How can I contact your SEND Team?
You can reach our SEND team by contacting the school office or via email:
- Mr Michael Manktelow (SENCO) email@example.com
- Mrs Leah Ross (Deputy SENCO) firstname.lastname@example.org
How do you know a student has special Needs?
Young people with SEND are identified and assessed using; information passed on
from primary schools, whole school literacy screenings in years 7-9, diagnostic
assessments, individual assessments for access arrangements as well as referrals from teachers, pastoral leads, teaching assistants, parents and students.
If it is deemed that the Livingstone Academy Bournemouth is an appropriate placement for a child with special needs, meetings with feeder primary schools are typically held in the Spring or Summer term of Year 6. Any needs that have already been identified are discussed and appropriate provision planned.
For children with an EHCP (Education Health Care Plan), the SENCO will endeavour to attend a transition meeting as part of their annual review process whilst they are in Year 6.
Our SEND Policy can be found here.
How is learning supported at LAB
Staff at Livingstone Academy will provide quality first teaching through a multi-tier system of supports. Information is shared with staff supporting individual students, in the form of provision maps/one page profiles and we work collaboratively with our pastoral leads and outside agencies to offer holistic support.
Diversity, equity and inclusion is valued and respected in our school. The school has an Accessibility Plan in place and all staff are expected to make themselves aware of the requirements of the Equality Act (2010), ensuring that both policy and practice is followed.
Livingstone Academy provides support for young people across the 4 areas of need
as laid out in the SEND Code of Practice 2014:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
What is a multi-tier system of supports (MTSS)?
MTSS is very similar to what is known as a “graduated response” but it is more comprehensive. It designed to help schools identify struggling students early and intervene quickly.
MTSS focuses on the “whole child.” That means it supports academic growth, but many other areas, too. These include behaviour, social and emotional needs, and absenteeism.
The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to “move up” to one-on-one help.
MTSS isn’t a specific curriculum. It’s a proactive approach that has key elements:
- Universal screening for all students early in each school year
- Increasing levels of targeted support for those who are struggling
- Integrated plans that address students’ academic, behavioural, social, and emotional needs
- A school-wide approach to student support, with teachers and other specialists working as a team to assess students and plan interventions.
- Professional development so staff can provide interventions and monitor progress
- Family involvement so parents and caregivers can understand the interventions and
give support at home
- Frequent monitoring of students’ progress to help decide if they need more
- The use of evidence-based strategies at every tier of support
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
As well as having an open-door policy, we have a digital parent portal where you can see information about your students’ target goals, teacher feedback on work and indication of effort. Student-led conferences are held termly alongside student learning exhibitions. Progress reports are produced in December and comprehensive written reports at the end of each academic year.
In addition to this, interventions are monitored and their impact assessed, enabling adjustments to be made as necessary to target individual need and support.
If a child has an EHCP, there will also be an annual review to which parents, staff, external agencies, and the student will be invited to contribute.
What support is there for mental health and wellbeing?
Livingstone Academy uses proven approaches for positive school culture and embracing student agency. We ensure that students have a voice through operating an open policy with regards to them independently accessing help or advice from key adults. Students also have a school council and student voice groups who are able to put ideas and concerns forward with staff.
As part of our broad and balanced curriculum, we also deliver PHSCE either as single lessons or as themed days, alongside team building school community projects and service learning opportunities. Moreover, every teacher has an assigned pastoral role so that there is a consistent member of staff and peers that engage in wellbeing awareness and activities in school.
For further wellbeing assistance we are supported by outside agencies such as CAMHS (Children and Adolescent Mental Health Service), GPs, MHST (Mental Health in Schools Teams) and other health professionals
What specialist services and expertise are available at, or accessed by, the school?
LAB is a new school and our internal SEN expertise is still growing, however, we do have relationships with professionals in health, social care and local services.
We can refer to outside agencies such as Virtual Schools, the Educational Psychologist, Equilibrium, Speech and Language Therapists, Hearing and Vision Support Services, Occupational Therapy and the Paediatric Team (following a student referral from their GP).
What training do staff have?
Our training offer is assessed annually to ensure that we are up to date and equipped to support neurodiversity in our school.
All members of staff who are involved in supporting a vulnerable student are invited to organised training offered by outside agencies, such as the Brain Injury Team, Vision and Hearing support services. Individual training is also offered to key members of staff as needed, such as those undertaking manual and equipment handling, intimate care and occupational or physiotherapy needs. Annual safeguarding training is attended annually by all members of staff.
The SENCO is seeking the National Award for SENCO qualification. Our learning support staff attend regular training according to the interventions that they deliver and the roles that they carry out.
How are the school’s resources allocated and matched to young people’s special educational needs?
The Academy receives a budget allocated in response to the higher SEND needs of individual students at the school. The majority of the funding will be spent on awareness training and upskilling teaching and support staff and resources for all. The allocation of their time is agreed by the SENCO and other senior staff. Consideration is given to what support may be appropriate at any given time and to the student’s views on this provision. Budgets are closely monitored and aligned to the School Improvement Plan.
How is the decision made about what type and how much support my child/young person will receive?
Working with the student and staff, assessment data is used by the SENCO to consider the course of provision that will best match a student’s needs.
The SENCO oversees all additional support and regularly updates other members of the senior leadership team. All students with an EHCP will have appropriate support to work towards achieving the agreed outcomes as laid out in their plan.
Students’ progress is continually monitored and reviewed at review meetings and any changes to support will be agreed and implemented if needed. Progress will be measured termly, with key staff reviewing agreed outcomes and academic progress. The student, parents and other professionals involved in provision for the student are requested to share their views at annual review meetings for students with an EHCP. Parent evenings throughout the year provide additional opportunities for progress to be shared with all students and parents.
How are parents involved in the school?
The Academy believes in developing strong and lasting relationships with parents to support a young person’s learning, needs and aspirations. Parents are encouraged to contact staff by telephone or email whenever they need and are also invited to formal meetings throughout the year to discuss progress and amend provision where necessary. Where appropriate, working groups will be arranged to review SEND provision and parents are welcome to join this.
Who can I contact for more information?
In the first instance, parents/carers are always encouraged to talk to their child’s teacher.
Further information and support can then be obtained from:
▪ SENCO – Mr Michael Manktelow email@example.com
The following organisations also offer information and support for students with specific SEND:
▪ BCP offers impartial and independent information, advice and support to parents of children with SEND and can be found at SENDiass4BCP
▪ The British Dyslexia Association – http://www.bdadyslexia.org.uk
▪ The National Autistic Society – www.autism.org.uk
▪ Community Wessex – http://autismwessex.org.uk/community_wessex
Please visit the BCP website to view the Local Offer