Students are identified as having SEND when they have a significantly greater difficulty in learning than the majority of students the same age or have a disability which prevents or hinders them from making use of education facilities of a kind generally provided for students of the same age in schools within the area of the Local Authority (SEND Regulations 2014).
Students at Beckfoot have a range of difficulties including communication and interaction; Cognition and Learning; Social, Emotional and Mental Health difficulties and Sensory or Physical difficulties.
When a student first joins Beckfoot we use information from a range of sources to help identify SEND and other needs. These include: information from parents/carers; primary school teachers; end of key stage 2 levels; base line testing; literacy and numeracy tests; application form information; subject teachers; specialist colleagues and external agencies.
Our class teachers, Heads of Faculty and Heads of Year closely monitor the progress and attainment of all students, including those who have or may have SEND. The continuous monitoring of students during their time at Beckfoot will further identify pupils with a special educational need. This identification may come from tutors, subject teachers, support staff, Heads of Year, outside agencies, parents/carers or the pupils themselves. We use a range of assessments depending on the area of needs. If it is thought a family needs support, we have excellent working relationships with outside agencies and a referral can be made to them.
We follow a graduated approach to identifying and assessing needs, using the `Assess, Plan, Do, Review’ model. The triggers for intervention could be the teacher’s or support colleague’s concern, underpinned by evidence, about a pupil who, despite receiving differentiated learning opportunities, does not make expected progress. There is also a referral system in place to SEND for colleagues within Beckfoot.
All students with SEND are on the SEND Register which is accessible to all staff. Staff use this information and more detailed additional needs profiles to inform their lesson planning, teaching and student learning activities. Targeted interventions are planned and delivered where appropriate. This may include small group or individual work across a range of activities.
All students, including those with SEND, are assessed on a regular basis, in accordance with the School’s Assessment Policy. Teachers formally assess and review progress and attainment 3 times a year in KS3 and 4 times a year in KS4, which is communicated to parents/carers by a report that is sent home. Additionally, Parents Evenings are held once a year when there is an opportunity to discuss progress, attainment and next steps. All students with an Education Health Care Plan have an Annual Review. SEND student who are on the register will have information on their progress reviewed 3 times a year.
The school has a Quality Assurance process that assesses the effectiveness of Teaching and Learning for all students, including those with SEND and the outcomes of these evaluations are used to create and implement development plans for all aspects of school life. Additionally, progress and attainment data for students is analysed for effectiveness and value for money.
The school will send home 3 reports a year in KS3 and 4 reports a year in KS4 which will provide information on your child’s progress, attitude to learning, home learning, attendance, lateness, start point and End of Year target. Heads of Faculty, Heads of Year and teaching staff will monitor and review your child’s progress and where concerns are identified an appropriate intervention will be put in place.
We welcome the involvement of parents/carers and want to keep you up-to-date and involved with your child’s progress. We do this through parent’s evenings; notes in planners; email; telephone calls; letters; texts; website; appointments made with individual teachers and annual reviews. The school provides information for parents through Class Charts, the Buzz Magazine; information on the website; Open/Information days; Parent’s Evenings and letters home.
Our teachers have high expectations of all students, including those with SEND. All teachers will be told about your child’s individual needs and will adapt their lessons to meet these requirements. Teachers have experience and/or are trained in doing this. This may involve using different strategies, more practical/adaptation of resources and activities. This means your child can access the lessons fully.
Within school there are a variety of staff roles to help us fully support your child. Where it is felt it is the right thing to do a student may be offered additional help and support, in which case you would be informed. There are a range of interventions and additional subject support which are available and should your child need this, this would be discussed with you. When your child begins courses which are externally examined, if we think it is needed, we will assess and apply for exam Access Arrangements according to the Joint Council for Qualifications exam regulations. This application will usually happen in year 10 of the exam courses.
Most of our students follow the school curriculum, a small number of learners have a more personalised curriculum to match their individual needs, identified by school in partnership with KS2. Pathways for GCSE are tailored to need based on school assessment.
Due to the modern nature of the building and the lift, all areas of school are accessible at all times. In the event of a fire we have access to Hazelbeck fireproof lift, the SEND Team are trained to use the Evac chairs for our disabled students to descend the stairwells. Our Resourced Provision has additional hygiene and hoist facilities for students who are in a wheelchair. (Please refer to our Accessibility Policy).
We have a wide range of staff to support pupils and address any additional needs they may have, including pupils with SEND. This includes the SENDCo; teaching assistants; heads of year and support and challenge team.
Resources are allocated based on evidence of need and effectiveness. Students with an EHCP have resources allocated as outlined in their Plan. Teaching assistants are allocated to support students in lessons. Staff liaise closely with them to ensure maximum effectiveness. They have a huge range of skills to offer in supporting students directly and indirectly, assisting staff and helping parents/carers. Students with EHCPs will have targets and strategies set by the SENDCo, support staff and subject teachers. Annual Reviews involving the student, parents/carers, subject staff and other professionals evaluate these targets and strategies and assess their impact. The decision is based on evidence of need and impact.
A large range of academic and hobby/interest clubs are available at Beckfoot. They are open to all students, including student with SEND. Details of these clubs are available on the school website, under extra-curricular activities.
Additionally, we run a wide range of activities to support SEND students including games club, home learning hub, lunch support, Lego SPA, table cricket and quick cricket.
