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Grange Academy

Grange Academy caters for pupils aged 5-18 with a wide range of ability levels and additional learning needs, including moderate learning difficulties and autism. The overall objective of Grange Academy is to eliminate unlawful discrimination and harassment, promote equality of opportunity and promote good relations and positive attitudes between people of diverse backgrounds in all our activities.

This is set out in our Equality Policy.

All children at Grange Academy will access all aspects of the options available through;

  • A curriculum designed to meet the needs of all children with a variety of SEND
  • Support from highly trained staff who are sensitive to the needs of children with SEND and their families
  • A variety of teaching methods to take into account the various preferred learning styles
  • Information to support children’s development, progress and communication between school and home in relation to the variety of additional events
  • A Local Advisory Board committed to the principles of the above Policy

Grange Academy has a nurturing ethos and a broad and balanced curriculum for all children. All staff support all pupils to achieve their full potential. In the first instance this is achieved through quality first teaching in class. Learning tasks are differentiated and additional support given for selected groups of children. We promote mental and emotional well-being through our nurturing ethos; supporting all pupils to feel safe and secure and thereby in the right place to learn. We seek to prevent and deal with incidents of bullying, discrimination and unacceptable behaviour, by developing a climate where all children feel valued. Positive behavioural management approaches are used to resolve issues as appropriate and skilful de-escalation is used to divert and support higher level complex behaviours that some of our pupils present.

High quality first teaching and additional interventions are defined across the school contributing to our provision management approach. We regularly review and record what we offer EVERY pupil or young person in our care and what we offer additionally.  These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and

Who to contact

Contact Name
Catherine Assink
Contact Position
Head of School
Telephone
E-mail
grange@biltt.org
Website
https://grange.beds.sch.uk/

Where to go

Name
Grange Academy
Address
Grange Academy
Halsey Road
Kempston
Bedford
Bedfordshire
Postcode
MK42 8AU
Get directions

Other Details

Availability

Referral required
Yes
Age Bands
11-14 years old
18-25 years old
15-17 years old
0-4 years old
5-10 years old

Schools Extended Local Offer Response

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

The teaching and learning requirements of all pupils with SEND are primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for pupils with special needs and disabilities) are a whole school issue and recognise aspect of all curriculum planning. At Grange Academy, we recognise that the greatest resources are our staff. The work of our teachers and learning support assistants plays an important role in supporting and accelerating the progress of all pupils. Staff have particular expertise in working with pupils with: behaviour, emotional and social difficulties; speech, language and communication difficulties and pupils with complex needs. We provide access to a supportive environment.

  • All resources are available to the pupils and they are encouraged to use them.
  • Resources are up to date and iPads are used across the school.
  • We have the support of a range of professionals including behavioural specialists, speech and language support and we have links to the NHS and medical professionals.
How will the curriculum be matched to my child's/young person's needs?
  • Our curriculum is aspirational and we support all pupils in their journey to achieve be it academic or from a social/emotional perspective.
  • We take a ‘stage not age’ approach – pupils will be placed in classes based on their emotional, academic or other needs rather than their chronological ages.
  • Pupils’ progress is carefully monitored and we can access a range of professionals to conduct a learning assessment to support teachers in providing an accessible, individualised and inclusive curriculum when necessary.
  • We use educational, behavioural and social outcomes from pupil EHCP plans to enable us to target support and help pupils achieve outcomes. This process helps the child throughout the EHCP process and allows all the child, parents/carers and professionals to contribute towards meeting the aspirations for the child.
  • Work is differentiated and the curriculum offers a host of learning opportunities in and outside the classroom.

Effective assessment in our school makes it possible for teachers to:

  • Monitor and document pupils’ behavioural, social and emotional progress over time
  • Ensure that instruction is responsive and matched appropriately to what pupils are and are not able to do
  • Customise instruction to meet individual pupils’ strengths and development
  • Enable pupils to observe their own growth and development
  • Identify pupils who might benefit from more intensive levels of instruction, such as individual tutoring or other interventions linked to their individual plans
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?

The class teacher will meet with parents/carers at regular points during the year to discuss pupil’s needs, support and progress. We offer an open door policy. Parents and carers are welcome at any time to make an appointment to speak with the teacher or the SENDCo to discuss how your child is getting on. We offer advice and practical suggestions to help your child at home.   Your child will have a plan in place and therefore outcomes are set, with the expectation that they will reach particular outcomes by the time it is reviewed. All pupils will have an Education Health Care Plan which means that a formal annual review will take place to discuss your child’s progress and a report will be written.

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

We are a small, friendly and open school. We encourage parents and carers to speak to key members of staff whenever possible by telephone, letter, email or in person.

  • We encourage all parents, carers, pupils and professionals associated with the pupil to visit before they start school.
  • We support the pupils fully when they move to school by planned transition supported by Bedford SEND team.
  • We hold regular parent’s evenings for parents and carers.
  • We have a varied and stimulating PSE programme running through the school.
  • We have regular well-being days and events throughout the year as well as allocated daily slots for pupils’ well-being.
  • Our pastoral support ensures that any issues are identified in a timely manner.
  • We offer ‘workshops’ for pupils based on emotional wellbeing and these are bespoke and adapted as needs arise.
  • Some pupils have 1:1 emotional/social sessions.
What specialist services and expertise are avaliable at or accessed by the setting/school/college?

