Support For Learning & Well-Being

Teachers are responsible and accountable for the progress and development of all the students in their class. High quality teaching is our first step in responding to students with SEND. Teaching will be adapted to ensure that individual students' needs are met and that all students are provided with the required resources to encourage them to reach their full academic potential.

The Academy's banding and setting structure ensures any student who requires additional support receives this through normal timetabled provision. In addition to this, there is a team of TAs who provide individual or small group support to students.

The Health and Wellbeing Practitioner supports students with a variety of issues. Medical support is also available at the Academy throughout the day.

The Academy's behaviour policy is explicit in terms of systems and support in place. See 'Behaviour Policy' on our website.

Student views are gathered regularly through questionnaires and the Academy Council.

Additional support is provided from the TAs with both emotional and behavioural support.

SEN is reported to the Governors on a regular basis and is a standing item on the agenda. The Governor with specific responsibility with SEN meets with the SENCo on a regular basis.

The academy’s pastoral system is organised into 4 houses, and each form group belongs to a specific house. Form groups are made up of students in the same year group, and each year group has a Head of Year and Assistant Head of Year.

The pastoral team holds regular meetings where individual students are discussed, appropriate strategies implemented and outcomes are assessed regularly.

The Academy has a first aid room on site which is run by trained staff. All medicines are kept securely locked in the first aid room.

The Academy has a number of support systems in place for addressing behaviour concerns, including Daily Report, Pastoral Support Programmes and outside specialist teachers in behaviour management.

The Academy employs two EWOs (Education Welfare Officers) who support students with poor attendance and work alongside the families to break down barriers to get them into school. Good attendance and punctuality are recognised and celebrated in House assemblies.

Students' views are gathered regularly through student questionnaires and through House Council meetings.

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils' individual progress each term.
  • Using pupil questionnaires.
  • Monitoring by the SENCO.
  • Holding annual reviews for pupils with EHC plans.

Progress, Planning & Keeping Parents Informed

In addition to normal reporting arrangements parents are able to discuss their child's progress in a number of ways:

  • New Intake Parents' Evening.
  • Contact with Head of Year.
  • Formal request for meeting with Pastoral Manager.
  • Discussion/meeting with SENCo.
  • Parents' Evening.
  • Options Evening.

Assessment data is scrutinised after each Progress Point measure. These results are used to inform teacher planning. The Academy has a sophisticated data assessment system in place which records, monitors and predicts outcomes for each individual student. The expectation is that all students will perform at least on or above the national expectation.

Parents are able to contact the Academy at any time if they wish to discuss the progress of their child. The Academy also issues each child with a Student Planner. This ensures that parents can contact their child's Form Tutor or class teacher easily and directly. Parent questionnaires are issued annually to parents of SEN students to gather their views.

Children's views are taken into account through questionnaires and the House Council system. Children are always given the opportunity to discuss their progress or any other concerns they may have with their teachers, pastoral staff and support staff. Questionnaires are issued to all SEN students to gather their views.

Provisions, Resources & Services

All students in the Academy are placed into bands and sets according to their ability profile on entry. All teachers are expected to adapt their teaching to match individual needs. A team of TAs provide additional support across all years, bands and sets to ensure that all students progress well.

The Academy's SEN budget is allocated by the Chief Executive Officer. Responsibility is held by the Principal and Senior Leadership Team. The curriculum is adjusted to suit the need of individual students. Physical resources and a specialist room are available to support students with SEN.

The SENCo is supported by the LGAT trust SEND Lead who has over 10 years' experience. The Academy directly employs an Educational Psychologist, EWO, Careers Advisor and has strong links with external agencies that specialise in children’s mental health. In addition to this the Academy has well established working relationships with many other outside agencies.

Accessible toilet facilities are available on site. All areas on the ground floor, both inside and outside, are fully wheelchair accessible; if necessary, student timetables can be facilitated solely in ground floor rooms. Further information is available in the Academy Accessibility Plan.

All students with SEN and/or disabilities are able to access school activities and trips. If necessary, additional TA support is allocated to ensure SEND students are able to take part fully.

The Gatehouse

The school provides an on-site Specialist SEN Unit named ‘The Gatehouse’ for students who are currently unable to access mainstream education, working in partnership with the local authority. Within this provision, pupils follow a personalised, skills-based curriculum designed to meet their individual needs, with a focus on developing core competencies through English, Maths, vocational learning, and therapeutic support sessions. The curriculum is flexible and will be adapted over time to reflect each learner’s progress, strengths, and changing needs. Our approach is trauma-informed and relational, ensuring pupils feel safe, understood, and ready to learn. While receiving targeted intervention, students will be supported to reintegrate gradually and successfully back into mainstream lessons, in recognition that all pupils are entitled to a full and accessible education.

Staff Training

What training have the staff supporting students with SEN had, or what are they expected to have?

The SENCo attends all relevant, up-to-date training, including Child Protection on a regular basis. All TAs are expected to attend five days' training per year. All PowerPoints are dyslexia friendly with a pale blue background and teachers use dyslexia friendly fonts. Staff CPD for SEND is provided by the SENDCo, as well as by specialists, who attend INSET days for whole school training.

Transitions

How does the Academy prepare and support students to join the Academy, transfer to a new school/academy or the next stage of education and life in order to ensure their well-being?

The SENCo attends the Annual Review of any student in Year 5 and 6. Year 5 taster days are offered to feeder Primary Schools. Pre-visits are offered to Year 6 students, identified by Junior schools. Students may be SEN, but may also need additional reassurance before joining the Academy. A team staff from both pastoral and SEND visit every partner primary prior to students joining in Year 6. This ensures that all relevant information is shared. A teacher at the Academy is responsible for Primary Liaison.

From Year 9 onwards, where possible, a careers advisor attends annual reviews for all students with an ECHP. During KS4 students are advised and supported on an individual basis to help them in their post-16 choices. An independent Careers Advisor is employed by the Academy to support students making career choices.

Further Information

Who can parents contact for further information?

The first point of contact for a parent to discuss general concerns would be the child's Head of Year. If a parent is unhappy then the SENDCo, K Robinson, or a member of the Senior Leadership Team would be available.

If a parent is considering sending their child to the Academy they should contact Waltham Toll Bar Academy and ask for admissions.

Parents who may be dissatisfied should put their concerns in writing to the Principal, please refer to the 'Complaints Policy'. SENDIASS is an independent service available for parents to contact if they so wish. Details can be obtained from the Academy.

More information on the Local Offer is available at North East Lincolnshire Council.