John Madejski Academy
Academy Secondary & Sixth Form
JMA has completed their Local Offer, providing information on Special Educational Needs & Disabilities.
Who to contact
- Contact Name
- Michael Milner
- Contact Position
- Principal
- Telephone
- (0118) 937 0200 (0118) 937 0200
- contact@johnmadejskiacademy.co.uk
- Website
- www.johnmadejskiacademy.co.uk
- Scan to visit this website
Where to go
- Address
-
125, Hartland Road
Reading
Berkshire - Postcode
- RG2 8AF
Directions to RG2 8AF
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Description
I can confirm there are no changes to last year’s document which was sent in June, with a view to this academic year. 30/09/20
There are no changes to the current Local Offer Document GS 22/04/2021
- Contact Name
- Emily Collins
- Contact Telephone
- 0118 9370200
- Contact Email
- ecollins@johnmadejskiacademy.co.uk
- Links
- John Madejski Academy SEND Policies Accessibility Plan
- Local Offer Age Bands
-
Secondary (11-16 years)
Transitions to Adulthood (16+) - SEN Provision Type
- Universal
- Local Offer Updated
- 17/10/2023
Schools Extended Local Offer Response
Description
School Name: John Madejski Academy Address: Hartland Road, Reading, RG2 8AF Telephone: 0118 937 0200 Email: contact@johnmadejskiacademy.co.uk Website: John Madejski Academy - Home page — Hard Work, Determination, Empathy, Integrity, Positivity Ofsted link: Head teacher: Mrs Louise Baker SENCo: Name: Adam Weston Contact: AWeston@johnmadejskiacademy.co.uk Date of latest Accessibility Plan: Link to Accessibility Plan: Date completed: By whom: Name: Role: Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is co-produced by the School Logo (optional) SEN Information Report / Local Offer Submission 2022/2023 (schools) Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND. *School to provide a general statement about what the school provides in box below
General Statement – JMA offers quality first teaching to all students to ensure an inclusive environment for all including SEN students. We offer a broad and balanced curriculum for all children and young people including those with SEND
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes – We are a mainstream school that provides SEND provision for over 150 students.
- 1.2: What kinds of SEND do those children have?
Cognition and Learning – children with moderate learning difficulties and specific learning difficulties including dyslexia and dyspraxia.
Communication and Interaction – children with Autism (ASC) and also a wide range of speech and language difficulties.
Sensory, Medical and Physical – children with hearing impairment, visual impairment, sensory processing difficulties diabetes and epilepsy.
Social, Emotional and Mental Health – children experiencing specific anxieties and ADHD.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
John Madejski Academy uses Reading Borough Council’s guidance “Identifying and Assessing SEN”. John Madejski Academy also identifies students with SEN if a student: • Has a significantly greater difficulty in learning than the majority of students of the same age; • Has a disability which prevents or hinders students from making use of educational facilities of a kind generally provided for students/young people of the same age in schools within the area served by the LA. Identification can be made through: • Identified through teacher observations behaviour checklists. • Baseline and standardised assessments SATS, LASS and NGRT (literacy assessments). • Assessment data collection within curriculum areas. • Parental/guardian concerns. • The students’ own observations. • External agencies (Speech and Language/Educational Psychologist/Occupational Therapy
- 2.2: How will I know if my child is receiving SEN support?
You will be contacted by the school.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
From the school website: SEND Information Report | John Madejski Academy
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
Internal and external quality assurance checks of our data to ensure it is robust and accurate. The SENDCO meets with all HOY’s every 2 weeks to discuss student outcomes and put interventions in place if needed.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Routine target checking against SMART targets 3 times a year.
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
The progress of all children/young people is tracked throughout the school through assessment point tracking and regular home/school communication. In addition, for children/young people with SEND, we regularly review progress towards agreed outcomes, assessing whether the support that has been in place has made a difference, and what we need to do next. We evaluate progress against age-related expectations. When we run intervention programmes for groups of children, we assess their success and use that information to decide on how best to run them in the future. Information about how the governing body evaluate the success of the education that is provided for pupils with SEND is contained in the governor’s annual SEND report.
