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The Academy’s SEND Offer

At Guru Nanak Sikh Academy we have staff with a wide skill set who support the four broad areas of needs for the majority of our students everyday; where a student may require additional support this can also be provided. We continue to develop and evolve our provision in line with the current needs in our

Academy as well as use resources across both phases, where necessary we make reasonable adjustments to our provision in line with SEND Code of Practice to ensure all of our students achieve their full potential:

Please see below our current offer of provision; please note this list is not representative of all further support available but an overview:

 

Communication and Interaction

Communication and
interaction needs include:

  • Understanding language
  • Using language
  • Understanding how to communicate socially with other people Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay.
  • Stammering – advice given to families about how to access support
    from outside agencies.

All GNSA students can access

 

  • Access to assessment for screening and identification of significant needs.
  • Quality First teaching with appropriate differentiation (including best SEND practice).
  • Visual aids to support key vocabulary, concepts and themes through Widgit.
  • Access to homework support clubs
  • Counselling
  • Assessments and referrals to
    external agencies and
    specialists#Peer support work
  • Online classroom access to
    revisit learning

Targeted identified support offered to identified students
include

  • Assessment and identification of language need and feedback to parents and staff.
  • Small group sessions with a specialist teacher/Teaching
  • Assistant/Speech and Language Therapist Modules include; vocabulary, inference and deduction and language building blocks.
  • Individual Reading Programmes
  • Additional adult support in lessons from trained and skilled Learning Support Assistants.
  • Year 7 Catch up
  • Alex Kelly Social Skills Group
  • Lego Therapy
  • ELKAN Speech and Language groups
  • 1:1 session with a speech and language therapist.
  • 1:1 sessions with other specialist staff in the school
  • Extra curricula activities during lunch and after school
  • Individual teaching assistant support in some mainstream
    lessons.
  • On-going monitoring and regular feedback to parents and students (at least termly and including the Annual  Review).
  • Exam access arrangements including Extra time, reader,
    scribe, use of laptop etc.
  • Post 16 transition support.
  • Counselling
  • Individual Learning Plans
  • Online tool to communicate concerns with Safeguarding team and Progress Leaders, ‘Toot Toot’

 Cognition and Learning

Cognition and learning
needs include:

  • Reading and spelling
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D, Fragile X, Down Syndrome.
  • Students may present with difficulties that do not have a specific title
  • Step by step instruction
  • Smaller accessible tasks

All GNSA students can access

  • Quality First teaching with appropriate differentiation (including best SEND practice).
  • Visual aids to support key vocabulary, concepts and themes.
  • Access to homework support clubs
  • Reader Programme
  • Access to assessment for identification of significant needs.
  • Online classroom access to revisit learning
  • Dedicated and caring staff who value all students regardless of ability

Targeted identified support offered to identified students
includes

  • 1:1 identified support – specific tailored support for individual students.
  • Small group lessons that focus on a range of literacy and comprehension needs.
  • Additional adult support in lessons from trained and skilled Learning Support Assistants.
  • Targeted lunch and after school clubs.
  • Targeted reading interventions.
  • External agencies support.
  • A visit from an educational psychologist for further
    assessments and testing
  • Access arrangements for students approaching exams
  • Transition support for Year 11 students
  • Additional support for choosing GCSE options
  • Career Advisor’s support for appropriate pathways.
  • Access to ICT to support and develop learning.
  • Regular mentoring from key staff members.
  • Withdrawal sessions with specialist staff.
  • Exam access arrangements including Extra time, reader,
    scribe, use of laptop etc.
  • Individual Learning Plans
  • Access to online programmes offering additional support and differentiation; SAM Learning, Lexia, Mangahigh etc.

Social, Emotional and Mental Health

This section includes all those young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education. It also includes young people who have a range of longer-term recognised mental health conditions.

Social emotional and mental health needs include:

  • Forming and maintaining relationships
  • Bereavement
  • Attitudes to attainmene.
  • Attendance
  • Self-esteem
  • Life outside school

All GNSA students can access

 

  • Quality First teaching with appropriate differentiation
  • Access to homework support clubs
  • Access to sports clubs
  • Regular assemblies and form time dedicated to our moral purpose and social practices
  • Sewa in line with the Academy’s Sikh Faith
  • Access to assessment for identification of significant needs.
  • Access to Educational
    Psychologist’s services
  • Whole school Class-chart
    system.
  • Behaviour management with consequence ladder and graduated response.

Targeted identified support offered to identified students includes

  • Nurture Groups
  • Progress Leader lunchtime drop-in
  • Year 7 Catch-up support groups.
  • Intervention groups (all years)- behaviour/social skills/self
    esteem/stress management.
  • In-class support in some lessons.
  • 1:1 and Peer mentoring
  • Year 11 support with college applications and career paths.
  • Regular access to designated member of Child Protection Team who has student wellbeing training.
  • Outside agency input (e.g.. Educational Psychologist, Targeted Youth Support, CAMHS, Hillingdon Early Intervention Service.
  • Flexible and modified timetables.
  • In-class support for students at risk of exclusion.
  • Personal Support Plan-support for students at risk of permanent exclusion.
  • Support from Health and Social Care team/ school nurse.
  • Child Looked After support.
  • Alex Kelly Social Skills Group
  • Lego Therapy
  • Drama Therapy
  • Exam access arrangements including Extra time, reader, scribe, use of laptop etc.
  • Counselling
  • Online tool to communicate concerns with Safeguarding team and Progress Leaders, ‘Toot Toot’

Sensory and or Physical Needs

Sensory and/or needs
include:

  • Vision impairment
  • Hearing impairment
  • Gross motor co-ordination
  • Fine motor co-ordination
  • Mobility
  • Personal and Intimate care
  • Self-organisation for daily living
  • It includes conditions such as cerebral palsy, physical injury, dyspraxia

All GNSA students can access

  • Quality First teaching with appropriate differentiation
  • Differentiated work using
  • Braille note and tactile resources
  • Access to assessment for identification of significant needs.
  • Mobility training
  • Visual aids to support key vocabulary, concepts and themes.
  • Physical access to facilities in the Academy.
  • Access to homework support clubs.
  • Dedicated and caring staff
    who value all students
    regardless of ability
  • Support from external
    agencies

Targeted identified support offered to identified students
includes

  • Medical Care Plans.
  • Handwriting /fine motor/keyboard skills training.
  • Advice and information given from our qualified school nurse.
  • Access to assistive technology, laptop, software, audio digital books and ChromeBooks.
  • Additional adult support in lessons from trained and skilled Learning Support Assistants.
  • Personalised support plans.
  • On-going monitoring and regular feedback to parents and students (at least termly and including the Annual Review).
  • Access to a Mobility Officer.
  • 1:1 Outside Agency support from Advisory Teachers / specialists.
  • Specialist equipment and materials, such as low vision aids and enlarged adapted resources.
  • Differentiated Tactile resources and material in braille
  • Targeted TA support for complex medical needs, including intimate care.
  • Access to a personal carer for intimate/clinical care
  • Exam access arrangements including Extra time, reader, scribe, use of laptop etc.