Beckfoot Upper Heaton School Report to

The Trust Board on Special Educational Needs and Disability (SEND) October 2021

Statement regarding the overall quality of provision for pupils with SEND

(Census 2021) Effectiveness of leadership and management for SEND Below are the key areas of development.

• The development of a meaningful and mutually supportive understanding of the community context of the school, with a particular focus on the locally predominant Pakistani Muslim Community and the range of Eastern European community groups the school also serves

• Continued excellent teamwork with Children’s Social Care, Educational Psychology Team, Specialist

Teaching Team, community groups and all other agencies who support students in the school,

ensuring that we are in compliance with the Children and families Act (2014)

• Systems in place to track learning progress/outcomes of all vulnerable learners: SEND, EAL, PP

• Systems in place to ensure the accurate assessment of vulnerable learners who are not felt to be

making expected progress - using a range of appropriate additional assessment tools.

• A range of robust, assessment led interventions are in place to support vulnerable learners who are

not making expected progress.

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• The development of a whole school understanding of the waves of provision the school has in place

to support the inclusion of all students, with all colleagues understanding their various roles.

• The development of a whole school understanding of the waves of provision the school has in place

to support the inclusion of all students, with all colleagues understanding their various roles so that

we are fully compliant with the SEND Code of Practice (2015).

• The continued development of Harbour (Wave 4) provision as a model of hub support for the most

socially/emotionally complex and vulnerable students in school who require careful assessment and

bespoke small group and 1/1 support across the week to ensure their full inclusion.

• The further development of the SEND Register to ensure that It is easily accessible, informative and

supportive for staff and their understanding of how the curriculum can be scaffolded to ensure that

it is fully inclusive and accessible for all vulnerable learners

• Alignment with the school Pupil Premium Plan, which reflects all of the above, encompassing

achievable and measurable objectives to support the fullest possible inclusion of our most

disadvantaged and vulnerable students.

Quality of teaching, learning and assessment for pupils with SEND

• Other agencies support the development of staff understanding via CPD opportunities

• The AHT Access/Inclusion and SENDCO plan effectively to make the best possible use of the valuable

time of the specialist professionals who support the vulnerable students in our school ensuring a

professional and cooperative approach to ensure the best possible outcomes for students and their

families

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• Other agencies and professionals report positive and professional links with the school

• DHT curriculum, AHT Access/Inclusion, SENDCo and Faculty Leads meet regularly to track and highlight

vulnerable learners who are not making expected progress and to plan next steps to improve outcomes

• Vulnerable learners who are not making expected progress and/or whose school inclusion is at risk are

quickly and effectively identified by staff and referred to the SENDCo via a well understood and well

managed assessment referral system

• DT, AHT, SENDCo, FL’s work together to monitor assessment outcomes and ensure additional

provision/interventions that will support student progress are in place

• Impact of interventions is monitored/reviewed half-termly and interventions adjusted in response

• Staff have received training to support the development of their understanding of the waves of

provision

• Teachers understand and implement Q1st inclusive teaching, underpinned by minimum operating

standards and know how to ensure W1 provision in their classrooms

• Personal Development Leads have had opportunity to further develop their roles at Wave 2 and this is to

be enhanced further

• Wave 3 provision has continued to mature and develop, nurture, EAL support, specific learning

interventions are all in place and felt to have impact

• Wave 4 students are consequently accurately identified and assessed

• Harbour Team of three staff, effectively led by Wave 4 teacher

• Two additional Wave 4 colleagues have been inducted and are working effectively

• AET assessment framework is to be piloted as a principal assessment tool for Wave 4

• Evidence that students in receipt of Wave 4 support are moving towards more successful inclusion in

school, there is evidence of greater inclusion in lessons and of progress with learning, exclusions have

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reduced or if not, appropriate next steps have been planned, behavioural incidents are more fully

understood and managed safely and with increasing confidence

• Students are fully assessed, EHCP assessment process has begun for students where evidence suggests

this would be supportive, specialist places requested for those students where evidence suggests that

barriers to inclusion remain, despite intensive Harbour support

• Staff are being supported to become fully familiar with the SEND Register so that they are able to use it

confidently to support their teaching

• The SEND Register is up to date in respect of current LA terminology

• All recent, relevant student documentation is linked to the register – to include the most recent Annual

Reviews. Relevant and easily accessible SEND documentation is to also be linked to Class Charts and the

Aim is that this process will be completed by the end of the Autumn term 2021

Personal development, behaviour and welfare of pupils with SEND

• The continued development of nurture group provision at wave 3/4 to support student both social and emotional development.

