Our Mission Statement  

Granville Academy is committed to:

  • Raising standards of achievement and creating opportunities for all students, regardless of needs to develop their full potential and improve their life chances
  • Raising the aspirations of the whole Academy community by creating a culture of continuous learning that celebrates success at all levels
  • Developing an Academy that is the pride of the local area where students, parents, staff, governors and wider community feel valued, listened to and welcomed for the diverse contribution they make to our Academy life

SEN Information Report November 2016 

How does the Academy know if children/young people need extra help?

Granville Academy is a mainstream Academy. Our guiding principle is one of inclusion and our aim is to identify and break down possible barriers to learning for all students with Special Educational Needs and/or Disabilities (SEND).

We aim to ensure that:

  • Students with learning difficulties and/or disabilities are able to access a broad, balanced and relevant curriculum
  • Students with SEND are given opportunities to reach their full potential within an inclusive environment
  • Individual learning needs are met whilst raising self-esteem
  • We identify students with SEND as early as possible in line with the 2014 Code of Practice
  • We work closely with parents and partner agencies to support students with SEND
  • We use all resources efficiently to put a range of provision in place
  • We keep up to date with current SEN good practice and methodology and offer support and training to staff in the Academy

There are four types of Special Educational Needs and Disabilities

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory or physical

A student has SEND where their learning difficulty or disability calls for different or additional support from that which is normally available to students of the same age.

Students with SEND are identified as early as possible using information from various sources:

Primary school settings; National Curriculum assessments; reading and spelling tests; teacher assessment and school monitoring procedures; parental/guardian concern; partner agencies; and previous school records/reports.

This information forms the basis for planning support programmes to meet the needs of individual or groups of students and to inform lesson planning.

If a student is identified as having SEND then they will be added to the SEN register for as long as the support is required.

What should I do if I think my child may have special educational needs?

Your main point of contact at the Academy should always be your child’s tutor. Start by contacting the tutor to discuss your concerns. You may then need to speak to the Special Educational Needs Co-ordinator (SENCO) Mrs S Smith.

 

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

Parents are made aware of the progress their child should be making, as well as the progress they are actually making, through Progress Reports and Parent’s Evenings. At Parent's Evenings teachers will discuss learning within their subject and how parents can support this outside of the Academy. Tutors/Assistant House Leaders and House Leaders play a key role in contacting parents about things that have happened in the Academy and ways in which parents and the Academy can work together to support students. Parents are able to meet with staff from the SEND team to discuss individual learning difficulties.

How does the Academy know how well my child is doing?

As part of their Professional Standards, teachers monitor and review all students’ progress throughout the year. Student progress data is collected on a regular basis to enable tutors, subject teachers and mentors to track the progress that students are making and to intervene if students are experiencing difficulties. The overall progress of students with SEND as well as within individual subjects is analysed each term. Governors are kept up to date with feedback reports.

The effectiveness of additional support programmes provided by Learning Support is also monitored through formal and informal assessments.

At the start of Year 7, students are screened for reading and spelling skills to identify when students need further support. Should further support be required students are placed onto the Literacy Support Scheme and given appointed times to attend Learning Support with Assistant SENCO, Mrs K Wood. 

 

The Academy's behaviour management system provides staff with evidence that shows how well a student is engaging in the Academy. This is monitored through the Academy's Support and Guidance Team.

How will the academy staff support my child?

Subject teachers are responsible for the progress of all students in their lessons. They are trained to teach children of all abilities and are expected to make the curriculum available to all.

The Special Educational Needs Coordinator (SENCo):

  • works with the Principal and Governing Body to determine the strategic development of the SEN policy and provision in the Academy.
  • oversees the day-to-day operation of the Academy’s SEN policy and co-ordinates provision efficiently for children with SEND
  • ensures that teachers and support staff understand the individual needs of students with SEND and provides training where required
  • supports parents of students with SEND, including liaison with primary and other secondary schools, the local authority and its support services, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • supports students with SEND through transition phases and liaises with partner agencies
  • works with the Principal and the Academy Governors to ensure that the Academy meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements. Additional provision for students with SEND who are significantly below the expectations for their age may include one of the following:
  • Additional adult support in class
  • Withdrawal sessions

The SENCO is supported by the SEN team which includes 6 Academic Mentors. 