- 3b.2: How will I find out about the progress my child is making?
Reports are issued twice a year following two assessment points and meetings will be held with either the SENCO or SEND manager.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
JMA offers quality first teaching to all students to ensure an inclusive environment for all including SEN students. We offer a broad and balanced curriculum for all children and young people including those with SEND. For families wanting to know what students are learning, they can visit John Madejski Academy - Curriculum Overview to access resources on our curriculum and curriculum maps.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
John Madejski Academy moved into its new buildings in 2007. This improved the physical environment of the site to increase access for disabled students by: • Providing flat access to school entrances • Providing wheelchair accessible lifts to the upper floor (s) • Dedicating parking bays at the front of the school for students and families and visitors with a disability • Providing accessible toilets • Ensuring there is good lighting throughout the school, making use of natural light where possible and reducing glare through the use of roller blinds in the hallways and classrooms; • Removing and fixing of potential trip hazards and keeping all floor spaces uncluttered; • Ensuring data projectors, plumbing and heating are regularly serviced and not too noisy wherever possible. John Madejski Academy has matches the curriculum for disabled students through the following means: • Using multimedia activities to support specific curriculum areas, e.g. numeracy and literacy; • Providing a differentiated curriculum, designed according to need and where necessary with specialist input, for those that require this; • Offering a Continued Professional Development (CPD) to ensure that all staff are knowledgeable of the impact of different SEND needs on learning; • Organising classrooms so that they promote the participation and independence of all students.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
We offer a broad and balanced curriculum for all children and young people including those with SEND We run a range of interventions for SEN students such as: • Teaching assistant support in lessons • 1:1 or small group work • ELSA Sessions • Phonics Workshops • Homework Club • Individual Education Plans (IEP): this is created with student, parent/guardian and JMA staff to help support the child’s individual needs and communicate these to staff. The IEP is reviewed regularly throughout each academic year. The IEP includes: • The short-term targets set for or by the student • The teaching strategies to be used • The provision to be put in place • When the plan is to be reviewed • Social skills group work • Speech and Language Therapy sessions (1:1 or small group) • Internal counsellor • Extra-curricular activities and enrichment
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All children and young people are included in activities and trips (with risk assessments, where needed) and in accordance with duties under the Equalities Act 2010. We talk to parents/carers and young people when planning trips so that everyone is clear and what will happen and offer support when needed.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
All children have the opportunity to share their views through: • Conversations with their tutor and from teaching and support staff in our teams supporting their year group • Their school council representatives • Drop-in sessions during breaktime and lunchtime during Games Club in The Haven. We listen to the views of children/young people with SEND by: • Meetings/phone and email contact with students and parents, where the “voice” of the student and parent/carer is expressly sought, noted and as appropriate- acted on • Conducting regular “student voice” panel meetings • Monitoring our morning, lunch and after-school clubs • Following up on points raised by Teachers, Teaching Assistants and Support Staff. We take incidents of bullying very seriously, including “minor” incidents of bullying, according to Protected Characteristics, includin
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
If you are concerned about your child or if you would like feedback including compliments and complaints about our SEND provision, please email SEND@johnmadejskiacademy.co.uk or call 0118 937 0200. We aim to respond to any complaints within seven days. The current SENDCO is Emily Collins and can be reached at: ecollins@johnmadejskiacademy.co.uk
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Teachers have continuous CPD sessions where they are engaged in SEND practices and can continue to develop high quality teaching strategies focused on SEND students and their needs.
