As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
Chadwell Heath Academy is a comprehensive co-educational school. There are six form classes in each year group from Year 7 to Year 11. Including the Sixth Form, there are some 1,240 young people of diverse backgrounds on roll. The Academy is a high-achieving, academic school that has made, and continues to make, outstanding progress. The staff have high expectations of the pupils and the modular curriculum provides for regular assessments of effort and attainment. Excellent effort is rewarded and poor effort is not accepted. Inclusion staff work across the whole school in mainstream lessons, supporting the learning of pupils. There is also a Homework Club which is run by Inclusion staff at lunchtimes. There is no special or specific SEND unit.
How will the school know if my child needs additional help and how will the school share information with me?
A form requesting information about all new pupils’ needs is sent to their previous schools. In some cases, Inclusion staff will telephone schools for more information about a child’s needs.
Year 6 pupils spend a morning at the Academy. On this morning, they are given a computer-based reading comprehension test.
For pupils who join the school after the start of Year 7, the Head of Inclusion attends the interview with the Head of Year so that any additional needs will be identified and appropriate provision can be put in place where possible.
The Head of Inclusion meets with the Head of Year and Head of School to review each child’s progress. There are reading assessment meetings with the Reading Co-ordinator to plan support for pupils who have difficulties in reading comprehension.
It may be necessary, having received parent/carer permission, to refer a child to the educational psychologist who will make a detailed assessment of their needs.
If a child is identified as possibly having additional needs that the parent/carer is hitherto unaware of, they will be invited to a meeting with the Head of Inclusion to discuss the matter.
Who should I contact if I have any questions or concerns about my child's SEND?
If you have any questions or concerns you should contact either Mr McDonald or Miss Hobbs, the Deputy Head of Inclusion.
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Mentor, e.g. adult or peer mentoring
Each pupil has a diary for noting down their homework and for messages between school and home.
Parents are expected to support their child by developing their reading at home.
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Support for behaviour
- Specified individual support
- Support for health needs
- Grouping of pupils
- Specific individual support
- Specialist teaching groups
- Support for communication needs/ assistive technologies
- In-school counselling
How will the school know how well my child is doing and how will they inform me about this?
All pupils are assessed for effort and attainment in all subjects at regular intervals. They also have twice-yearly reading tests.
Have any staff received specialist training in SEND?
The Head of Inclusion has the Open University SEND qualification, Learning For All, and the RSA Diploma in Teaching English across the Curriculum. The Deputy Head of Inclusion has the Hornsby Diploma in Specific Learning Difficulties and has completed the SEN Diploma module in Language and Communication Needs.
The Department provides training on in-class support strategies delivered by an outreach teacher from Little Heath School and has had guidance from the visiting Speech and Language therapist.
All LSAs have attended an afternoon course on supporting children with hearing difficulties.
How is the school accessible to children with SEND?
The school is on two floors and there are lifts which afford access to part of the upper floor. There are ramps at some points where there is a change of level. There are changing facilities for the disabled in the Sports Area and toilets for the disabled in the main school and Sports Area. There are classrooms where pupils can be taught on a one-to-one basis or in small groups.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
Through planning, risk assessments and parental support, every effort is made to help pupils benefit from school activities, after-school clubs and school trips. Where possible, additional staffing is provided.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
The school supports pupils with SEND as they move up the school, meeting with the pupil and their parents/carers at the annual review meeting, parents evenings or by arrangement if the school or parents/carers have particular concerns. Year 9 pupils are given guidance in choosing their option subjects for Key Stage 4 and the Prospects careers advisor attends the Year 9 annual review for pupils who have statements of special educational need and continues to see the pupils when they are in Upper School. The careers advisor, consulting with the Head of Inclusion, prepares Transition forms for pupils who are going to be leaving the school so that they will continue to receive support in their new school or college.
What support and training within the school is available to parents and carers?
Parent/ learning support groups
See Chadwell Heath Academy website and School Prospectus.