We provide additional targeted support e.g. phonics groups using SoundsWrite phonics, 1:1 Phonics and Literacy Intervention; Comprehension and Reading; Handwriting and Movement Groups; Maths intervention and exam tutorial revision.

  • Intervention Staff are confident in delivering intervention programmes to develop speech and language following outcomes recommended by the speech and language therapist.
  • We are determined to provide as many educational visits and experiences as we possibly can and that pupils can then talk about as part of reflecting on their learning.
  • We work closely with NHS SaLT who advises on actions for pupils with SaL issues
  • Our pastoral support ensures that any issues are identified in a timely manner.
  • We offer ‘workshops’ for pupils based on emotional wellbeing and these are bespoke and adapted as needs arise.
  • Some pupils have 1:1 emotional/social sessions.

Considerable thought, planning and preparation goes into utilising our learning support staff to ensure pupils achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age. Pupils are also supported through intervention sessions for maths, literacy, SaLT, social skills, behaviour, well-being, social and emotional needs.

 

Our Behaviour Team supports pupils to cope with difficulties due to behavioural and emotional needs.  Programmes to resolve or support behaviour choices are put in place and pupils supported in very small groups/individually take part. We have timetabled well-being slots every day and have termly well-being days.

We have an intervention pathway where pupils are referred by staff to take part in a timed intervention to help with their social development. We also have Speech and Language intervention where individuals /small groups of pupils are supported in their social and communication needs, both within the classroom and through withdrawal sessions.

 Our ASC classes support a number of pupils on the autistic spectrum and LSAs work closely with teachers and other members of staff to support individuals as necessary.

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

The teaching and learning requirements of all pupils with SEND are primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for pupils with special needs and disabilities) are a whole school issue and recognise aspect of all curriculum planning. At Grange Academy, we recognise that the greatest resources are our staff. The work of our teachers and learning support assistants plays an important role in supporting and accelerating the progress of all pupils. Staff have particular expertise in working with pupils with: behaviour, emotional and social difficulties; speech, language and communication difficulties and pupils with complex needs. We provide access to a supportive environment.

  • All resources are available to the pupils and they are encouraged to use them.
  • Resources are up to date and iPads are used across the school.
  • We have the support of a range of professionals including behavioural specialists, speech and language support and we have links to the NHS and medical professionals.

Considerable thought, planning and preparation goes into utilising our learning support staff to ensure pupils achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age. Pupils are also supported through intervention sessions for maths, literacy, SaLT, social skills, behaviour, well-being, social and emotional needs.

 

Our Behaviour Team supports pupils to cope with difficulties due to behavioural and emotional needs.  Programmes to resolve or support behaviour choices are put in place and pupils supported in very small groups/individually take part. We have timetabled well-being slots every day and have termly well-being days.

We have an intervention pathway where pupils are referred by staff to take part in a timed intervention to help with their social development. We also have Speech and Language intervention where individuals /small groups of pupils are supported in their social and communication needs, both within the classroom and through withdrawal sessions.

 

Our ASC classes support a number of pupils on the autistic spectrum and LSAs work closely with teachers and other members of staff to support individuals as necessary.

 

Our support staff are also responsible for manning our afterschool clubs and work closely with pupils during clubs, Arts and crafts club, ICT clubs, sports clubs, cheerleading club, design technology club and Lego club.

We have three emotional and behaviour support staff who work with our pupils in different ways; one works with pupils to help them to cope with anxieties, to prepare them for puberty and enables them to access lessons.  The other supports pupils’ social and emotional needs and learning within a small group based setting, and another works on social and behavioural needs through targeted sessions including boxing and sports which promote self-control and anger management. Specific interventions are administered when needs arise.

 Additional training to support staff development is provided to our staff so your child has the best opportunity to fulfil their potential

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

At Grange, to supplement excellent class teaching, we offer a range of linked activities outside the classroom. These include regular trips, visitors and activities such as residentials. We also offer extra-curricular activities and clubs both in and after school. All pupils regardless of their need have access to these activities. Pupils are safeguarded throughout and individual risk assessments are put in place if need be. Thorough planning and preparation happens before any trips etc. are organised. Parent permission, parent consultation evening etc, are always held to relay key information. Adult supervision and staff/pupil ratio are carefully considered.  

How accessible is the setting/school/college enviroment?

We have an Accessibility Plan in place and, where feasible, make reasonable adjustments to improve the accessibility to our environment to meet individual needs. Our policy and practice adheres to the Equality Act 2010. Please refer to our Accessibility Policy. The School’s Accessibility Policy ensures that adjustments are made to facilitate access to school buildings for those who are disabled. When pupils enter the School with specific disabilities identified, the school ensures that the requirements of the pupils are passed on to all staff. This may involve support from external agencies; wherever possible, any additional staff training, linked to a special educational need or disability which is required is undertaken prior to transition

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?

