School Information Report
- What are Special Educational Needs?
- What should I do if I think my child has SEN or a disability?
- Useful contacts
- How will I know how my child is doing?
- How will my child be assessed to see if they need extra support?
- What is the Orchard Centre?
- EAL Provision: What is EAL?
- How will my child be supported for life after The Farnborough Academy?
- How can I help to support my child’s learning?
- How will my child be involved in planning for his/her education?
- How are resources allocated to match the needs of children with SEN?
- How will the curriculum be personalised to suit my child’s needs?
- What additional services could be available for my child?
- What training and expertise do staff have with SEND?
- How will decisions be made about what support my child will receive?
- What if the support provided for my child is not effective?
- How will my child be included in extra-curricular activities?
- What should I do if I have a complaint?
- Further information and advice
- Meet the SEND team
Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age; or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Contact your child’s tutor or Head of Year/Head of Year Assistant or contact the Academy’s SENCO for further advice or information. A meeting can then be arranged to discuss matters further.
If you have previously sought medical advice regarding your child’s needs then please bring this information to the meeting.
SENCO: Mrs J Rivers
Class of 2021
Head of Year: Mr I Palmer
Head of Year Assistant: Miss M Reynolds
Class of 2020
Head of Year: Mrs S Birch
Head of Year Assistant: Mr J Bennett
Class of 2019
Head of Year: Mr A Higgs
Head of Year Assistant: Mrs L Humphrey
Class of 2018 and 2017
Head of Year: Ms M Blaney
Head of Year Assistant: Mr M Green/Mrs C Shuttlewood
You will receive a copy of your child’s Pupil Profile at the beginning of the academic year followed by an invitation to review your child’s profile 3 times during the academic year. If you are unable to attend any of the review meetings then you may wish to contact Mrs Rivers (SENCO) to arrange an alternative meeting.
You will be updated about your child’s progress through regular progress reviews and Parents Evenings.
You are more than welcome to contact any of the SEN team or child’s tutor/Head of Year to discuss their progress and attainment whilst at The Farnborough Academy.
The Orchard Centre was created in 2015 to support the needs of pupils who, for a variety of reasons, are unable to access mainstream provision.
Pupils are identified by the Heads of Year and the Orchard Centre Manager (Mrs Birch) and a bespoke timetable is created. The period of intervention varies according to the needs of the child. Intervention is reviewed periodically and a return to mainstream lessons is planned.
Some pupils work independently in the Centre; others work in small groups or receive 1:1 support. Teaching staff and the Orchard Centre Co-ordinator are timetabled to work with the pupils.
The Centre is also staffed at break and lunch times for those pupils who, for a variety of reasons, are unable to be in the main school building.
Whilst in the Orchard Centre KS4 pupils continue with work to support their GCSE studies. This work is provided by their class teachers. KS3 pupils are taught as a group with a focus on the core subjects and S.E.A.L. [social and emotional aspects of literacy]. The KS3 group is usually very small so individual support is possible on many occasions.
The Orchard Centre Manager meets regularly with the Centre Co-ordinator to discuss pupils’ progress towards returning to mainstream lessons. The Attendance team is also frequently involved.
E.A.L stands for English as an Additional Language. Pupils with E.A.L are those who have not been exposed to English as their first language from birth.
Pupils with E.A.L vary greatly in their proficiency in English, ranging from having no English to being fluent. Their ethnicity and nationality also vary widely. Every pupil with E.A.L. has a different story; each one therefore has different needs when they arrive at the Academy.
What provision is there on arrival for a pupil with E.A.L?
At the admission interview, the E.A.L Co-ordinator and the Head of Year will gather as much information as possible regarding the pupil’s educational and linguistic background. The Head of Year will then determine which set to place them in and allocate suitable ‘buddies’ to help the new pupil settle in to school.
Shortly after admission, the E.A.L Co-ordinator will do an initial assessment based on the four aspects of English – reading, writing, speaking and listening. The pupil is then given an E.A.L level. At this assessment the pupil is also given the opportunity of discussing any concerns they have as a new member of the Academy. This may range from struggling in lessons to feeling homesick. The Academy can then ensure these problems are addressed. The assessment will be repeated at regular intervals.
Settling into life at the Academy
Pupils with E.A.L are encouraged to take an active part in extra-curricular activities, both as enrichment of their time at school and also as a means of socialising with other pupils. For some, football at break and lunch is the perfect time to share a common ‘language’!
Staff will consider the needs of pupils with E.A.L when planning and delivering their lessons.
Teaching staff will monitor the progress of pupils with E.A.L. closely to ensure that those making rapid progress are placed in appropriate groups and those struggling in certain subjects are given the support they need.
After three or four weeks the E.A.L Co-ordinator and the Head of Year Assistant will review how each pupil is settling in and take any action considered appropriate to their needs.
The Farnborough Academy welcomes pupils from all nationalities, backgrounds, cultures and ethnic groups and recognises the diverse needs of pupils with E.A.L.
- All pupils at The Farnborough Academy will have access to Futures (Career information and advice service). This includes interview experience (1:1).
- Futures can offer home visits for pupils and parents. This includes a specialist representative who works with pupils on the autistic spectrum.
- Information about sixth forms, colleges, apprenticeships and training providers is given to all pupils.
- All year 11 visit a careers fair and are offered guidance. A teaching assistant will normally accompany pupils and relevant information will be displayed on the ‘Employability Board’ in the Learning Support Unit (LSU).
