SEND & Inclusion Policy
Statement of Intent
StreetVibes Media Academy (SV) aims to offer a creative and engaging educational experience to young people aged 13-19 years old. We recognise that many of the young people that we work with have a history of disrupted education, and that many may have diagnosed or undiagnosed Special Educational Needs or Disabilities (SEND). StreetVibes has high expectations for all its students, and is committed to ensuring that each student is supported to achieve his or her full potential, regardless of SEND, gender re-assignment, pregnancy & maternity, race, religion or belief, sex or sexual orientation.
Definition of SEND
Students have special educational needs if they have a difficulty accessing the curriculum, temporary or more long-term, which calls for special educational provision to be made for them. Students have difficulty accessing the curriculum if they:
Special Educational Provision may be triggered when a student fails to achieve adequate progress, despite having had access to a differentiated programme. Parents/carers and staff will be informed that the learner has special educational needs and appropriate provision identified to meet the student’s individual need(s) will be made. Lack of adequate progress may be indicated by:
Students must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Achievement and inclusion for all and of all is central to StreetVibes’ core principles.
We regard all students and adults as being of equal value and we actively seek to:
We recognise that around 25-35% of our students have SEND. We are committed to making appropriate provision for them to ensure that they have full and equal access to the curriculum and are enabled to reach their full educational potential.
At StreetVibes, our learning takes place in small groups, and staff aim:
Staff members seek to identify the needs of students with SEND as early as possible. This is most effectively done by gathering information from parents, education, health and care services and referral schools prior to the student’s entry into the academy. Where needs have not been previously identified staff have an obligation to report concerns or observations to the SENCo, who will submit an EHCP request to the local authority.
Monitor the progress of all students in order to aid the identification of students with SEND. Continuous monitoring of those students with SEND by their teachers will help to ensure that they are able to reach their full potential.
Make appropriate provision to overcome all barriers to learning and ensure students with SEND have access to the school curriculum/National Curriculum. This will be coordinated by the SENCo and will be monitored and reviewed to ensure that individual targets are being met and students’ needs are catered for.
Work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in terms of understanding SEND procedures and practices and providing regular feedback on their child’s progress..
Work with and in support of outside agencies when the student’s needs cannot be met by the academy alone. We receive support from Education Psychology Service, Speech and Language Therapy, Child and Adolescent Mental Health Services (CAMHS), the LA’s SEND Team and Social Care teams.
Create an environment where students can contribute to their own learning by offering all students the opportunity to voice their own opinions. This is achieved by encouraging positive relationships with staff in school and carefully monitoring the progress of all students at regular intervals.
This policy is linked to the Attendance Policy, Complaints Policy, Accessibility Plan, Equality and Diversity Policy, Anti-Bullying Policy and Safeguarding Policy.
Admission and Provision for SEND
The admission arrangements for all students are in accordance with national legislation, including the Equality Act (2010). This includes children with any level of SEN, those with Statements or EHCP and those without. At StreetVibes we make provision for frequently occurring special educational needs without a statement of special educational needs or Education Health Care Plan. The educational needs of our students include dyslexia, dyspraxia, physical difficulties, hearing and visual impairments, speech and language needs, Asperger’s, autistic spectrum disorders, learning difficulties and emotional and mental health needs. The academy also works towards meeting the needs of students with a statement of special educational needs or EHCP. These students’ needs are as above but more complex and long term. Decisions on the admission of students with a statement or EHCP are made by the Local Authority in consultation with parents and the academy. The admission arrangements for students without a statement of special educational needs or EHCP do not discriminate against or disadvantage disabled children or those with special educational needs.
Arrangements for Coordinating SEN provision
The SENCo will hold details of all SEN Support records such as the ILPs, provision maps, diagnostic tools, intervention records and records pertaining to individual students with SEN. The SENCo is responsible for disseminating relevant information to teaching and support staff, coordinating appropriate staff training and providing guidance on specific SEND where required.
Identification of SEND
Students will have needs and requirements that may fall into at least one of the following 4 areas of need:
Communication and Interaction including:
Speech, language and communication needs
Autistic spectrum conditions including Asperger’s Syndrome
Cognition and learning including:
Specific learning difficulty
Moderate learning difficulty
Severe learning difficulty
Social, mental and emotional health including:
Attention Deficit Hyperactivity Disorder
Sensory and/or physical including:
The academy, in accordance with the SEN Code of Practice 2014 believes the following are not SEN but may impact on progress and attainment, and staff working with parents/carers, outside agencies and the student to overcome these barriers including:
Every teacher is a teacher of students with special educational needs. Subject staff and leaders monitor the progress of all students and staff implement appropriate personalisation to meet student needs in lessons in the first instance through:
The quality of classroom teaching provided to students with SEND is monitored through a number of processes that include:
All students have individual subject targets set in line with national outcomes to ensure ambition. Parents and, if appropriate, referral schools are informed of progress against targets via the termly reporting systems and also at events such as Parents’ Evenings. Students’ attainments are tracked using the student tracking system and those failing to make expected levels of progress are identified. These students are then discussed in weekly progress meetings with the SENCo and leadership team. Additional action to increase the rate of progress will then be identified and recorded, including interventions requested from external agencies. Some students will have a higher level of need. Where this need has been identified, additional funding to support these students will be requested from the appropriate source, e.g. the referral school or the LA High Level fund.
Roles and Responsibilities
The roles and responsibilities of StreetVibes staff with regard to special educational needs are given below. They are in accordance with the Code of Practice (2014) guidelines:
The Governing body will have overall responsibility for setting the Academy’s policy on Inclusive Education. In partnership with the Head of Learning, the Governors have responsibility for:
Head of Learning:
Monitoring and Evaluation of SEND
Student progress will be the overwhelming evidence criteria of the success of the Inclusive Education Policy and this will be analysed carefully through:
Links to Support Services
The school continues to build strong working relationships and links with external support services in order to fully support our SEN students and aid school inclusion.
Sharing knowledge and information with our support services is key to the effective and successful SEN provision.
We aim to keep all staff up to date with relevant training and developments in teaching practice in relation to the needs of students with SEN. The SENCo attends relevant national and local courses and facilitates/signposts relevant SEN focused external training opportunities for staff. All teaching assistants are offered training opportunities through a flexible combination of in-house, LA and national training events/agencies around specific cohorts of students working in the academy.
All staff attend SEN INSET presentations as part of the teaching and learning programme e.g. team teach sessions/ Friday afternoon sessions/whole school INSET.
New staff, including support staff, undertake induction on taking up a post and this includes meeting with the SENCo to explain the systems and structures in place around the academy’s SEN provision and practice.
StreetVibes recognises that students with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some students with medical conditions may be disabled and where this is the case the academy will comply with its duties under the Equality Act 2010.
Some students may also have special educational needs and may have a Statement or EHC plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
This policy should be used with reference to our other policy: Diversity & Equality Policy.
This policy will be reviewed annually. This policy was last revised October 2019.