Promoting life long learning through quality of education, respect and equality for all
Promoting life long learning through quality of education, respect and equality for all

SEN Information Report

Identification of Needs

 

KTS Academy is a school which provides a specialist education for children and young people from the age of 3 to 19 who have a range of special educational needs and disabilities.

Our school population mostly includes children with an ASC (autistic spectrum condition) and severe or profound and multiple learning difficulties or disabilities (SLD or PMLD). Many of our children and young people have more than one condition so are considered to have complex needs.

All pupils who attend KTS have a Statement of Educational Need or, from September 2014, an Educational, Health and Social Care Plan (EHSC).

Statements and EHSC plans are reviewed annually in close consultation with parents and a range of professionals. The EHSC helps to determine what level of educational, social and health support your child needs.

On entry to KTS every child is assessed, this is called a baseline assessment and the information is recorded. We continue to keep an eye on how your child is progressing with regular assessments. Once a year we report to parents/ carers on their child’s progress. Children or young people who are able to, participate in identifying areas for development in their learning.

 

Curriculum

 

At KTS we have an individual approach to planning for the needs of our children and young people and class groups are decided on these needs.

Our curriculum includes (where necessary): 

Access to an modified national curriculum
Accredited courses such as Entry Level and Functional Skills English and maths
Wider accredited vocational courses
Work experience opportunities to students who are able to participate in these
An increasing sensory provision 
Augmented communication as needed
A focus on personal, social, health education (PSHE) across all areas
Teachers share areas for learning and development with pupils/students regularly so they understand what they are learning and what they need to learn next

We work with other schools and colleges to enable those pupils and students, who are able to, to gain access to additional learning where needed.

 

Support

 

The first point of contact is the class teacher. Teachers have overall responsibility for the welfare of the children or young people in their class. They are supported in this role by the senior leadership team and health and social care professionals.

Class teachers are supported in the classroom by teaching assistants.

A school councillor is employed for 3 days a week and children and young people are timetabled to see her as needed

Support is also given through external professionals – nursing, physiotherapists, occupational therapists, speech and language therapists

We also have close links with CAMHS and social care

 

Accessibility

 

KTS ensures access to all the buildings via an accessible entrance suitable for wheelchair users.
Overhead tracking hoists are used in some hygiene rooms and mobile hoists are used elsewhere to ensure the safe and dignified movement and handling of our children and young people.
Disabled toilets are located in school
The school minibus is wheelchair accessible
ICT is used to help our pupils access the curriculum; there are interactive white boards in every classroom and switches and communication aids available where needed.
Wheelchair accessible home school transport is available for all children and students who need it.
Makaton and the Picture Exchange Communication System is used to support communication 

 

Parental Involvement

 

At the beginning of each school year parents are invited in to meet the class teacher and discuss their child with them.

Every term a copy of the pupil’s/student’s Individual Learning Plan (ILP) is sent home with suggestions of ways support can be given at home. Parents/ carers are encouraged to contribute to these.
Parents are invited to an annual meeting to review their child’s statement/EHSCP.
A home school book is used to share information between home and school and regular contact is made between home and school through telephone calls
Parents are invited into school regularly for events put on by their child’s phase team which include: coffee afternoons, enterprise events, religious festivals, special assemblies
Courses for parents such as Makaton, autism awareness, speech and language, E safety, ICT support and support with Early Bird are offered by school regularly
Parents can be voted to serve as governors
Parent/carer and pupil surveys are regularly sent out by the school.

 

Wellbeing

 

Medical Support 

On site medical support is provided by one full-time nurse
There are six First Aiders across the three school sites
One physiotherapist and an assistant are in school 3 days per week
Speech and language therapy is provided by 2 therapists and 1 assistant 2 days per week
Medicals, dental inspections and paediatric clinics are held in school. Other specialist clinics held in school include; Audiology, Eating & Drinking, Orthotics and Wheelchair support

 

Social Support

Part of the role of our school councillor is to monitor attendance and liaise between home and school
The school works closely with Social Services and other care providers to support the welfare of pupils.
Transition meetings involving health, social care and careers advice, provide support and guidance when the young person is preparing to leave school.

Additional support is available from CAMHS and the educational psychologist

 

Staff Training

 

All teachers have qualified teacher status and teaching assistants have a minimum of an NVQ related qualification.
There is a comprehensive induction programme that ensures all staff are trained in positive handling strategies, manual handling, safeguarding and medical procedures necessary to ensure the wellbeing of our pupils.
There is an ongoing programme of professional development to ensure teachers and teaching assistants meet the special educational needs of our pupils and stay up to date with current research into learning and teaching. 
Staff have a range of specialist qualifications either in a curriculum subject area or of special educational needs e.g. autism.

 

Activities Outside of School

 

KTS is committed to providing all pupils and students with equal access to an enriched and extended curriculum.

Residential holidays are organised to different centres and locations so that all pupils, including those with PMLD and complex needs, have an opportunity to take part. 
Educational visits to museums, art galleries and historic sites enhance and enrich the curriculum.
Visiting artists and theatre companies, including international artists, allow all students equal access to cultural experiences.
A variety of school clubs cater for a range of interests and abilities and include; basketball, IPad, film, choir, football, and Duke of Edinburgh Award Scheme.
Evening social events such as discos, fashion shows, talent events and bingo nights organised by KTS Friends contribute to social activities outside of the school day

 

Transition

 

Although some children enter school in September at reception age from the Cleveland Child Development and Assessment Unit, admissions of children or young people can be at various stages of their education. 
We ensure that a comprehensive transition programme takes place which includes visits by our staff to the different educational establishments, to meet our new pupils, and regular visits by the new pupils to meet us. This ensures a smooth transition to us and reduces the anxiety levels of the pupils.
Prospective parents are invited to come and meet the headteacher and look around the school 
Transition from school to college and adult services starts in Post 16 and the school works closely with parents, the Transitions Team (health, social care and careers) and placement providers to prepare our young people for life after school. Included in this is the opportunity to have taster sessions in relevant colleges or providers followed by the student attending regular sessions with the provider if that would prove beneficial.

 

SEND Resources

 

Every child receives base funding and a ‘top up’ based on their level of need. There are four levels of need and resources are allocated accordingly. 

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