- There are various enterprise and employability events that happen throughout the year with pupils in all year groups to prepare them for life after Farnborough.
- Visits arranged throughout the year to various colleges and universities to raise aspirations for all pupils.
- Transition meetings and visits can be arranged and relevant information is shared with support staff at college.
- Visit the school website and the links to relevant information.
- Check your child’s homework planner regularly.
- Encourage your child to attend homework/revision clubs (these are available in the Learning Support Unit (LSU) and in individual subject areas).
- Know your child’s targets and actively encourage your child to work hard to achieve them.
- Encourage your child to engage in extra-curricular activities.
- Follow advice given by staff/external agencies.
- Attend regular planning and review meetings.
- Attend Parents Evenings.
- Your child will be able to review his/her Pupil Profile, at least 3 times a year with a member of the SEND department.
- Attend Parents Evenings to speak to his/her tutor and subject teachers.
- Your child may be able to attend meetings with external agencies when necessary.
- Your child will be made aware of his/her targets for all subject areas and be expected to attend any intervention that is put in place to assist with meeting these targets.
Your child will need to take responsibility for their learning by:
- Keeping their homework planner up-to-date and completing all homework (homework club is available in the Learning Support Unit (LSU) and in specific subject areas).
- Talk to their tutors/subject teachers/teaching assistants when they have a problem.
- Select their GCSE options carefully with parental and staff guidance.
- Undertaking relevant assessments to qualify for intervention.
- Discussions with staff/ teaching assistants about how their education could be improved i.e. what intervention is necessary to enable them to achieve their targets.
- All staff are teachers of SEND and are trained to enable them to meet the variety of needs of pupils within the classroom (all staff take part in regular CPD/training sessions).
- Teaching assistants will be available in lessons to support pupil’s learning where necessary.
- Small group support/one-to-one support where necessary.
- SEND breakfast/afterschool meetings for you and your child.
- Exam Access Arrangements – assessments for these will take place in Year 9.
- External agency support e.g. Speech and Language Therapists, Autism Outreach, Visual Impairment Team, Hearing Impairment Team, Educational Psychologist.
- Provision of specialist resources where an identified need is established.
- Pupil Profiles will be given to all teaching staff to inform differentiated planning.
- Additional in-class support (teaching assistants) in appropriate lessons.
- Subject specific intervention sessions.
- Specialist equipment provided for students where appropriate.
- Exam Access Arrangements.
- Alternative curriculum where necessary.
The Farnborough Academy
Experienced teaching assistants
Team around the child meetings
Parent Partnership – provide support for parents in pupil review meetings
Local Authority Support Services
Special Educational Needs Support Service (SENSS)
Educational Psychology Service
Key Learning Centres
Hearing Impairment Team (HI)
Visual Impairment Team (VI)
Physical Disability Support Service (PDSS)
Autism Outreach Team (AOT)
Local Support Team (LST)
Education Welfare Worker (EWW) & Family
Children and Adolescent Mental Health Service (CAMHS)
Speech and Language Therapists
- Regular CPD sessions are available for all teaching staff and support staff.
- Specific training in aspects of SEN through in-service training.
- Qualified teaching assistants (some with specialisms).
- The SENCO is currently completing the National Award for SENCOs.
- The Governor with specific responsibility for SEND has completed the SEN Governor training.
- Strategy banks are shared with all staff on a weekly basis.
- Your child’s progress will be tracked regularly across all subject areas.
- For pupils with SEND but without an Education Health and Care Plan (ECHP), the decision regarding the support required will be taken by the SENCO in consultation with staff and the Senior Leadership Team (SLT).
- For pupils with an Education Health and Care Plan (ECHP), the decision will be reached when a plan is being produced and the needs have been identified.
- Change in a pupil’s circumstances which has an effect on their well-being may lead to certain interventions being arranged.
- Recommendations resulting from assessments by outside agencies.
The support provided for your child will be measured in a number of ways. If the support is effective we would expect to see that your child is happy in school and showing expected progress in most or all subject areas.
If the support provided is not showing effective, then evidence will be gathered to see where your child needs further intervention and what kind of intervention will be appropriate.
Any intervention that includes your child will be reviewed on a regular basis and if it is not successful then further intervention/a new style of intervention will be put into place.
We can also measure the effectiveness of the support that your child is receiving through regular communication with parents and carers.
- Your child will be invited to access all extra-curricular activities at lunchtimes and after school.
- Tutors and subject staff will inform all pupils about extra-curricular activities and timetables will be displayed in all tutor rooms.
- Any relevant risk assessments for out of school activities will be carried out.
- Planning for appropriate transport and reasonable adjustments to make sure that all pupils are able to take part.
- The Learning Support Unit (LSU) also provides breakfast, break time, lunch time and after school opportunities for pupils.
In the first instance if you wish to discuss your child’s educational needs or are unhappy about the support your child is receiving please contact one of the following:
SENCO (Mrs Rivers)
Deputy Head (Mrs Watson)
The Head Teacher (Mr Chaloner)
The School Governor with responsibility for SEND (Mr Ford)
Complaints will be dealt with in line with the Children and Families Act 2014 clause 32 statements and the school’s own complaints procedure.
Nottingham City SEND Local Offer
National Parent Partnership Network
Futures (Careers advice and information)
British Dyslexia Association (BDA)
National Autistic Society (NAS)
Royal National Institute of Blind People (RNIB)
National Deaf Children’s Society
Child and Adolescent Mental Health Services (CAMHS)
Inclusive Education Services (IES)