An extended transition program for the next intake has been essential this year to help prepare for the pupil’s arrival in September. A large number of staff have been involved in the transition process and there has been set training organised to ensure that all staff are fully prepared.

 

All pupils at Grange have an EHC plan. Annual reviews are held and are pupil-centred.

Transition to the next phase in education involves the close monitoring of our student’s destination data.  We work in partnership with post 16 providers to ensure that our year 11s are ready for the transition to further education. We liaise with Services for Young People and parents to prepare our pupils for college and to find the most suitable post 16 and 18 provision (including our own sixth form resource). We organise college taster days with local colleges for both parents and pupils, so they can see what provision is on offer. We also organise an options evening for 6th Form provision, for prospective pupils and parents.

 

Open-evenings and college visits are discussed with parents at post 16 evenings where further education providers talk to parents about options and potential grades needed for particular courses. On the occasion that parents/carers are unable to visit college open days with their child a member of staff will accompany pupils to ensure they have had the same opportunity to visit. We assist parents with online applications and work with Bedford Borough post 16 transition team to ensure effective transition.

 

With many pupils transitioning to Grange throughout the academic year we liaise and share information regarding pupils with school SENDCos; meeting to discuss and plan placements.  Meetings/observations are then arranged at the relevant schools and additional visits to Grange occur prior to transfer.

 

Prior to transition, liaison with the LA ensures that pupil information is available to the Grange staff.  Transition times are dependent on individual needs and tailored to ensure pupils are ready to start at Grange. Grange staff also liaise with parents and other schools to ensure that all relevant information (including safeguarding information) is passed on and any appropriate adjustments and preparations can be made for the pupils. SLT, HODS and the SENDCo work with teachers in organising the tutor groups for classes and special consideration is given to the placement of pupils to ensure that all needs are met.

Pupils transferring to Grange Academy from other secondary schools are visited by the HOD, SLT or SENDCo.  Liaison with the LA and the school ensure that all relevant information is passed on and any appropriate adjustments and preparations can be made for pupils.  Additional support may also be arranged.

 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
  • A range of resources are available for the pupils. Pupils are encouraged to use them in their own time and if possible independently.
  • Resources are up to date and iPads are used across the school.
  • Classes have access to interactive whiteboards which enhance teaching and learning.
  • Resources are specific to pupils’ needs e.g. visual impairment, hearing impairment.
  • We have the support of a range of professionals including speech and language support, and we have links to the NHS and Medical Professionals such as CAMHS and our school nurse who offer suggestions on adaptations to resources etc.
  • Access arrangements are in place for all pupils who are able to sit exams – these include scribes, readers, electronic reading pens and any other equipment to support pupils.
How is the decision made about what type and how much support my child/young person will receive?
  • All staff at Grange Academy are fully committed to this overriding principle.
  • A full EHCP Review meeting takes place each year to discuss any potential changes to each pupil`s educational, health and social care outcomes through meetings with our Senior Leadership Team and working with parents/careers and other professionals.
  • If the need arises an interim review will be held.
  • Every child will have an Individual Pupil Passport which is the focus for their educational, behavioural, social and health outcomes. This passport is a “working document” and is regularly discussed in school with the child and parents / carers, to ensure the child stays on track with their focus outcomes, amendments being made if necessary at any point. This focus brings together a holistic view point and provides a clearer picture of how universal services and policies are put into practice and work together, in the best interests of the pupils who attend the school.
  • Specific interventions available at Grange include: Speech and Language support, both formally and through creative activities such as art, cookery and drama. Specific Literacy and Numeracy interventions delivered either 1:1 or in small groups and specific phonics programme teaching. Lego therapy, motor skills and social/emotional interventions. We ensure that provision for our pupils goes beyond the differentiated approaches and learning arrangements that are normally provided as part of quality first teaching. SLT/SENDCo/Teaching, learning and Intervention Lead supports teachers and other staff to enable them to provide appropriate assessment and focussed provision for pupils in their class.
  • As our main aim is to provide a quality curriculum, teachers differentiate through their planning / learning outcomes to support learning for all pupils. One of Grange’s overriding principles is an “open door” policy for parents and carers. Various “open days” are set up throughout the year for parents / carers to come into school to share social occasions but also to view work and meet staff.
How are parents involved in the setting/school/college? How can I be involved?

Every parent/carer wants to do the best that they can for their child and be confident managing family life. We recognise that any family may require extra support at times, particularly when pupils are very young.

We aim to provide support when families need it most. We will work with families and a wide range of professionals to build on strengths to meet their child’s needs.  We work with families to plan how we can help. This may mean a family choosing to work with our emotional, behavioural support workers. Some services, can offer support during evenings and weekends, as well as during the day.  We also look at other ways for families to feel more confident about parenting.  We work closely with Early Help and offer support to help parents/carers complete documentation if required.