• The introduction and further development of Nurture Group plus groups

• The LA Specialist Teaching Team and the Educational Psychology Service are the principal external agencies that the SENCO commissions, along with the School Nurse and CAMHs also key partners

• All SEND students are encouraged to be part of wider school life

• A safe space is available for SEND students and other vulnerable learners in the Harbour room. Students have the opportunity to relax and be creative in this therapeutic based room which has been modelled on Marjorie Boxall’s Nurture Group model

• The school counsellor works with pupils with mental health issues and resilience

• Youth in Mind have been commissioned to work with pupils with mental health issues.

• PDLs run a Tea and Cake session weekly for pupils who need social time after school

• Students with SEND and/or EHCPs attend careers advice sessions. Parents are encouraged to also

attend these sessions with their child/children

• Students with SEND and/or EHCPs are encouraged to join the Student Parliament.

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1. Update on the school’s implementation of the SEND system

• SEN Information Report on the school’s website: This document follows the template set out by the Disability Regulations 2014 SCHEDULE 1.

• All decisions made regarding students with SEND and also students with EHCPs are fully in alinement with the SEND Code of Practice (2015) and the children and Families Act (2014)

• The Graduated approach model is currently being revised and robustly implemented throughout school via CPD. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching via appraisals and self -reflections. Teachers are responsible for the teaching and learning in their classroom. To support this all faculties have directed planning time once a week after school on a Monday. Lessons and schemes of work are continually updated and amended to suite the students’ needs. The teaching and learning team within Leadership work alongside staff to develop effective practice.

• All staff who teach and support pupils with SEND have the highest aspirations for them

• All staff who lead and manage provision/interventions demonstrate an ambitious vision and plan of action to enable this to happen.

• At Beckfoot Upper Heaton all EHCPs are reviewed annually with students and families. We work closely with Bradford SEND and also very closely with families. There is an annual timetable of reviews calendared from September for all EHCP reviews

• There are regular SEND net work meetings scheduled throughout the year. These new work meetings are lead by the BECKFOOT TRUST SENDCo Tonia Pugh

• We host regular half termly coffee morning for the students with EHCPs and for other vulnerable students in school

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2. Identifying pupils with SEND

• The school identifies children with SEND through a number of established practices. Firstly, the common transfer files from Year 6 identifies those already with a need. The SENCO/Assistant Head in charge of transition and Head of Year visit and/ or discuss the child needs with Primary SENDCo for Primary school feeders

• Beyond this, teachers will send an in house SEND referral form to the SENDCO regarding any concerns. The SENDCo will follow up with a lesson observation and discussion with the teacher. Additional assessments will take place if needed, after the initial observation made by the SENDCO. In addition, other adults in school such as associate staff and also parents may raise a concern and they are able to refer as above

• The number for children on the SEND register is 243

• The number of students with an EHCP is 19

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3. Achievement of pupils with SEND

4. SEND funding Notional SEN £636,704.11

SEN EHCP £112,614

5. Staff deployment and development • The SEND Dept is made up of:

• SENDCo x1

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• Catch-up Coordinator

• Nurture Lead

• HLTA/SEND Admin

• TAs x 4

• 2 apprentice TAs

• The HLTA has the additional responsibility for: SEND admin Coordinating the SALFORD reading age test for the year 7 students Coordinating the Ruth Miskin Programme and working with data associated with this

Wave 4 (Harbour provision) consists of:

• Wave 4 teacher

• Wave 4 HLTA

• Wave 4 Mentor

• Staff professional development for staff working with SEND pupils is tailored to need according to the appraisal process and those further identified by the SENDCo

• Training offered last year included baseline assessment training, TESOL qualification, Nurture Accreditation, Forest School Level 1 and 3, SEND Masters (SENDCo)

6. Interventions for pupils with SEND • We follow the graduated response and wave model as above

• A Wave 4 (Harbour) provision has been introduced to meet the needs of students with complex SEMH needs. This provision allows for a thorough assessment of need and also a safe space in which for these assessments of need to happen. Students who access this provision will usually have been assessed through Beckfoot Upper Heaton’s graduated approach, though additional student need may emerge during the in-year admission process or occasionally following a crisis

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• The development of Forest School provision to support the nurture provision

• Year 11 students not on track or at risk of not hitting targets to be invited to focused P6 lessons, running Nov 2021-Feb half term 2022, to support them to reach their potential by end of year 11

• The provision additional exam focused tuition during tutor time for year 11 students behind targets for summer 2022

• Before school quiet room to settle learners ready for school

• Break, Games club to include students who find the canteen too busy

• Dyslexic students access a scanning pens to support reading

• Intervention through partnerships with services in VI, ASD and the TRACKS school all to support engagement in learning.