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
Discussions will be had with the SENDCO and applications can be made to any external companies if further funding is required. If the level of need is high, an EHCP application can be made to Brighter Futures in order have a needs assessment take place
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
We encourage all new children to visit the school before starting. For children/young people with SEND we: • Work closely with primary (catchment) partner schools, so that students and parents/carers can visit the school to observe a usual school day and to meet relevant staff on a number of occasions. • Hold meetings with the SENCO and other SEN staff •Through conversations with the SEN teacher, students and parents/carers • With support to ensure all students with SEND have guidance and support to help ensure appropriate provision post-16.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
Children are at the heart of the SEND process at JMA and their voices are heard during the decision making process. Any SEND support will be coproduced, meaning student’s opinions will be listened to and taken into consideration when determining further supports to put in place.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
If you are concerned about your child or if you would like feedback including compliments and complaints about our SEND provision, please email SEND@johnmadejskiacademy.co.uk or call 0118 937 0200. We aim to respond to any complaints within seven days.
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We also have access to a range of specialist support services including: • Educational Psychologists • Speech and Language Therapists • Internal Counsellor • School Nurse • Child and Adult Health Services (CAMHS) • Number 5 counselling • Family workers • Youth workers • Primary Mental Health workers • Berkshire Women’s Aid (Domestic Violence) • SOURCE (Young people drug and Alcohol service) • School nurse • ADZIVA • Daisy’s Dream (Bereavement) • PPP Parenting support • Edge of Care • Launch Pad (Housing support) • Young careers • REACH Out (LGBT) • C Card (contraception service) • IASS (Information and advice service for SEND) • Parenting Special Children • Berkshire Autistic Society • SAFE project and mentoring (working with vulnerable young people) • Safer Schools Police Officer • PREVENT Officer • Multi-systemic Therapy • Food for Families • RFC Community Trust (Kicks) • Liaison + Diversion Referrals can be made to the above services with parental consent and through the SEND or Student Services team.
- 10.2: How can my family get support from these services?
Please contact the SENDCO - Emily Collins - ecollins@johnmadejskiacademy.co.uk
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
For any further details, please email send@johnmadeskiacademy.co.uk
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
In June, we hold 2 transition days for our incoming Year 7 students. One day is held specifically for SEND students, the second day is for all incoming Year 7 students. This helps students to acclimatise to the school campus and meet teachers and other peers. All new students will also receive an invitation to attend a meeting with a member of staff to discuss the transition to help ensure it is as successful as possible.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
If you’d like to know more about opportunities for children and young people with SEND and their families, support groups or information about SEND these are listed in the Family information Services Guide. Special Educational Needs & Disabilities - Reading's Local Offer | Reading Services Guide
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Parents and students will be invited to review and update progress towards intended outcomes ideally three times per year. If parents wish to meet with the SEND team, they are more than welcome to by contacting the school for an appointment.
15: Who can I contact for further information?
Emily Collins
16: What is the complaints procedure?
17: Our external partners are
19: Link to the schools websites SEND information or policy page.
https://www.johnmadejskiacademy.co.uk/about-us/special-educational-needs-and-disabilities-information/send-admissions-external-agencies
Description
School Name: John Madejski Academy Address: Hartland Road, Reading, RG2 8AF Telephone: 0118 937 0200 Email: contact@johnmadejskiacademy.co.uk Website: John Madejski Academy - Home page — Hard Work, Determination, Empathy, Integrity, Positivity Ofsted link: Head teacher: Mrs Louise Baker SENCo: Name: Adam Weston Contact: AWeston@johnmadejskiacademy.co.uk Date of latest Accessibility Plan: Link to Accessibility Plan: Date completed: By whom: Name: Role: Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is co-produced by the School Logo (optional) SEN Information Report / Local Offer Submission 2022/2023 (schools) Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND. *School to provide a general statement about what the school provides in box below
General Statement – JMA offers quality first teaching to all students to ensure an inclusive environment for all including SEN students. We offer a broad and balanced curriculum for all children and young people including those with SEND
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes – We are a mainstream school that provides SEND provision for over 150 students.
- 1.2: What kinds of SEND do those children have?
Cognition and Learning – children with moderate learning difficulties and specific learning difficulties including dyslexia and dyspraxia.
Communication and Interaction – children with Autism (ASC) and also a wide range of speech and language difficulties.
Sensory, Medical and Physical – children with hearing impairment, visual impairment, sensory processing difficulties diabetes and epilepsy.
