What support is available for my child at Ormiston Denes?
The Special Educational Needs and Disabilities (SEND) Team has a key responsibility for ensuring students with special education needs or disabilities and other additional needs are supported effectively. This means:
- Teaching Assistant (TA) support in lessons
- Providing strategies to staff that will help in lessons
- Advising on suitable differentiation of resources and learning tasks
- Providing one-to-one or small group support for literacy, numeracy or other curriculum areas
- Providing catch-up opportunities
- Offering computer-assisted programmes to improve literacy
- Providing extended learning opportunities
- Supporting the student to access on-line learning opportunities and monitoring their progress
- Interventions through The Raising Achievement Centre to support individual needs (Y11)
- Enabling subject areas, where appropriate, to arrange subject specific in-class support or to develop team approaches
- Supporting the student to attend specialist external provision and monitoring their progress
- For students with Education, Health and Care plans guidance towards Post 16 pathways begins through transition planning. Initial careers planning takes place through informal discussions with the students and their parents.
- Examination special arrangements are designed to ensure access for students with certain disabilities and certain learning difficulties without giving them an unfair advantage. Consideration for special arrangements is given with reference to guidance and regulations of exam boards and Qualifications and Curriculum Authority (QCA). The Principal, further to a recommendation from the Disabilities and Special Educational Needs Co-ordinator (DSENCO), makes decisions about special arrangements and disapplication. Once special arrangements have been granted it is the responsibility of the Examinations Officer to ensure they are implemented.
- Working closely with other providers, the Local Authority and specialists like the Child and Adolescent Mental Health (CAMHS) team to ensure that every opportunity for additional support is explored and that our activities are appropriately coordinated
How accessible is the academy environment?
Ormiston Denes Academy firmly believes in equal opportunities and will aim to meet the physical, emotional and intellectual needs of all our students through providing appropriate and personalised interventions to enable every student to achieve.
Most classrooms in the academy are available via ramps, a lift, and doors suitable for wheelchair access. However, in the old part of the academy there is no access to the balcony classrooms (English). Therefore, we have additional English classrooms on the ground floor to ensure all students can access subject specific classrooms and all appropriate learning resources.
Can the academy meet my child’s needs?
The vision of the Children and Families Act 2014 is based on the following principles:
- High expectations and aspirations for what young people can achieve.
- Aspirations of young people and their parents and carers that are placed at the centre of everything we do
- Early identification of needs and integrated early help
- Integrated assessment and planning, focussing on long term outcomes, bringing together education, health and care support
- High quality provision organised with clear pathways and choice for families
- Excellent outcomes achieved through the knowledge, skills and attitude of everyone working with children and young people
- A personalised approach focussed on the individual needs of the student
All students belong to a year group, a horizontal tutor group and a House.
They attend assemblies, participate in year group, house and whole academy activities and follow a common tutorial and mentoring programme.
A wide range of extra-curricular activities is available to all students and the academy employs a highly personalised approach so that we can work together in ensuring that individual needs are met and supported.
Once a fortnight we have Enrichment. This offers a wide range of activities for all students to access. This is run across the whole academy so students are grouped according to their passions rather than year group or ability.
Where else can I find support and information?
Additional information on the support available can be found on the Suffolk local offer website at:
Who should I contact at Ormiston Denes?
The DSENCo, Mrs Kerry Ellison, is responsible for the work provided by the SEN team as well as ensuring the SEN policy is up to date and being implemented effectively across the academy.
For any enquiry regarding a specific learning difficulty, special need or additional support request please contact:
DSENCo: Mrs Kerry Ellison
Email: email@example.com Phone: 01502 574474
Enquiries about our transition support for students with special educational needs, or to make enquiries about our Nurture provision contact:
Nurture and Transition co-ordinator: Mrs A Gee
Email: firstname.lastname@example.org Phone: 01502 5734474
For specific concerns about attendance contact:
Attendance Officer: Michelle Halsey
Email: email@example.com Phone: 01502 574474
For pastoral, learning, health, general welfare or other personal difficulties, enquiries should be through the House Teams in the first instance.
