.

Who do I speak to if I’m worried about my child’s progress?

 if you are worried about multiple subjects, speak to the Head of Year or SENCo. If it is one subject, try speaking to the class teacher to identify if there is an issue.

My child finds reading hard, how do I get help?

Speak to the SENCo or SEN team, we can spend some time assessing your child’s progress and from there make a decision with you about how best to help.
What is an IEP or pupil profile?

At RRMA we use an individual education plan or pupil profile to help share targets, offer advice and monitor progress. You will be invited to be involved in the writing and implementation of these if your child needs one.

What if my child needs ore support than your school can offer?

RRMA will strive to meet your child’s needs, in the rare event that we cant, we will take advice from external specialists and work closely with both them and yourselves to ensure we make all reasonable adjustments that we can for your child to access everything we have to offer.

What is an EHCP?

An EHCP is an EDUCATION HEALTHCARE PLAN. It is the new version of a statement, but improved. An EHCP is designed to ensure that all agencies work closely together to support a child more effectively and that we work closely with parents and the child to make sure all their needs are met.

How do I get an EHCP for my child?

The Local Authority would carry out a statutory assessment to identify if your child meets the criteria for one to be implemented.

How do I get in touch if I want to speak to someone?

See the contact page for details.

http://www.cumbria.gov.uk/landing_page/schoolsandlearning.asp - Cumbria Local Authority education page.

www.parentpartnership.org.uk – An independent service that offers free, confidential advice and information to support parents and carers about SEN.

www.autism.org.uk – National Autistic society, official site.

www.interventionsforliteracy.org.uk – advice and strategies about literacy intervention at school and home.

http://www.youngminds.org.uk/for_parents/worried_about_your_child/learning_difficulties - advice to support children with emotional health issues, learning difficulties and much more.

http://www.muscular-dystrophy.org/ - offers advice and support for parents, carers and children.

http://www.rnib.org.uk/ - offers advice and support for parents and carers of children who are blind or visually impaired.

http://www.ndcs.org.uk/ - offers advice and support for parents and carers of children who are deaf or hearing impaired.

http://www.mymaths.co.uk/ - a maths website used by the school to support learning at home and in the classroom.

The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

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