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Guru Nanak
Multi Academy Trust

SEND -Secondary Phase

Special Educational Needs and Disabilities

Guru Nanak Sikh Academy- Secondary Phase

Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.

GNSA is committed to setting suitable challenges for all its pupils, responding to their SEND, overcoming potential barriers to learning and ensuring that every pupil enjoys and achieves their full potential.  GNSA endeavours that all pupils with SEND have equal access to education which enables them to make progress so that they:

achieve their best

become confident individuals living fulfilling lives and

make a successful transition into adulthood, whether into employment, further or higher education.

These pages will describe GNSA’s ‘offer with regards to support for pupils with Special Educational Needs and Disabilities (SEND). In order to ensure that pupils with SEN engage in all activities be compliant with the Children and Families Act 2014 and the Equality Act 2010 we explain the actions we take at GNSA to identify and support pupils with Special Educational Needs and Disabilities whether or not your child has an Education Health Care Plan (EHCP- formerly known as a ‘Statement’).

There is a dedicated team of staff who support students with SEND, it includes:

Miss O’Leary (Special Educational Needs Coordinator, SENCO)

Mrs Deol (Learning Support Assistant – Autism / Speech Language and Communication)

Mr Dhillon (Learning Support Assistant – Social, Emotional and Mental Health)

Mrs Mann (Learning Support Assistant – Visual Impairment / Cognition and Learning)

Mrs White (Learning Support Assistant – Visual Impairment / Cognition and Learning)

Miss Gidhare (Learning Support Assistant – Social, Emotional and Mental Health / Speech Language and Communication)

Mrs Kular (Learning Support Assistant – Cognition and Learning)

What can Guru Nanak Sikh Academy offer my child?

Communication and interaction needs

 

Communication and interaction needs include:

All GNSA students can access

Targeted identified support offered to identified students includes

  • 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.

 

 

 

 

 

  • 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.
  • Access to homework support clubs
  • Counselling
  • Assessments and referrals to external agencies and specialists
  • Peer support work
  • Sewa

 

 

 

  • 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
  • In-class Teaching Assistant support in some lessons.
  • 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
  • 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

Cognition and learning needs

Cognition and learning needs include:

All GNSA students can access

 

Targeted identified support offered to identified students includes

  • 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

 

 

 

  • 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.
  • Dedicated and caring staff who value all students regardless of ability

 

 

 

 

 

 

 

  • 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 form an educational psychologist for further assessments and testing
  • Access arrangements for students approaching exams
  • Transition support for Year 9 and Year 11 students
  • Career Advisor’s support for appropriate pathways.
  • Access to ICT to support and develop learning.
  • Regular mentoring from key staff member.
  • Withdrawal sessions with specialist staff.
  • Exam access arrangements including Extra time, reader, scribe, use of laptop etc.

 

 

 

 

Social, emotional and mental health needs

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:

All GNSA students can access

 

Targeted identified support offered to identified students includes

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

 

 

 

 

 

 

 

 

 

 

 

  • 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.

 

 

 

 

 

  • Year 7 Nurture Group
  • Head of Year 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

Sensory and/or physical needs

Sensory and/or needs include:

All GNSA students can access

 

Targeted identified support offered to identified students includes

  • 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

 

 

 

 

 

 

  • 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

 

 

  • 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 IPod applications.
  • Access to Learning Support Assistant support.
  • 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.

 

Support for physical disabilities and medical conditions

Governors and staff at GNSA are committed to each pupil’s individual needs and to provide equal access to the pupils with. We adhere to all guidelines on equality and have a range of facilities for meeting the needs of our students with sensory and physical needs.  GNSA have dedicated staff for intimate care, disables toilets, lifts in every block of building and have ensured level access to main reception with wider access doors throughout the building.

At Guru Nanak Sikh Academy we target the specific areas of SEND needs for all pupils without being a barrier to their learning.  Their sensory or physical need is also not seen as a barrier to learning and we have strategies in place and support is offered to pupils in the area of their needs.

We also review support for students with medical conditions and appropriate arrangements are made through our Welfare staff to meet the medical needs of our pupils.

If you would like any further information then please do not hesitate to contact Alexandra O’Leary (SENCO) via the school office or on send@gnsa.co.uk