The Extra-Curricular timetables (sport, music and arts), is available on the school’s website and if it is felt appropriate students will be invited to take part in SEND clubs and activities. All children in the school are encouraged to take part in extra activities at SPA and after school. Day and residential trips are open to all children and your child’s specific needs can be discussed if they wish to join such a trip. We run an annual reward trip which includes alternatives for those that cannot access theme park rides.
At Beckfoot we take our pastoral responsibilities seriously. We pride ourselves on providing a high level of student support and guidance. One way we support our students is by assigning them to a form tutor who will (in most cases) remain with them as they progress up in the school. This provides continuity and builds a strong relationship between tutor and students.
There are additional members of staff who are able to provide pastoral support, these include: heads of year; pastoral managers, SENDCo teaching assistants and the Safeguarding team.
We run an in house Counselling service through the charity ‘Place2Be.’ This service allows students to be referral by an adult or for self-referral to either Place2Talk or Place2Be. We also have excellent relationships with a number of external agencies, for example: The Educational Psychology Service; the Communication Support Service; the Visual and Hearing Impairment teams; the Social Emotional and Mental Health (SEMH) Support Service and the Child and Adolescent Mental Health Service (CAMHS).
The Deputy Head in charge of Vulnerable Learners and SEND is Mrs Denham
The SENDCo is Mr Barnes. The Lead Teacher for the Resourced Provision is Mr Barnes.
The Deputy SENDCo is Mrs Claire Smith
Speak to Mr Barnes or your child’s Head of Year in the first instance. Ongoing concerns can also be raised with Mr Barnes (SENDCo), Mrs Claire Smith (Deputy SENDCo) or the Head of Year.
We have a SEND team which is made up of the SENDCo, Deputy SENDCo, two high level teaching assistants (L4) and a team of teaching assistants and a SEND administrator. The school also has a Resourced Provision for children with physical difficulties. We have staff who have a range of experience and training covering various SEND needs including two staff with the National SENDCo (PGCE) Qualification.
Training is provided to all staff, including teachers and teaching assistants, as the need arises and there is ongoing training for all staff as well as opportunities to further develop skills. Staff who are new to the school follow an induction programme which includes training and information on SEND. As a school we can call on support from specialist organisations from within the Local Authority as well as Health Professionals from both Airedale and Bradford area NHS services.
We have a SEND team which is made up of the SENDCo, Deputy SENDCo, two high level teaching assistants (L4) and a team of teaching assistants and a SEND administrator. The school also has a Resourced Provision for children with physical difficulties. We have staff who have a range of experience and training covering various SEND needs including two staff with the National SENDCo (PGCE) Qualification.
Training is provided to all staff, including teachers and teaching assistants, as the need arises and there is ongoing training for all staff as well as opportunities to further develop skills. Staff who are new to the school follow an induction programme which includes training and information on SEND. As a school we can call on support from specialist organisations from within the Local Authority as well as Health Professionals from both Airedale and Bradford area NHS services.
We need you to support us and your child by encouraging them to fully engage with their learning and any interventions offered by:
- Helping them to be organised for their day (including bringing the right equipment and books)
- Full attendance and good punctuality
- Completion of home learning
- Checking ClassCharts
- Attending parent’s meetings
- Attending any meetings specifically arranged for your child
We will support you by making sure that you are aware of the key staff in school with whom you can raise issues or concerns and we will use planners and the school website to make sure you are kept informed.
You will also be given guidance and advice by your child’s teachers on how you can support their learning when you attend parent’s evenings or review meetings and staff will be happy to discuss this with you at other times should you wish.
Students regularly evaluate their work in lessons; attend review meetings; contribute to target setting and reviewing and reflect on their learning and achievements at, and prior to, review meetings. Where appropriate students are assigned a mentor or key worker whom they meet regularly to review achievement and progress, to acknowledge success and address any concerns.
Please contact the SENDCo for further information ([email protected]).
Or Claire Smith Deputy SENDCo ([email protected]).
The school’s complaints procedure is available on the school’s website.
As a school we can access a range of services including Place to Be, Child and Adolescent Mental Health Service (CAMHS); Social Care; School Nurse Service; Educational Psychology Services; Connexions; Speech and Language Service as well as a range of specialist educational support services and NHS services. These services are contacted when necessary and appropriate, according to your child’s needs. If you believe your child needs support from a specialist, please contact the SENDCo or discuss your concerns at the next review/parents evening.
To discuss what support is available in school please contact the SENDCo, who may also be able to advise you on advice and support services available in the local area. For the comprehensive list of Local Authority and voluntary support services please refer to `The Guide’, which is the Bradford and District Local Offer. This can be found at https://localoffer.bradford.gov.uk or a printed copy of the booklet can be obtained from Bradford Families Information Services by calling 01274 437503 or 439261
We liaise closely with primary schools and support services and provide additional transition support both before your child starts and afterwards if it is needed.
All children receive advice on careers and are encouraged to visit colleges to explore post-16 courses. If additional support is needed this will be put in place. We work closely with Connexions and local colleges to ensure that post-16 providers are fully aware of a young person’s needs and how they might best be supported as well as ensuring that all relevant paperwork is completed for students with EHCPs.
The Bradford and District Local Offer can be found at https://localoffer.bradford.gov.uk or a printed copy can be obtained from Bradford Families Information Services by calling 01274 437503 or 439261.
Bradford admissions team coordinate and allocate places in mainstream schools. The school itself do not alocate places. If a child has an Education Health Care Plan (EHCP) in place then Bradford SEND will ask the family during the Annual review in KS2 to nominate which schools the family would like their child to attend, those schools are consulted and the authority make a decision on placement.