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SEN & Disabilities

Meeting the needs of Students with Special Educational Needs and Disabilities

The Bewbush Academy is part of The Kemnal Academy Trust schools in the Crawley Locality Group. As a locality group we are committed to being inclusive schools and adopt a similar approach to meeting the needs of all students including those with special educational needs. We work to ensure that the necessary provision is made for any student who has special educational needs and that those needs are made known to all who are likely to teach them. We endeavour to ensure that all teachers are able to identify and provide for those students who have special educational needs, to allow them to join in with the activities of the schools, together with students who do not have special educational needs, so far as is reasonably practical and the efficient education of the students with whom they are educated is not affected.

The Kemnal Academy Trust Locality Schools:

  • Thomas Bennett Community College
  • The Oaks Primary 
  • The Bewbush Academy
  • Broadfield Academy
  • Seymour Primary School
  • Hilltop Primary School
  • The Mill Primary Academy

The Bewbush Academy is an inclusive school and offers the following range of provision to support children with SEND. Support is tailored to individual need as a result of assessment by internal and external agencies. Support is aimed at children becoming independent learners.

A full SEN report is available here.

 

 

How does the school know if children need extra help and what should I do if I think my child may have special educational needs (SEN)?

How will early year’s school staff support my child?

How will the curriculum be matched to my child’s needs?

How will I know how my child is doing and how will you help me to support my child’s learning?

What support will there be for my child’s overall wellbeing?

What specialist services and expertise are available at or accessed by the school?

What training have the staff supporting children and young people with SEN and disabilities had or are having?

How will my child be included in activities outside the classroom including school trips?

How accessible is the school environment?

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

How are the school’s resources allocated and matched to children’s special educational needs?

How is the decision made about what type and how much support my child will receive?

Who can I contact for further information?

 

 

 

 

 

How does the school know if children need extra help and what should I do if I think my child may have special educational needs (SEN)?

Class teachers monitor the learning of all children in their class to ensure they make progress with their learning; when teachers are concerned that progress is not in line with their age expected targets they will liaise with the special educational needs co-ordinator (SENCo) who will monitor and assess a child where needed. Depending on the area of need, interventions can be put in place to ensure a child makes adequate progress and outside agencies contacted where necessary. If parent/carers have concerns these should, in the first instance, be raised with the class teacher. The SENCo will also be able to support parent/carers when dealing with any concerns.  You can contact the SENCo on senco@bewbushacademy.com.

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How will early year’s school staff support my child?

The SENCo will ensure that a child with special educational needs (SEN) has an individual education plan (IEP) and will oversee the production and implementation of this, the class teacher has the responsibility to write, work towards the targets detailed on them and review them.

Depending on the area of support required; the class teacher, SENCo, other school staff and outside agencies could be involved with a child, this could range from working with a child daily, weekly or fortnightly. Some outside agencies spend time with the school advising staff and therefore may visit once a half term or term.

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How will the curriculum be matched to my child’s needs?

Teachers are skilled at adapting teaching to meet the range of needs in every class, lesson planning takes into account individual children’s needs. All work is differentiated to children’s needs and is identified on the planning in school, this is differentiated by task and outcome matched to individual needs. By differentiating work to children’s needs this will ensure that each child’s next steps are identified and progress can be made. Grouping arrangements are organised for both ability and mixed ability to enable learning opportunities for all, additional adults are used to help groups and individuals.

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How will I know how my child is doing and how will you help me to support my child’s learning?

At The Bewbush Academy we have an open door policy; there are opportunities to discuss your child’s progress at parent consultation events, you are able to make an appointment with your child’s class teacher, SENCo or a member of the senior management team at a time that is convenient. Each class teacher tracks the progress of the children in their class; the SENCo also tracks the progress of the SEN children in the school three times a year. The school holds FFF writing assessments monthly as well as holding assessment weeks three times a year. At your child’s parent consultation your child’s progress is tracked against age expected targets so you are aware of the progress your child should be making. Parents will receive information about the topics your child is covering so you are aware of the learning that will be taking place; at parent consultation evenings there will opportunities for the class teacher to share what you can be doing to assist your child with their learning. The school holds writing workshops for parents and children to attend together, this will also be happening for reading in the future and will help parents/carers support your child’s learning. 

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What support will there be for my child’s overall wellbeing?

Within the school we have a nurture group provision which aims to meet the needs of children with social/emotional/behavioural needs. This intervention has proved very effective for children and has seen children successfully integrate back into a mainstream classroom. Within the school we have a counsellor which aims to meet the needs of children. The school has a school council with representatives from each year group from year 2 upwards; they are able to ensure that the views of children in their class are shared, listened too and ideas taken on board. 

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What specialist services and expertise are available at or accessed by the school?

The SENCo holds the SENCo qualification; staff have undertaken reading intervention training as well as Autism awareness training. We currently have access to the following services/expertise:-

  • Educational Welfare Officer
  • Inclusion support service (social communication, SEN team, sensory support service, learning support, behavioural support
  • Educational Psychology Service
  • Speech and language therapy service
  • School nurse
  • Paediatric services
  • School counsellor
  • CAMHS (child and adolescent mental health service)
  • Family link worker service
  • Parent partnership
  • Virtual school for looked after children
  • Family Resource Team
  • Children and Young People’s Planning Forum
  • Think Family 

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What training have the staff supporting children and young people with SEN and disabilities had or are having?

The SENCo holds the SENCo qualification and has undertaken Dyslexia training; staff have undertaken reading intervention training as well as Autism awareness training. The educational psychology service have advised on precision teaching methods. 

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How will my child be included in activities outside the classroom including school trips?

All children are able to access school trips either in their classroom or within the nurture group. If children require extra support we ask parents or extra staff to support them. Parent/carers are invited to help on school trips. 

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How accessible is the school environment?

The building has various ramp access doors including the main entrance and within each year group pod, there are disabled changing and toilet facilities. We currently have a number of young interpreters in the school as well as several EAL teaching assistants who speak other languages, these are an important way of us communicating with parent/carers whose first language is not English. We also use the Ethnic Minority Achievement Team, where we can access a variety of first language speakers. 

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How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

Home visits are planned for children joining the school in reception as well as sessions to come into school to get to know the classroom and adults. Transition books are produced for children that would benefit from them. Transition arrangements are in place for children moving to other schools in year 6, consisting of transition programmes and visits to their new schools, with extra visits for children that require them. All information is shared with their ongoing school as well as meetings taking place between the two schools to share information. For children that join the school midyear we have a successful induction process and children are provided with a buddy, for children that speak a different language we are able to offer young interpreters to aid the transition into a new school.

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How are the school’s resources allocated and matched to children’s special educational needs?

Financial resources for SEN are sourced through a funded formula devised by LA, school budget allocation and Standard Funds. We ensure that all children who have special educational needs are met to the best of the school’s ability with the funds available. Resources and specific equipment are budgeted for

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How is the decision made about what type and how much support my child will receive?

Financial resources for SEN are sourced through a funded formula devised by LA, school budget allocation and Standard Funds. We ensure that all children who have special educational needs are met to the best of the school’s ability with the funds available. Resources and specific equipment are budgeted for.

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Who can I contact for further information?

The first point of contact will be your child’s class teacher; the class based teaching assistant, the senior leadership team, including the SENCo will have a role in your child’s education. If you are worried you should speak to your child’s class teacher in the first instance, we have an open door policy so any member of the leadership team will be happy to talk to you if required, after speaking with your child’s class teacher. If you are interested in joining the school, please call the school office who will be able to arrange a time for you to come and look around the school.  You can also contact the SENCo direct on senco@bewbushacademy.com.

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