Head of Endeavour House: Mr Dean Fisher
Email: firstname.lastname@example.org Phone: 01502 574474
Head of Enquire House: Mrs Honey Turpin
Email: email@example.com Phone: 01502 574474
Head of Inspire House: Ms Gemma Calver
Email: firstname.lastname@example.org Phone: 01502 574474
Head of Venture House: Mr Jon Wilkinson
Email: email@example.com Phone: 01502 574474
Alternatively, you may call the academy on 01502 574474, and our receptionist will be pleased to direct your call to whomever is most appropriate.
What are the SEND categories?
Students will be included on the SEN register if needs are identified in the following areas:
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory and/or Physical
They will be registered as requiring SEN Support or as a student with an Education, Health and Care Plan (EHCP).
Behavioural difficulties do not necessarily mean that a student has SEN and will not automatically lead to them being registered as such. Students who present with challenging behaviour may have unidentified SEN and the academy will endeavour to identify these in appropriate ways.
How does the academy identify and assess children with SEND?
Students have a learning difficulty if they:
- Have a significantly greater difficulty in learning than the majority of children of the same age
- Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for students of the same age
Students will be identified using:
- Information from parents
- Education, Health and Care plans and other records
- Baseline data from routine testing
- Information from previous educational settings
- Liaison with primary academies from Year 5 onwards
- Attending case conferences and review meetings
- Testing of students joining the academy (other than at transition).
- Identification by subject teachers, the House Team and referral to the Inclusion Team
Students with SEN will be monitored and progress checked by:
- The teachers’ evaluation and assessment
- Routine testing
- Through discussion with the student
- Through consultation with parent(s)/carer(s) to listen to their views on the progress of their child
- Through consultation with external agencies working with the student and/or family
- The ‘assess, plan, do, review’ process.
For those students who have a Local Authority (LA) Education, Health and Care Plan there are additional review procedures. The review during Year 9 forms the Transition Plan, which seeks to outline the appropriate changes to provision for the pupil’s future.
The SEN team carries out annual reviews for students with Education, Health and Care plans.
Where appropriate, and in consultation with parents, the academy will refer to outside agencies such as the Educational Psychology Service, County Inclusive Support Service, Pupil Referral Units, and the IYFAP (In-Year Fair Access Panel) process.
How will my child’s needs be met?
Most SEN needs can be addressed in the classroom by their subject teachers, who hold primary responsibility for enabling every student to make good progress with their learning regardless of difficulty or disability.
For some students further interventions will need to be put in place. These will be personalised according to the needs of the student and may be either short or long term – there is no one size fits all solution.
The following provision and interventions are used at Ormiston Denes Academy:
- In-class support - Students with EHCPs and those with particular needs (including certain medical conditions) have access to shared in-class support from a TA. The TA works closely with the teacher to assist the students in making progress. Occasionally, where needs are very complex, one to one support is provided in the classroom.
- Literacy - In order to address literacy difficulties there are a variety of interventions available:
- Some students will have their needs met within the smaller group setting
- Students with specific difficulties (e.g. dyslexia or poor spelling) may be withdrawn individually or in a small group on a weekly basis
- Other programmes to address particular needs such as reading comprehension, Catch Up Literacy or paired reading are put in place as necessary
- Numeracy - The majority of difficulties with numeracy are addressed within the smaller supported groups, sometimes with additional support being placed in the classroom. Where there are specific difficulties students are withdrawn individually.
- Dyslexia – We have access to the dyslexia outreach team through a referral process. If a referral is successful, they will work with the student in school. They will then form a personalised support plan for school to use to support the individual.
- Speech and Language - Students with identified Speech and Language Difficulties and problems with communication in conjunction with needs such as Autistic Spectrum Disorder (ASD) are withdrawn to follow individual programmes. These programmes are either informed by a Speech and Language Therapist or by the County Inclusive Support Service for ASD students.
- Subject specific – When a student requires additional support, in particular in Key Stage 4 (years 9, 10 and 11), subject staff will offer catch up or revision sessions.