• The effectiveness of these interventions is measured through attitude to learning, engagement in class as observed by adults or attendance improvements in school and outcomes

7. Pupil voice

• Students with an EHCP, complete a ‘This Is Me’ profile each year in readiness for their annual review which they are present at and play an active role

• There are plans to further develop student voice work alongside K students on the SEND Register – carefully targeted students in the first instance

8. Parent/carer/family voice: • Families have an opportunity to discuss day to day issues as many SEND students are handed over at

alternative door to support them to settle in to learning at the start of the day

• Families of SEND have a voice in the EHCP annual review process

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• Follow-up calls to all parents who wish to express a view should there be no-one immediately available

• Parents wishing to discuss their child’s support and schooling are invited in to do so

• Transition is an important aspect of family voice and we therefore offer additional support in the shape of tours of the school and additional meetings

9. Work with external agencies The SENCo coordinated the care and support from Bradford SEND now 0-25 SEND Inclusive Education Service (Bradford IES) Groups and services, we used last year were…

• SCIL Specialist Teaching Team

• CAMHS

• DSP Support

• Early Help

• Educational Psychology team

• Health, Community and Transitional care

• Hearing Impaired Support

• Muscular Dystrophy specialist nurse team

• Muscular Dystrophy UK

• Nurse School team

• Occupational Therapist (NHS)

• Paediatric Care NHS Bradford and Keighley

• Physical and Medical team (IES)

• Physiotherapist Bradford and Keighley (NHS)

• Play Therapy services

• Prospects

• PTS

• SEN assessment team (IES)

• SENDIASS formally Barbados

• Children’s Social Care

• Speech and Language service (IES)

• TRACKS Education Shipley

• Visual Impairment team

• Virtual School Bradford, Leeds and Calderdale

• Wheelchair services Bradford and Keighley

10. Complaints relating to SEND To date there have been no complaints over the past year. Any formal complaint should complete the TRUST complaints form on the website. http://www.beckfoot.org/wp-content/uploads/2018/01/Trust-Complaints-Procedures-Parents-V2.0-1.pdf

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11. Other developments regarding SEND • Please be advised that there is additional information on the school website regarding SEND.

The following policies can be found at http://www.beckfoot.org/?page_id=116

• Disability Accessibility Plan

• SEND Information Report (SIR)

• SEND Provision report All were updated for September 2021

12. Are there any concerns regarding provision for pupils with SEND?

1. Most significant concern is the changing landscape of EHCPs. We are gaining more children with an EHCP

and more demands are made on school to provide for the children with an ever-decreasing budget. The element 3 funding received by schools does not cover the costs of the child’s needs sufficiently

2. The SENDCO feels there is potential to have more common training days and develop TA conferences TRUST wide alongside the development of teaching and learning. Our TA teams are the most valuable additional resource we have

13. Priorities for the coming year Student Outcomes • Ensure SEND students are making at least expected progress in English and Maths • Effective tracking of students’ attendance who are SEND and DV across all core subjects • Ensure high ability SEND students make progress to achieve their next steps to success Quality of Teaching

• Teachers understand and implement Q1st inclusive teaching, underpinned by minimum operating

standards and know how to ensure Wave 1/2 provision in their classrooms

• Personal Development Leads have had opportunity to further develop their roles at Wave 2

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• Wave3 provision has continued to mature and develop, nurture, EAL support, specific learning

interventions are all in place and felt to have impact

• Wave 4 students are accurately identified and assessed

Effectiveness of Curriculum:

• Ensure deployment of TA team is an effective and best value model

• Work alongside parents and Faculty Leads to ensure appropriate and aspirational pathways for SEND students

• Develop Entry Level opportunities from year 9 onwards in English, Maths and Science, alongside and as well as GCSE options, to broad the range of qualifications students have the opportunity to gain

Effectiveness of Leadership and management:

• Ensure CPD for Teaching Assistants’ creates an effective and productive team

• Work closely with AHT Access/Inclusion and Trust SENCo to strategically lead Beckfoot Upper Heaton’s SEND provision

• Continue to develop the skills of the Faculty Leaders Kimberley Mosby SENDCO October 2021