Special Education Needs Information

This information report has been written in regard to the Children and Families Act 2014, the Code of Practice: 0-25 2014 and the Equality Act 2010.

Newmarket Academy's SEN Information Report

The School's contribution to the Local Authority's Local Offer

Principal of School N Froy

SENCO:  Nikki Johnston - nikki.johnston@newmarketacademy.co.uk/nas-send@newmarketacademy.co.uk

SENCO:  Clare Watson - clare.watson@newmarketacademy.co.uk/nas-send@newmarketacademy.co.uk

LA local offer: http://infolink.suffolk.gov.uk/kb5/suffolk/infolink/service.page?id=6OhpZCnXtmg

Newmarket Academy Local Offer

Suffolk's full Local Offer can be found on Suffolk County Council's Website

This information report has been written in regard to the Children and Families Act 2014, the Code of Practice: 0-25 2014 and the Equality Act 2010.

A young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of the same age, or

  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Some young people who have SEN may have a disability under the Equality Act 2010

...a physical or mental impairment which has a long-term adverse effect on their ability to carry out normal day-to-day activities.

This definition includes sensory impairments affecting sight, hearing and long-term conditions such as asthma, diabetes, epilepsy and cancer.

SEN Policy - click here to view

SENCO's are available to meet with parents of SEND students (by appointment) on the 3rd Thursday of every month and the 1st Monday of every month.

Useful contacts

Autism Education Trust - www.autismeducationtrust.org.uk

Anglia Autism - www.autism-anglia.org.uk

Suffolk Autism - www.autism.org.uk

Dyslexia Action - www.dyslexiaaction.org.uk

The National Autistic Society

Vision – Difficulties mastered are opportunities won

Newmarket Academy strives to ensure that all students leave as confident, resilient individuals, positive about their future and equipped to deal with challenges – having a learning difficulty or disability is not seen as a barrier to making progress. There is a shared belief that all students can achieve.

Click on a question to view the answer.

  • All students have full access to the curriculum – including access to Enrichment activities and all school trips.
  • Teaching Assistants support full inclusion.
  • Environmental alterations have been made to make the site accessible for students with physical disabilities.
  • Specialist equipment is available for students with hearing, visual and physical disabilities.
  • Technology supports student in lessons – individual laptops and ipads for students with visual/physical disabilities plus a range of software programs are made available according to need.
  • In KS4 additional curriculum options are available for students who prefer an alternative to a traditional curriculum offer – some students undertake vocational courses at a local college. ASDAN, Employability Skills and Entry Level English and Numeracy are also offered.
  • Early identification of needs are through:
    • Information from primary schools/other settings
    • Regular Progress checks in all subjects
    • Class teachers make referral to Curriculum Support for advice/assessments if they have concerns about students’ progress
    • Range of additional assessments are carried out if progress is not made following personalised teaching approaches and support within class
  • The school follows the SEND Code of Practice 2014: 0-25 years’ graduated approach with regard to the identification and review of pupils with special educational needs: The four key actions are:
    1. Assess
    2. Plan
    3. Do
    4. Review
  • Teaching Assistants support students identified as having SEND or who are under-achieving.
  • One-to-one and small group support targeted at developing skills – phonics, reading comprehension, writing organisation, touch-typing, Maths.
  • There is a School’s Medical Conditions Policy – Care Plans are in place for all students needing them.
  • Standardised assessments of reading and spelling are carried out when students enter in Y7. These assessments are repeated in Y8 to assess progress. Any student whose scores are weak will receive additional, targeted support for spelling and reading.
  • The Curriculum Support Department have a range of assessments which are used to identify specific needs in literacy and maths. These assessments provide additional information to inform teaching – within whole class and intervention groups.
  • Assessments are carried out in KS4 so that Exam Access Arrangements can be put in place for all students who meet the criteria. Students and parents will be informed.
  • Referrals for an Education, Health and Care Plan (previously Statement) will be made if a student continues to make little or no progress following interventions and/or additional support. Referrals will be made following discussion and agreement with parents/guardians.
  • The Academy works with Advisory Teachers for sensory impairment, educational psychologists, as well as physiotherapists and occupational therapists for students with physical disabilities. Requests for support from outside agencies will be made when specialist advice is needed. 
  • All Newmarket Academy staff are experienced in dealing with the needs of the individual child. Staff have been trained on the full range of issues including dyslexia, hearing and sight impairment, ADHD, and autism spectrum .

  • In addition to the SENCO, the Curriculum Support Department has 6 well trained Teaching Assistants including 1 HLTA.
  • Teaching Assistants work within departments as well as running small group and one-to-one study skills, literacy and numeracy intervention.
  • Extra intervention sessions in period 6 and at tutor time will be introduced during the autumn term 2014.
  • All pupils are placed in a tutor group. The tutor is the first point of call for any issues. Each pupil is in a house led by an Assistant Principal supported by a pastoral officer. Students can seek support from their house team at any time

  • The school counsellor, school nurse and specialist workers from Ormiston Trust are available to support students. They are based in the Learning Support Office.
  • The school works with a wide range of agencies to provide targeted and personalised support to students
  • Life skills are developed through the PHSE curriculum for all students.
  • ASDAN and Employability are offered which specifically supports work-related learning and preparation for adult life.
  • Independent Advice and Guidance regarding careers education is offered to all students. A specialist careers advisor supports the most vulnerable students.
  • In addition to the school’s extensive Transition Arrangements, specific arrangements are put in place for vulnerable students. The SENCO visits primary schools before Transition. A Personal Information Profile is created to be shared with staff at the Academy. These highlight students’ strengths and areas for development as well as successful support strategies
  • Teaching Assistants will then visit schools following the SENCO visits to work with individuals or groups of students who may have SEND or who are anxious about transition.
  • Students who have Special Educational Needs or who are anxious about transition are invited to Newmarket Academy for additional visits during the summer term – they get to know the environment and key staff.
  • Some vulnerable students are assigned a Key Worker to provide support during the Transition period - and beyond if necessary
  • Preparation for transition from KS3 into KS4 for vulnerable students takes place during the summer term through small group meetings and opportunities to meet with Tutors and relevant staff.
  • A Youth Worker supports vulnerable students with Transition to Post 16 settings. Students with Statements/Education, Health and Care Plans have Transition Plans in place following their Y9 Annual Review.
  • Travel training is offered to vulnerable KS4 students who are moving on to college post-16 – A Teaching Assistant will accompany a student on the bus they will take to college, carry out a risk assessment, building confidence to the point where the student is able to make the journey independently
  • Parents/carers are invited to Pupil Review Day interviews three times during the year – the SENCO will attend meetings where further support is needed. This is an opportunity to discuss progress and any concerns.
  • In addition to the school’s policy of communicating and reporting to parents/carers, the SENCO can be contacted at any time by phone or email..
  • Parents/carers are involved in decisions regarding pupils being placed on the SEND register. Pupils will only be put onto the register if there is little or no progress following additional support/interventions within the classroom.
  • Parents/carers are always involved in referrals for Education, Health and Care Plans and for specialist advice/support from Educational Psychologists and outside agencies. All decisions about students needing additional support will only be made after consultation and agreement with parents/carers. Parents/carers may also request referrals to be made.