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

In all lessons subject teachers plan to differentiate work in order to meet the needs of students with SEND and to help them make at least expected progress. The SENCo issues an information booklet which is updated in consultation with staff to support teachers in their planning.

Student Profiles and Learning Passports, where appropriate will also be developed to inform planning. In some lessons AMs are directed by staff to support students to develop skills. Some students receive focused individual or group support within the Learning Support Centre to improve Literacy, Numeracy and Social skills that will impact on progress across the curriculum.

In all curriculum areas, students are grouped by ability. However, teachers are aware of the variety of learning needs within these classes. Subject teachers may differentiate the activities and resources within their lessons in a variety of ways to help students access the learning e.g.

  • Visual, auditory or kinaesthetic activities
  • Small group learning
  • Alternate learning at home activities
  • Adapting or providing extra resources and materials

 

At Key Stage 4, students choose from a range of GCSE, BTEC and vocational courses which help them to prepare for the next steps in their education. Students and parents are offered advice and careers guidance at the appropriate time. Alternative curriculums can be put into place.

For students with SEND the Learning Support Centre is open before and the end the day, break and lunchtimes every day so that students can receive personal support with reading or homework issues. The Academy also provides a breakfast club and Student Wellbeing is also available for our more vulnerable students. 

There are also homework clubs and subject specific support sessions after school which are open to all students within Curriculum areas.

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

Provision is arranged to meet a student’s needs given the resources available. This approach reflects the fact that different students need different levels of support to make expected progress. There is ongoing consultation between the SENCo, subject teachers, Heads of Faculty and House Leaders to discuss the students’ needs and appropriate support.

There is ongoing communication with parents/carers regarding additional support for students with the SENCo.

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

All students are entitled to be included in all aspects of the Academy community and we aim for all students to be included in the Academy trips and out of Academy hours learning opportunities.

 

A risk assessment is carried out prior to any off-site activity to ensure that everyone’s health and safety cannot be compromised. We will make every effort to make reasonable adjustments to enable a student to participate but in the unlikely event that it is considered unsafe for a student to take part in an activity then alternative relevant activities will be provided in the Academy. 

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

The tutor and the House System are at the heart of the Academy’s pastoral system and it enables the tutor to gain an overall view of students’ wellbeing. In addition to tutors, there are Assistant House Leaders and House Leaders trained to support students with social and emotional difficulties.

The Learning Support Centre provides a quiet area for students who struggle with social situations as well as the Student Wellbeing. This opens before and after the Academy day and during lunchtimes.

Procedures are in place to support students with medical needs and the Academy follows Derbyshire County Council policy regarding the administrations of medication. Parents should contact the Medical Officer, Mrs G Bennett with any concerns.

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

The SENCo liaises with a range of specialist services to ensure provision for students is appropriate and meets their needs. These include:

  • Health – GPs, a nurse, clinical psychologist and psychiatrists (CAHMs), paediatricians,
  • Speech and language therapists, occupational therapists, physiotherapists
  • Social Care services – multi-agency teams (MAT), social workers, child protection teams
  • Derbyshire Educational Psychology Service
  • Derbyshire Careers Service
  • Derbyshire specialist teacher advisors – visual impairment, hearing impairment, physical impairment
  • Derbyshire local inclusion officer
  • Autism Outreach 

What training have the staff supporting SEND had or what training are they having?

SEND training is an ongoing programme of professional development for staff.

  • All staff are trained each year on the needs of new students joining the Academy – this can include training from specialist agencies or consultants, as well as the SENCo or other staff with relevant expertise.
  • AMs have completed the required qualifications.
  • On-going training with external providers and in-house training is conducted to ensure all AMs are trained in the areas they will be supporting in or delivering.
  • Staff have received training on the New Code of Practice 2014 and how it affects their practice.

How accessible is the Academy both indoors and outdoors?

The Academy’s ground floors are fully accessible for wheelchair users. The site has disabled toilets. Car parks have bays for disabled badge holders.

 

How are parents involved in the Academy? How can I get involved?

 

Granville Academy is committed to promoting a genuinely inclusive approach where students and parents participate as fully as possible in the decision making process that determines support and provision. In order to achieve the best possible educational and other outcomes for students, the views, wishes and feeling of students and their parents will be taken into account. This is particularly important at transition points to ensure appropriate decisions are made and students are prepared effectively for adulthood.

