Special Educational Needs and Disability
At Bede Academy there is a strong commitment to develop students’ character and to achieve their academic personal best.
The Individualised Learning (IL) Department is responsible for and ensures all students additional needs are addressed for those on the Special Educational Needs and Disability (SEND) register. Support is identified through Individual Educational Plans (IEPs) and the deployment of Learning Support Assistants (LSAs) working with students with Statements of SEND or Education Health Care Plans (EHCP) within lessons and also delivering intervention programmes. The LSAs will, in partnership with teachers, enable individual students to overcome any barriers to learning which may otherwise inhibit their progress.
All students will be taught a broad and balanced curriculum and will be fully included within the Academy. In accordance with the Christian ethos, every child is unique and is created in the image of God and as such has intrinsic worth and value regardless of background, gender, belief or academic performance. The major aim of the IL department is to enable all students to develop fully their personal, social and intellectual potential and meets his/her true levels of personal best in all areas of achievement. This is facilitated by providing all students with a high quality education that is appropriate to their individual needs.
For further information please click on the links below:
- What is the local offer?
- If I have a concern, who should I talk to at Bede Academy?
- How will Bede Academy inform me of my child’s progress?
- How will the curriculum support and meet my child’s needs?
- What support is available for my child?
- Is there additional support for my child’s wellbeing?
- Can specialist services be accessed by Bede Academy?
- Do Bede Academy staff have specialist training?
- How will Bede Academy support parents?
- How will my child have access to learning outside the classroom including Bede Academy visits?
- How accessible is Bede Academy?
- How will Bede Academy prepare and support my child for transition to the next phase in their life?
- Who can I contact for further information?
Please click on the link below for the Local Offer Questionnaire:
Details of the overall provision for all Special Educational Needs and Disabled (SEND) students can be read in the attached report.
Impact of SEND Report
Key Stage 1 SEND Outcomes
63% (5) students with SEND achieved a pass in the Year 1 Phonics Screener (20% above national).
Year 2 retest for students with SEND is in line with national average at 67%, only 1 student did not achieve a pass.
KS1 Attainment (APS) is above national in Reading and slightly below national in Writing and Maths (cohort of 3).
Key Stage 2
43% students with SEND support (7 students) achieved level 4+ in Maths, Reading and Writing which is in line with national. 50% students with a statement achieve level 4 in Maths, Reading and Writing which is more than national average.
71% students with SEND exceed level 4 in Mathematics. In English Grammar, Punctuation and Spelling in in line with national at 43%, Reading and Writing are slightly below national.
Overall value added is broadly in line with national averages. Value added for statemented students in mathematics is significantly above national.
Key Stage 4 SEND Outcomes
23% (13) SEND students receiving additional support achieved 5 A*- C grades (including English and Maths) which is in line with national average with 31% achieving 5 A* – C.
33% SEND students with an EHC/statement achieved 5 A*- C grades (including English and Maths) this is significantly above the 9% national average. This was the same for A* – C.
92% SEND students receiving additional support achieved 5 A* – G which is above national average of 86%.
100% SEND students with an EHC/statement achieved 5 A*- G which is above the national average of 42%.
17% SEND students with an EHC/statement achieved the English Baccalaureate compared to 2% national average.
SEND students receiving additional support make progress which significantly exceeds national outcomes. SEND students with an EHC/statement also make progress which is above national average.
69 % SEND students receiving additional support made expected progress in English compared to the national average of 54%. In mathematics, this was 54% compared to 42% national average.
67% SEND students with an EHC/statement made expected progress in English compared to the national average of 29%. In mathematics this was 50% compared to 21% national average.
Impact of SEN Interventions 2015-2016 (to date)
Read Write Inc
Acceleration of reading and writing development resulting in the proportion of students making at least expected progress in this intervention increasing to 25% in Year 2 , 100% in Year 3, 75% in Year 4, 67% in Year 5 and 75% in Year 6.
Students using stepping stones reading intervention currently have an average increase in reading age of 20 months.
Toe by Toe
67% of students making expected progress (significant increase in fluency for student who remains below required standard).
Numeracy intervention groups/ Numicon
Acceleration of numeracy development resulting in the proportion of students making at least expected progress in this intervention increasingly to 100% in Year 1, 0% in Year 2, 67% in Year 3, 75% in Year 4, 43% in Year 5 and 50% in Year 6.
Plus one/Power of two
33% of students making at least expected progress since it was introduced, 1 student remains considerably behind but has made a sub level since its introduction.
Catch Up/ Keep Up Phonics
97% of students achieved a pass in phonics screener, 63% of SEND students pass the screener in Year 1 (20% above National) and in Year 2 only 1 student did not pass.
Emotional Literacy Support/Behaviour Support
Support has resulted in a significant reduction in detentions from 266 last year to 176, 1 SEND student has been on report compared to 7 last year.
Social Skills Group
100% of the regular attenders were able to identify what is important in a friendship and how certain situations may make others feel within a friendship circle. 75% of regular attenders are developing confidence when talking to adults. All students who attend the group have been able to present to an audience on a topic of their choice. Year 7 and 8 have been studying body language and are able to articulate the reasons for changes in body language in different situations and why this may be the case.
Homework related detentions for those invited to the club have dropped significantly due to the attendance rate which is consistently between 70% – 100%. There has been an increase in the number of students invited to homework group, including referrals coming directly from pastoral staff and tutor groups.
Students are beginning to work on transferring skills and using the strategies in lessons. 8 students are receiving intervention for handwriting in Individualised Learning lessons in order to compliment the intervention activities. Attendance rates at Handwriting Group have improved, with an average of 80% attendance.
Success maker/Reading Group
All students are reading with pace as they have developed confidence with their peers. The average score for these students is 70% in the tasks they are completing on the computer.
Basic Literacy Skills Group
These students are able to spot the majority of errors in sentences and are aware of key punctuation. They are beginning to understand better how to structure and put together full sentences, this is evident in IL lessons where they continue to practice these skills.
This informal club gives students the opportunity to discuss anxieties before the start of the day leading to less anxiety at home. There has been a decrease in the number of homework detentions issued to students who attend this morning group.
100% of students who attend Sports Club have progressed this term, all have various targets but individually they have shown progress. The majority of students have a target to develop confidence and friendships, this is something that has been achieved by all. A number of students now socialise with each other at unstructured social times as a result of the team building exercises.
Students have improved their fine motor skills and can manipulate Lego to construct more complex structures. Review tasks and group discussions have proved successful as it has allowed students to express their opinions and listen to others points of view. Listening skills have improved meaning students are able to follow instructions. Students are more confident working with a range of students as a result of the changing groups for different activities.
Please click on the image for A Guide for Parents regarding Special Educational Needs.