Social, Emotional and Mental Health – children experiencing specific anxieties and ADHD.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
John Madejski Academy uses Reading Borough Council’s guidance “Identifying and Assessing SEN”. John Madejski Academy also identifies students with SEN if a student: • Has a significantly greater difficulty in learning than the majority of students of the same age; • Has a disability which prevents or hinders students from making use of educational facilities of a kind generally provided for students/young people of the same age in schools within the area served by the LA. Identification can be made through: • Identified through teacher observations behaviour checklists. • Baseline and standardised assessments SATS, LASS and NGRT (literacy assessments). • Assessment data collection within curriculum areas. • Parental/guardian concerns. • The students’ own observations. • External agencies (Speech and Language/Educational Psychologist/Occupational Therapy
- 2.2: How will I know if my child is receiving SEN support?
You will be contacted by the school.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
From the school website: SEND Information Report | John Madejski Academy
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
Internal and external quality assurance checks of our data to ensure it is robust and accurate. The SENDCO meets with all HOY’s every 2 weeks to discuss student outcomes and put interventions in place if needed.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Routine target checking against SMART targets 3 times a year.
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
The progress of all children/young people is tracked throughout the school through assessment point tracking and regular home/school communication. In addition, for children/young people with SEND, we regularly review progress towards agreed outcomes, assessing whether the support that has been in place has made a difference, and what we need to do next. We evaluate progress against age-related expectations. When we run intervention programmes for groups of children, we assess their success and use that information to decide on how best to run them in the future. Information about how the governing body evaluate the success of the education that is provided for pupils with SEND is contained in the governor’s annual SEND report.
- 3b.2: How will I find out about the progress my child is making?
Reports are issued twice a year following two assessment points and meetings will be held with either the SENCO or SEND manager.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
JMA offers quality first teaching to all students to ensure an inclusive environment for all including SEN students. We offer a broad and balanced curriculum for all children and young people including those with SEND. For families wanting to know what students are learning, they can visit John Madejski Academy - Curriculum Overview to access resources on our curriculum and curriculum maps.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
John Madejski Academy moved into its new buildings in 2007. This improved the physical environment of the site to increase access for disabled students by: • Providing flat access to school entrances • Providing wheelchair accessible lifts to the upper floor (s) • Dedicating parking bays at the front of the school for students and families and visitors with a disability • Providing accessible toilets • Ensuring there is good lighting throughout the school, making use of natural light where possible and reducing glare through the use of roller blinds in the hallways and classrooms; • Removing and fixing of potential trip hazards and keeping all floor spaces uncluttered; • Ensuring data projectors, plumbing and heating are regularly serviced and not too noisy wherever possible. John Madejski Academy has matches the curriculum for disabled students through the following means: • Using multimedia activities to support specific curriculum areas, e.g. numeracy and literacy; • Providing a differentiated curriculum, designed according to need and where necessary with specialist input, for those that require this; • Offering a Continued Professional Development (CPD) to ensure that all staff are knowledgeable of the impact of different SEND needs on learning; • Organising classrooms so that they promote the participation and independence of all students.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
We offer a broad and balanced curriculum for all children and young people including those with SEND We run a range of interventions for SEN students such as: • Teaching assistant support in lessons • 1:1 or small group work • ELSA Sessions • Phonics Workshops • Homework Club • Individual Education Plans (IEP): this is created with student, parent/guardian and JMA staff to help support the child’s individual needs and communicate these to staff. The IEP is reviewed regularly throughout each academic year. The IEP includes: • The short-term targets set for or by the student • The teaching strategies to be used • The provision to be put in place • When the plan is to be reviewed • Social skills group work • Speech and Language Therapy sessions (1:1 or small group) • Internal counsellor • Extra-curricular activities and enrichment
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All children and young people are included in activities and trips (with risk assessments, where needed) and in accordance with duties under the Equalities Act 2010. We talk to parents/carers and young people when planning trips so that everyone is clear and what will happen and offer support when needed.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
All children have the opportunity to share their views through: • Conversations with their tutor and from teaching and support staff in our teams supporting their year group • Their school council representatives • Drop-in sessions during breaktime and lunchtime during Games Club in The Haven. We listen to the views of children/young people with SEND by: • Meetings/phone and email contact with students and parents, where the “voice” of the student and parent/carer is expressly sought, noted and as appropriate- acted on • Conducting regular “student voice” panel meetings • Monitoring our morning, lunch and after-school clubs • Following up on points raised by Teachers, Teaching Assistants and Support Staff. We take incidents of bullying very seriously, including “minor” incidents of bullying, according to Protected Characteristics, includin
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
If you are concerned about your child or if you would like feedback including compliments and complaints about our SEND provision, please email SEND@johnmadejskiacademy.co.uk or call 0118 937 0200. We aim to respond to any complaints within seven days. The current SENDCO is Emily Collins and can be reached at: ecollins@johnmadejskiacademy.co.uk
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Teachers have continuous CPD sessions where they are engaged in SEND practices and can continue to develop high quality teaching strategies focused on SEND students and their needs.
