Our SEN Information Report – which is part of Durham County Council’s Local Offer – provides details about how we support children and young people with Special Educational Needs in our school.
The SEN Information Report was reviewed and updated on 26th March 2019.
Ethos
At Chilton Academy, we pride ourselves in being a fully Inclusive School, which recognises every child as an individual. Every member of staff makes it their priority to get to know each young person in their year group personally – in order to maximise all aspects of their development. We recognise that it is crucial to understand what makes each child happy and how best to motivate and encourage a love of learning in each individual. As well as recognising and identifying general or specific difficulties it is also crucial to recognise talents and interests (in and out of school). No child should ever be defined by a learning difficulty or disability.
This SEND Information Report should be read alongside the school’s SEND Policy, the Equalities Information and Objectives and the Accessibility Plan.
Support for Emotional and Social Development
At Chilton Academy, we have place children’s Social and Emotional well-being as a high priority. All staff have training on supporting children with attachment difficulties
and work closely with professionals across school and from external services to ensure individual needs are met. The Zones of Regulation have recently been introduced and all children and staff are being empowered to discuss their emotions using a shared language.
We are lucky to have a school counsellor 3 full days a fortnight providing bespoke support to individuals and small groups to help them deal with challenges they may
come across in their daily lives. Some pupils access this support over a number of years whereas others may need only one or two intense sessions. Support for parents is also provided with feedback and advice on the further support required outside of school time. Close liaison with school staff ensures the support can continue throughout a school week. Referrals to the school counsellor can be made by contacting your child’s class teacher who will liaise with Mrs Caine. In Upper Key Stage 2 we have the ‘Place to Belong’. This is a classroom where Social and Emotional Wellbeing in central to its layout and the activities provided. This is a safe space for children to access throughout the school day where children can be given support by experienced members of staff or peer mentors and mediators. This space gives the oldest children in school a unique and bespoke room in which to explore their interests during the unstructured times of the day.
The School Sports Organising Crew are pivotal in supporting the SEMH of pupils. This group of Year 5 and Year 6 children organise a range of sporting events for pupils during unstructured times. This not only engages pupils with high quality activity it helps children to engage socially with their peers, achieve success and
have a positive lunchtime experiences. Some pupils display very challenging behaviours as a result of a number of Social and Emotional Needs. Strategies used include time out areas in each class, timers to aide regulation, personal timetables and task cards and, when required, support inside with experienced teaching staff.
Looked After Children with SEND
We have a Designated Teacher for Looked after Children (LAC), Mrs Dodsworth who is also the Head Techer and Safeguarding Lead. When required, Mrs Dodsworth works closely with the Virtual School Head (VSH) who are there to ensure effective systems are in place for LAC. A significant amount of children maybe undiagnosed when they begin to be looked after and we work quickly and effectively to assess any undiagnosed SEN to ensure that they are addressed as quickly as possible.
Mrs Dodsworth works closely with all LAC and with all staff to ensure that they understand the implications for. LAC with SEN are supported in school and have a Support Plan which is reviewed every term. All LAC have a statutory Care Plan, which is drawn up and reviewed by the Local Authority that looks after them. The Personal Education Plan (PEP) is a legal part of the Care Plan; which is a statutory requirement for LAC in education provision. Mrs Dodsworth ensures that LAC have a PEP which is also reviewed every term. The Support Plan and the PEP should
complement each other.
If a LAC with SEN requires further assessment for an Education, Health and Care Plan (EHCP) we are particularly aware of the need to avoid any delays for LAC and carry out the EHC needs assessment in the shortest possible timescale. Addressing a LAC’s SEN will be a crucial part of avoiding any breakdown in their school and or care placement.
Key Contacts
The Trustees, Governors, teachers and support staff at Chilton Academy are here to help you. We understand that every child is different and we endeavour to work in partnership with our families to ensure every child under our care receives the support and help they need. It may be helpful to families to know who you can speak to should you have any concerns about your child’s difficulties with learning, Special Educational Needs or Disability:
- Mrs Carrie Dodsworth, Head teacher, Designated Child Protection Lead and Designated Lead for Looked After Children.
- Mrs Anna Caine, Deputy Headteacher, Special Educational Needs & Disabilities Coordinator.
- Mrs Elizabeth Bruce, Chair of Governors. Special interest for Safeguarding (including Looked After Children)
All of the above key contacts can be contacted at school on (01388) 720255.
SEND Admissions
For information on the admission of pupils with a disability, please visit the School Admission section of our website and view the Accessibility Plan in our School Policies section.
If you would like to discuss your child’s SEN in more detail please contact the school to arrange an appointment.
The full range of local support available for children/ young people with SEND and their families within and outside of school can be found in the County Durham Local Offer.