- Resilience/Mentoring - Students with low self-esteem and a history of difficulties often have little belief in themselves as learners. Some students are offered a mentor individually to help address these issues. We also offer group work to help develop resilience.
- Irlen support - Where students are having difficulties with literacy skills they can be screened at the academy for Irlen Syndrome/scotopic sensitivity. This is a visual disorder which can mean the children skip lines or words when reading on white paper. It can also affect their written work. If a student is diagnosed with this we provide overlays and coloured paper/booklets appropriate for them.
- Individual Withdrawal Programmes - Some students have particularly complex needs and need an adapted curriculum which will involve some withdrawal from lessons. These students will have their own individualised programme to address their needs. All individual programmes are carefully planned with a student’s strengths, weaknesses and future needs in mind.
- Transition Group – we offer one to one, small groups and SEN transition. Needs for transition are identified by the feeder primary academies or at parental requests.
- One to One mentors – This is offered through the House team or through a referral to the Inclusion team.
- Behaviour management – This is a six week program offered through our Internal Exclusion programme. It is run one to one or in small groups depending on individual needs.
- Self-esteem – This is a six week program and can be run through the Nurture Unit or Internal Exclusion.
- Academy Counsellor – This facility can be accessed at student or parental request or can be offered through the House team. All referrals go to the DSENCo who co-ordinates this. The academy counsellor is in two days a week. All appointments are confidential and information will only be shared if the student is at risk.
- Academy Nurse - This can be accessed at student or parental request or can be offered through the House team. All referrals go to the DSENCo who co-ordinates this. There is also a drop in session where no appointment is needed.
Other approaches are continually researched and implemented if deemed appropriate for meeting the needs of the individual.
How does the Academy support transition?
With our main feeder academy, we start transition as early as Year 4. Students visit the academy for a variety of transition projects.
The main transition work starts in Year 6. In the autumn term, primary schools liase with us to identify students that would benefit from working with us.
In January, we start with small group work. We have a key worker who visits the primary schools on a weekly basis to work with one or two small groups of students.
In April, our key worker works with students on a one to one basis in their primary school. If required, they also visit the academy at various times of the day. This can include after academy, during lunchtime or lesson times.
In June, we run Vulnerable and SEN transition groups. This is with a group of students from a variety of primary schools so they can meet new people who will be in the same year group come September. We run four separate transition groups. These are run at the academy.
We welcome visits from prospective parents and students at any time; simply contact the academy to arrange.
How does the academy communicate with me?
A wide variety of information is available on the academy website and Go4Schools. You will be given information about your child’s progress through the academies reporting system and at parent’s evenings.
A half termly newsletter gives regular news on what is going on in the academy and how you can become involved. You will be contacted by text message for any attendance issues and also to inform you when letters are being sent home.
Staff can be contacted by telephone via the main reception or by email.
How will I know how my child is doing?
Teacher assessments are completed on a half termly basis and information about your child’s progress will be made available to you. This will be in the form of assessment and effort levels, a full report and at parent’s evenings.
Progress and attainment is also discussed at annual reviews and other review meetings.
Alternatively, you can access your child’ attainment levels on Go4Schools at any time.
Where do I find the SEND policy?
The Academy’s SEND policy can be found on our website. Alternatively, please follow the link here:
Pupils with special educational needs but without EHCPs are treated as fairly as all other applicants for admission.
‘Admission authorities must consider applications from parents of children with special educational needs but with no EHCPs on the basis of the academies published criteria’ (SEN Code of Practice).
Prior to admission parents of SEN children are given time to share information and concerns regarding the transition with the DSENCo.
This allows necessary resources and arrangements to be put in place.