 

The views of parents are highly valued and the Academy conducts questionnaires to seek feedback on a wide range of topics which inform whole Academy planning. Strong partnerships with parents support student progress and parents have the opportunity to meet with subject teachers at Parent’s Evenings and tutors at various events. We would encourage parents to use the Student Planner to keep in regular contact with tutors or to telephone/email to make an appointment if you wish to discuss a concern in detail.

 

Parents are able to meet with staff from the SEN team to discuss individual learning difficulties.

Students’ views are highly valued and their opinions are sought on many aspects of the Academy life using a variety of methods:udents are able to express their views in tutor forums and via House council meetings where students are elected each year to represent their peers. The academy has a Student Parliament which consists of elected members from each of the three Houses and members of Student Leadership Team from our Year 11 cohort

 

  • The Academy Council is consulted in whole Academy developments and the working parties which are; charity, anti-bullying and Eco Schools which provide feedback to the Principal and Senior Leadership Team routinely throughout the Academy year
  • Groups of students are involved in the interview process for new members of staff
  • Students taking part in an intervention programme will discuss their progress and contribute their views to target setting.
  • If your child has an EHCP or Statement of SEN their views will be sought before any review meetings.

Who can I contact for further information?

A parent’s/carer’s first point of contact should be the child’s tutor to share concerns.

Parents/carers can also arrange to meet the SENCo, Mrs S Smith by telephoning 01283 216765 or emailing This email address is being protected from spambots. You need JavaScript enabled to view it. 

SENDIAS is a free, impartial service which provides support, guidance and information about education issues to parents of children who have Special Educational Needs and/or Disabilities.

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

Contact the Academy admin office to arrange to meet, Mrs S Smith by telephoning 01283 216765 or emailing This email address is being protected from spambots. You need JavaScript enabled to view it. 

 

A smooth transition from Key Stage 2 to 3 is very important to us and the Academy takes great care in preparing pupils for the changes ahead. Students will learn effectively when they feel prepared, comfortable and safe in the Academy environment.

Parents and students in Year 5 and 6 are invited to an open evening in October where guided tours enable them to see different areas of the Academy in action. The Academy works closely with our partner primary schools to organise a programme of activities, visits and experience of secondary school life during Year 6. Mrs Smith, SENCO, and Mrs Wood, Assistant SENCO are available at primary school parents' evening for parents to discuss transition. Furthermore, there is a parallel programme of additional activities for those students who are especially vulnerable and nervous about change which is organised by our SENCo and Nuture Programme.

Parents/carers are invited to a parents’ meeting during the Year 6 Induction day in July to meet their child's Form Tutor, Senior Leaders and members of the Support and Guidance Team.

The SENCo meets with the Year 6 class teachers to gather information on students’ strengths and needs which is shared with secondary school teachers and built into planning. The SENCo also attends Annual Review meetings in Years 5 and /or 6 to establish the needs of students with EHCP or Statements of SEN. Personalised visits for individual students and parents can also be arranged with the SENCo. Early in the first term parents/carers of new Year 7 students are invited to meet their child’s tutor to introduce themselves, share information and establish contact with the Academy.

 

At Key Stage 4 (Years 10 and 11) students choose from a range of GCSE, BTEC and vocational courses which help them to prepare for the next steps in their education. During Year 9, students are given a wide range of support to help them make appropriate decisions regarding option choices at Key Stage 4. Parents are also invited to an information evening that is attended not only by Granville staff but also post-16 providers. Independent careers advice is also provided by the Derbyshire Careers Service.

During Year 10 all students have the opportunity to complete one weeks’ worth of Work Experience and students with SEND are given additional support where necessary. Students with an EHCP or a Statement of SEN who are moving onto further education or training are supported by a member of the multi-agency team (MAT). The MAT worker will attend all annual review meetings from Year 9 to help plan and organise support for the move to college or vocational training.

The SEN team liaises with Derbyshire specialist advisory teachers to support individual students with SEND e.g. to accompany a student with a visual impairment on college visits.

In-year starters – all students admitted to the Academy after the start of the academic year are screened on entry to identify any areas of need and to provide information to staff about the student’s learning. Contact is always made with the previous school to ensure the transfer of information and the student’s school file. Moving to a new school – contact is always made with the new school to ensure the transfer of information and the child’s school file.

See also:
www.derbyshire.gov.uk/admissions

About Us

The academy office is open Monday - Friday 8:00am to 5:00pm during term time.