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Kempston Challenger Academy

KCA Inclusion Policy is a policy, which supports the vision and aims of the school. The policy is linked to other policies in the school such as curriculum, SEN, differentiation, equal opportunities, health and safety, behaviour, anti-bullying, safeguarding, admissions and exclusion.

We aim to provide a stimulating learning environment across the whole curriculum, which maximises individual potential and ensures that students of all ability levels are well equipped to meet the challenges of education, life and work.

We are committed to providing our students with a broad, balanced and enriched curriculum, which is accessible to all. Students should be fully included in all aspects of school life. At KCA, we aim to create a sense of community and belonging, and to offer opportunities for students to realise their potential, including those who may have experienced previous difficulties and those who are particularly able. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take account of their varied needs and life experiences.

Who to contact

Contact Name
Kiran Haire
Contact Position
SENDCo
Telephone
E-mail
khaire@kempstonchallengeracademy.org.uk
Website
www.kempstonchallengeracademy.org/
Notes

Telephone lines to reception are open from 8-4pm Mon – Thurs and 8-3.30pm Friday

Where to go

Name
Kempston Challenger Academy
Address
Hill Rise
Kempston
Bedford
Beds
Postcode
MK42 7EB
Get directions

Time / Date Details

When is it on
Mon-Fri

Other Details

Age Bands
11-14 years old
15-17 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

If you have concerns about your child’s progress, you should speak to your child’s tutor or Head of Year initially. If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENDCo). The school SEN Governor can also be contacted for support.

How will early years setting/school/college staff support my child/young person?

For your child this would mean:

• That the teacher has the highest possible expectations for your child and all students in their class.

• That all teaching is built on what your child already knows, can do and can understand.

• That different ways of teaching are in place, so that your child is fully involved in the learning in class.

• That a specific strategy, which may be suggested by the SENDCo, is used to support your child to learn.

• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

a. Specific group work Intervention, which may be: Run in the classroom or a group room. Run by a teacher or a Higher Level Teaching Assistant.

b. Specialist groups run by outside agencies, e.g. Speech and Language therapy SEN Code of Practice 2014: School Support (SS) This means a pupil has been identified by the SENDCo/subject teacher/tutor as needing some extra specialist support in school from a professional outside the school. This may be from: Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need). Outside agencies such as the Education Psychology Service (EPS).

What could happen?

• You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. Teacher of Autism or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.

• The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support

c. Specified Individual support .

This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA). Your child will also need specialist support in school from a professional outside the school. This may be from: Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need). Outside agencies such as the Speech and Language Therapy (SALT) Service.

For your child this would mean

• The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process, which sets out the amount of support that will be provided for your child.

• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

• After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will draw up an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

• The Education Health Care Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.

• The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. • If a place in Aspen is deemed appropriate, the student and parent/carer will visit and meet staff and students.

• A start date will be given and the student will be part time for a limited period which will gradually increase to full time.

• During the part time hours the student will be allocated a key worker and a bespoke timetable so their time in Aspen is tailored to their needs.

• There will be opportunities to attend lessons in KCA

How will the curriculum be matched to my child's/young person's needs?

• In Year Nine, we establish curriculum needs straightaway and students will be guided onto alternative pathways.

• In Year Ten and Eleven, there are options of different pathways that not only include the traditional GCSE route, but other BTec Courses in Catering and Sports Studies.

• All work in the classroom is pitched at an appropriate level so that all students are able to access according to their specific needs. Staff will use the passport to inform their planning for lesson.

• The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

• Teaching will match the needs of the EHCP and the therapeutic work will support those needs • Outside agencies will be used where appropriate

• At key stage four GCSE and BTEC courses will be offered

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

• On entry to the school, all students will undergo baseline tests in English, Maths and Science to determine your child’s levels. This will allow us to monitor their progress against age expected levels.

• They will also be tested for reading and spelling levels and this will indicate if intervention is needed to close the gap between chronological age and reading and spelling ages.

• Your child’s progress will be continually monitored by his/her subject teacher.

• All of your child’s subject teachers input progress data every term.

• His/her progress will be reviewed formally with the Head teacher, Deputy Head teachers and SENDCo every term in all subject areas.