Glossary of Terms
- Additional Needs
- An identified issue that is affecting a child’s learning
- Alternative Provision
- Education that is not part of the academy’s mainstream provision for all students that might include the use of another organisation
- Autistic Spectrum Disorder, Children with autism are less able to interact with the world as other children do. Typically they have deficits in three key areas:
- Verbal and non-verbal Communication
- Social awareness and interactions
- Imaginative play (variable interests and behaviours)
- Baseline Testing
- Test of ability in a subject or aspect of learning taken at the start of the period of teaching, typically at the point of joining the academy
- Additional support from a teacher or other adult to enable the child to learn something that the rest of the class has mastered as a result of absence or learning difficulty
- County Inclusive Support Service
- a SuffolkCounty Council outreach service that can be accessed by mainstream schools to support the inclusion of students with a diagnosis of Autistic Spectrum Disorder (ASD) or those with behavioural needs
- Disabilities & Special Educational Needs Co-Ordinator
- Decoding Skills
- The ability to apply knowledge of letter sound relationship, letter patterns etc
- Changes to the task, level of expected response or other device to adapt an activity to the specific needs of a student or group of students
- The decision not to offer a student a subject or element of mainstream provision
- A general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence.
- Educational Psychologist
- The branch of psychology concerned with the scientific study of human learning
- Consultant able to assess a students ability to learn and identify specific learning difficulties
- Education and Health Care Plans
- An EHC plan is the document which replaces Statements of SEN and Learning Difficulties Assessments for children and young people with special educational needs.
- An EHC plan can only be issued after a child or young person has gone through the process of EHC needs assessment. At the end of that process, the local authority has to make a decision, either to issue an EHC Plan or not.
- An activity provided for students that is not typically part of their mainstream provision
- Exam Board
- A company that produces a syllabus and examination arrangement that is compliant with the criteria specified by the QCA, with authority to award qualifications including GCSEs, for example.
- Exams Officer
- The designated member of staff responsible for ensuring that examinations run smoothly.
- Examinations officers oversee and administer the whole exam process, including sorting out timetable clashes; making sure special requirements are met; and
liaising with external examining bodies.
- Extended Learning
- Learning activities that either extend learning beyond that anticipated by the teacher for this period of learning, for an individual student or
- Learning that is provided outside of timetabled lessons
- External Partner
- A company or organisation that works in partnership with the academy
- A website that the academy uses to store and share assessment data (https://www.go4schools.com/parents/)
- The academy has four houses comprising students of all ages.
- Each House benefits from a team of staff dedicated to the needs of students in their House
- Internal Exclusion
- A team of staff with expertise in behavioural therapy and support
- Individual learning support plan
- Inclusion Team
- A Local Authority Team charged with ensuring that the needs of all students are met through the provision of appropriate support both within the academy and beyond, and specifically in the event that a child has special educational needs or has been excluded
- Integrated Team
- A description of Local Authority Services that are structured such that they are able to fulfil their statutory obligations including early intervention for children with additional needs
- Additional support for a students to enable them to complete work, develop knowledge, skills or understanding either within the lessons or at another time
- Irlen Syndrome
- A specific condition that affects or alters the way that the eye sees things
- Local Offer
- All school and Academies are required to publish a ‘local offer’; information for children and young people with special educational needs (SEND) and their parents or carers in a single place.
- The ability to read and write
- A named individual who provides counselling or support to an individual
- A specific resource unit within the academy providing support for students with emotional difficulties including developing effective social interactions
- The ability to understand and work with numbers
- On-line learning
- The use of a programme, application (app) or website that supports learning
- The attainments of a qualification
- Pastoral care is an umbrella term, describing the support provided for students to enable them to develop effective adult behaviours, access learning and overcome personal difficulties and to develop life skills
- Post 16 Pathway
- The route into and through education from the age of 16
- Personal, Social and Health Education
- Qualifications and Curriculum Authority
- Raising Achievement Centre
- A classroom and teaching team who provide additional support from individuals and groups to complete coursework or other learning activity for those in Y11
- Scotopic Sensitivity
- Also known as Visual Stress, IrlenSyndrome, and Asfedia, is a condition relating to the interaction of the central nervous system and the eyes at a physiological level with light.
- Special Educational Needs or Disability
- Special Educational Needs
- Special Arrangements
- The provision of a scribe, reader, technology or additional time to enable a students to access an examination
- Specific Learning Difficulty
- The changing of school, or phase of education typically used to describe the change from Primary to Secondary Education
- Transition Plan
- A plan for an individual child that will enabled them to be successful beyond the point of transition