Special Educational Needs & Disability (SEND)
We support all our students here at Furness Academy, helping them to exceed exceptions, feel confident and grow. If you child has special educational needs, we are here to help. We have a dedicated team of Teaching Assistants and Higher Level Teaching Assistants here at Furness Academy, led by our superb SENCO Mrs Elliott. We are confident we can support your child with any special educational needs or disabilities they may have.
You can contact Mrs Elliott by calling school or email her at firstname.lastname@example.org
More details about our Local Offer and support can be found on the Cumbria Local Offers site, available here
Our Helpful FAQ
Please take a look at our FAQ, which hopefully answers any questions you might have. Please get in touch if there is anything else you would like to know.
- listen to any concerns you may have too
- plan any additional support your child may receive
- discuss with you any referrals to outside professionals to support your child’s learning and and engage you in the Early Help process
- A team of 14 Teaching Assistants
- Two Higher Level Teaching Assistants
- A Learning Mentor
- Access to an Assistant Educational Psychologist (from January 2017)
- Alternative educational provision (onsite and work experience)
- Educational Psychology Service
- Specialist Advisory Teaching Service for speech, language and communication difficulties
- Specialist Advisory Teaching Service for autism spectrum conditions
- Specialist Advisory Teaching Service for hearing impairment
- Inclusion Support Officers (Access and Inclusion)
- Speech and Language Therapy for those students with a Statement of SEN or an EHC Plan (provided by Health but paid for by the Local Authority)
- School Nurse
- His/her progress is reviewed every half term and a level given in all subjects, this increases to half termly intervals in English, Maths and Science. Students are also given less formal assessments which give them individual feedback about how to improve and make progress.
- Students on the SEND register will have a Student Passport and their voice is an important feature in developing their own Passport.
- The progress of students with a statement of SEND/ EHC Plan is formally reviewed at an annual review with significant adults involved with their education. In a small number of cases, EHC Plans will be reviewed bi-annually, in conjunction with Local Authority requests.
- All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
- Homework will be adjusted as needed to your child’s individual needs.
- A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
- Parents are informed and actively encouraged to support shared goals at home.
- Access to the SEND IAS service (formerly Parent Partnership).
The school has a safeguarding policy regarding first aid and the administration and managing of medicines on the school site.
Parents need to contact the Assistant Head Teacher, Mrs Hughes, if medication is recommended by Health professionals to be taken during the school day.
On a day to day basis a first aid officer / member of admin staff generally oversee the administration of any medicines.
As a staff we have training and updates on conditions and medication affecting individual children so that all staff are able to manage medical situations.
The ground floor of the buildings are accessible to those with physical disabilities, higher floors are reached by lift.
We ensure that teaching resources and equipment used are accessible to all children regardless of their needs.
After school and extra-curricular provision is accessible to all children including those with SEND.
We value and celebrate each child being able to express their views on all aspects of school life.
Children who have Student Passports are always asked to share their views on how best we can meet their needs – this is very important to us.
There is a regular student questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
If your child has a statement or EHC Plan their views will be sought before any review meetings and they will be invited to attend if this does not distress them.
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.
If a child has behavioural difficulties a behaviour contract will be drawn up in the first instance.
Pupils who have particular difficulties with their behaviour or emotions may be referred to outside agencies for specialist support.
Attendance of every student is monitored on a daily basis. Lateness and absence are recorded and monitored daily. Incentives are available for good attendance and this is positively promoted by all staff.
All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful. Every effort is always made to make any adjustments needed so that every pupil can attend should they wish.
A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
We ensure that all children who have special educational needs have their needs met to the best of the school’s ability with the funds available. The budget is allocated on a needs basis. The children who have the most high level and complex needs are given the most support.
As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: educational psychologists, specialist services for HI/VI/ASC, the Behaviour Support Team; Health including – GPs, school nurses, clinical psychologists, paediatricians, speech & language therapists, physiotherapists, occupational therapists; Social Services and social workers.