• In addition, the progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

• The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

• Regular book scrutiny and lesson observations will be carried out by the SENDCo and other members of the Senior Management Team with a specific focus on the progress of and support offered to all students on the SEND list.

This is to ensure that the needs of all children are met and that the quality of teaching and learning is high.

What support will there be for my child's/young person's overall well being?

We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative. All classes follow a structured citizenship curriculum to support this development. However, for those children who find aspects of this difficult we offer:

• An in school nurture provision, Co-ordinated by a Higher Level Teaching Assistant.

• Lunch and break time social club support led by our Counsellor.

• If your child still needs extra support, with your permission the Student Support Manager/SENDCO/other pastoral staff will access further support through the Early Help Assessment (EHA) process.

• In Aspen, the small setting means we know your child very well. The student support worker is able to offer day to day support and extra support where needed is sought externally through an EHA

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative. All classes follow a structured citizenship curriculum to support this development. However, for those children who find aspects of this difficult we offer:

• An in school nurture provision, Co-ordinated by a Higher Level Teaching Assistant.

• Lunch and break time social club support led by our Counsellor.

• If your child still needs extra support, with your permission the Student Support Manager/SENDCO/other pastoral staff will access further support through the Early Help Assessment (EHA) process.

• In Aspen, the small setting means we know your child very well. The student support worker is able to offer day to day support and extra support where needed is sought externally through an EHA

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Local Authority Provision delivered in school Early Help Team Autism Outreach Service Autism Bedfordshire Carers in Bedfordshire CHUMs Educational Psychology Service Sensory Service for children with visual or hearing needs SEND Advice SALT (Speech and Language Therapy) Social Emotional Behaviour Difficulties (SEBD) area advisor Health Provision delivered in school School Nurse CAMHs

How will my child/young person be included in activities outside this classroom including school trips?

The SENDCo’s job is to support the subject teacher in planning for children with SEND.

• The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes subject department and whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and Specific Learning Difficulties.

• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children.

• Induction training on SEND for all new staff.

• Whole school training on quality first teaching and differentiation.

• Training by the virtual school for looked after children

• Peer training with similar provisions to Aspen

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

In Year 7:

• The SENDCo will discuss the specific needs of your child with the SENDCo of the child’s current school. In some cases, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.

• Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.

• Where possible, your child will visit their new school on several occasions, and in some cases, staff from the new school will visit your child in this school.

• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made for them.

• If your child has complex needs or an EHCP then the SENDCo will attend a review meeting at their current school. This will help to inform and aid planning and preparation for successful transition.

If your child is moving to another school or further education:

• We liaise closely with Staff when receiving and transferring students to different schools and further education establishments ensuring all relevant paperwork is passed on and all needs are discussed and understood.

• Careers interviews are provided to help guide and plan next steps for students in years 9, 10 and 11 through our Careers Co-ordinator.

• Meetings and visits are held for students who are attending further education establishments, such as Bedford College.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

• The school budget, received from Bedford LA, includes money for supporting children with SEN.

• The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors based on needs in the school.

How is the decision made about what type and how much support my child/young person will receive?

The Head Teacher, Deputy Head Teachers and the SENDCo discuss all the information they have about SEND in the school, including:

• the students getting extra support already,

• the students needing extra support,

• the students who have been identified as not making as much progress as would be expected.

• In Aspen, support is guided by a students’ EHCP along with therapeutic care designed to break down the barriers to learning

How are parents involved in the setting/school/college? How can I be involved?

How can I be involved?

The Heads of Year or Tutor is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

• The SENDCo/ Heads of Year/Student Support Manager are available to meet with you to discuss your child’s progress or any concerns/worries you may have.

• All information from outside professionals will be discussed with you, with the person involved directly or where this is not possible, in a report.

• The passport for students with higher needs will be reviewed with your involvement.

• Homework will be adjusted as needed to your child’s individual requirements. A home-school contact book (planner)(initially for Year 7 and 8) will be used to support communication with you. Your child’s tutor on a regular basis will check this. Aspen staff will meet parents/carers at a time of their choosing to discuss concerns. Formal meetings to discuss progress take place three times a year as well as the annual review