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
Discussions will be had with the SENDCO and applications can be made to any external companies if further funding is required. If the level of need is high, an EHCP application can be made to Brighter Futures in order have a needs assessment take place
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
We encourage all new children to visit the school before starting. For children/young people with SEND we: • Work closely with primary (catchment) partner schools, so that students and parents/carers can visit the school to observe a usual school day and to meet relevant staff on a number of occasions. • Hold meetings with the SENCO and other SEN staff •Through conversations with the SEN teacher, students and parents/carers • With support to ensure all students with SEND have guidance and support to help ensure appropriate provision post-16.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
Children are at the heart of the SEND process at JMA and their voices are heard during the decision making process. Any SEND support will be coproduced, meaning student’s opinions will be listened to and taken into consideration when determining further supports to put in place.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
If you are concerned about your child or if you would like feedback including compliments and complaints about our SEND provision, please email SEND@johnmadejskiacademy.co.uk or call 0118 937 0200. We aim to respond to any complaints within seven days.
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We also have access to a range of specialist support services including: • Educational Psychologists • Speech and Language Therapists • Internal Counsellor • School Nurse • Child and Adult Health Services (CAMHS) • Number 5 counselling • Family workers • Youth workers • Primary Mental Health workers • Berkshire Women’s Aid (Domestic Violence) • SOURCE (Young people drug and Alcohol service) • School nurse • ADZIVA • Daisy’s Dream (Bereavement) • PPP Parenting support • Edge of Care • Launch Pad (Housing support) • Young careers • REACH Out (LGBT) • C Card (contraception service) • IASS (Information and advice service for SEND) • Parenting Special Children • Berkshire Autistic Society • SAFE project and mentoring (working with vulnerable young people) • Safer Schools Police Officer • PREVENT Officer • Multi-systemic Therapy • Food for Families • RFC Community Trust (Kicks) • Liaison + Diversion Referrals can be made to the above services with parental consent and through the SEND or Student Services team.
- 10.2: How can my family get support from these services?
Please contact the SENDCO - Emily Collins - ecollins@johnmadejskiacademy.co.uk
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
For any further details, please email send@johnmadeskiacademy.co.uk
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
In June, we hold 2 transition days for our incoming Year 7 students. One day is held specifically for SEND students, the second day is for all incoming Year 7 students. This helps students to acclimatise to the school campus and meet teachers and other peers. All new students will also receive an invitation to attend a meeting with a member of staff to discuss the transition to help ensure it is as successful as possible.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
If you’d like to know more about opportunities for children and young people with SEND and their families, support groups or information about SEND these are listed in the Family information Services Guide. Special Educational Needs & Disabilities - Reading's Local Offer | Reading Services Guide
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Parents and students will be invited to review and update progress towards intended outcomes ideally three times per year. If parents wish to meet with the SEND team, they are more than welcome to by contacting the school for an appointment.
15: Who can I contact for further information?
Emily Collins
16: What is the complaints procedure?
17: Our external partners are
19: Link to the schools websites SEND information or policy page.
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Disclaimer
This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.
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