Learning & Teaching‎ > ‎SEND‎ > ‎

Who will be talking to and keeping in touch with the parent/carer?

All of our parents/carers will be invited to meet with their child’s tutor during our academic mentoring day in October.  In addition to regular contact with students’ tutors, students with a statement of SEN or with an EHC plan, our Senco will meet with parents/carers as required throughout the year to discuss the outcomes and provision in place to meet the needs of their child.    Statements of special educational needs will be reviewed at least annually during which the individual plan will be reviewed and any recommended amendments made.

For students with an identified SEN at a school based category, the student’s tutor will be the main point of contact.  However for specialist provision and SEN action plans, our Senco will meet at least twice a year with the parent/carer along to review the provision in place.

For students who are LAC, our designated LAC coordinator will meet at least twice a year with the student, carer, social worker and virtual school learning mentor to review the student’s progress and provision through the ePEP process.  Our LAC coordinator will also attend any LAC reviews to share information with parents and carers.

Who will explain and discuss this with parents/carers?

On transition to Millbrook Academy, we share our assessment and reviewing procedures with all new parents.  For year 7 students we invite parents to year 6/7 transition evenings in addition to holding a meet the tutor fortnight during term 1.

If parent/carers would like to ask us any information about their child, they are encouraged to contact us. 

How will parents/carers know how well their child is doing?

lf students progress is monitored and analysed termly, parent/carers will receive a termly data report which identifies current working levels and student attitude towards learning.

Once a year, we hold student progress review evenings which enable parent/carers to discuss their child’s progress with individual subject teachers.  A full report is sent home annually.

For students with SEN or who are LAC, additional meetings are held with learning support staff and tutors to discuss progress made towards individual SEN targets through our PLP process.

How does our school measure outcomes and impact of the support provided to the pupil/student?

Students with statements or EHC plans views are actively sought when agreeing targets and expected outcomes and encouraged to identify what works for them.

Termly assessment process measures progress across the curriculum

Student Attendance is monitored through our tutoring programme.

Student attitudes towards their learning and progress are reviewed annually using PASS data.

We actively seek our student views, particularly those with SEN through the student voice and through Governor link meetings.

The impact of any interventions or in-class support is monitored termly through our provision map.

Reading ages are reviewed at least annually using the NGRT reading test in addition to specific diagnostic assessments.

Behaviour for learning is assessed through our Attitude towards Learning assessments in addition to monitoring student praise and behaviour points.

Analysis of exclusion and internal isolation data.

When and at what interval will this happen? (measuring outcomes and contact with parents/carers)

See above.  For students with SEN personalised outcomes will be agreed with parents/carers and the most appropriate time frame for reviewing progress will be discussed and agreed depending upon the specific needs of the student.

Who will explain and discuss this with young people (where applicable)

Through academic mentoring with their tutor, our students will be familiarised with our assessment and reviewing process.  Their tutors will discuss their termly progress during tutor sessions.

We make every effort to include our students with any review meetings, including those for SEN or LAC reviews.