SEND

SEN Information Report

School Name The Rodillian Academy
Executive Headteacher Andy Goulty
Senior Leader responsible for SEND Andy Percival
SENCo Vicki Elliott
Governors with responsibility for SEND Melissa Peacock
Directors of SEND, The Rodillian Multi-Academy Trust Vicki Elliott, Sayward Morley
Contact details: Long Thorpe Lane,
Lofthouse,
Wakefield,
West Yorkshire
WF3 3PS
Email (admin) [email protected]
Email (SEND Manager) [email protected]
Telephone (admin) 01924 872252
Telephone (SEND Department) Extension: 255
Age Range 11-18

“At the Rodillian MAT, we recognise the need to provide an inclusive, supportive and positive learning environment. The skill, enthusiasm and supportive attitude of the class teacher is the key to effective learning of all students, in particular those with SEND who need additional, targeted teacher input to meet their individual needs; improve their confidence and self-esteem; and enable them to achieve and maximise their full potential. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have SEND. Additional intervention and support cannot compensate for a lack of inclusive ‘quality first’ teaching. Our Trust emphasises ethical school practice underpinned by ‘Every Child Matters’ thereby sustaining a welcoming, effective and inclusive school culture.”

– The Rodillian Multi Academy Trust

How do we identify the pupils with additional needs?

Rodillian Academy has a clear approach to identifying and responding to SEND. Our aim is to maintain a structured assessment process throughout Key Stage 3 that ensures early identification and intervention of SEND. Through our clearly defined and staged assessment programme we are able to identify any additional needs at the earliest possible stage and promptly implement effective provision to improve the long-term outcomes for all our learners.The assessments enable us to build a comprehensive view of our learners covering 3 core elements of them as learners: Attainment, Ability and Attitudes. This provides the tools and insights to enable us to:

  • Know every one of our learners well
  • Tailor teaching and learning approaches accordingly
  • Raise standards and maximise progress
  • Help all our learners realise their full potential

Any learner who is not making adequate progress despite access to be high quality teaching targeted at their areas of weakness and intensive Wave 2 support will be referred to SEND department to identify any possible areas of SEND. SEND is assessed through a range of methods including:

  • Information from feeder schools including previous assessment data and reports from external professionals
  • Analysis of academic data and progress to identify learners making less than expected progress given their age and individual circumstances despite
  • Diagnostic assessments from outside professionals including the Educational Psychologist, Leeds SEN & Inclusion Team (SENIT) and the Speech & Language Therapist.
  • A range of SEND targeted assessments to explore areas including reading accuracy; reading comprehension; reading speed; writing accuracy, legibility and writing speed (wpm); cognitive processing (e.g. phonological, auditory or visual processing, or working memory); emotional literacy & SDQs; visual stress  assessment; working memory; and more.

Where an SEND Assessment identifies an area of need based on the defined entry criteria for Wave 3 Support, a personalised support programme is put in place to meet this specific need led by the SEND Department.

How do we make sure all children reach their potential?

  • SEND provision is made for students with learning difficulties resulting from a range of needs, including Communication and interaction, Cognition and learning, Social, emotional and mental health difficulties and Sensory and/or physical needs. The use of highly personalised support programmes aim to promote progress across the curriculum as well as within the specific area of need, and will vary according to the severity of need.
  • All student have access Inclusive Quality First Teaching (QFT) that is monitored by highly experienced leaders.
  • Teaching staff have access to detailed individual SEND information to inform their Teaching & Learning. This includes generic information and strategies for a broad range of areas of need; individual Learner Profiles with shared teaching strategies that are effective and person centred information; and reports from external professionals e.g. Education Psychologist, feedback from the SENIT etc.
  • Period 7s are used as part of an extended timetable to offer further teaching and support to maximise potential.
  • The use of Period 7 time for SEND joint planning with teachers and ISWs ensures that SEND learners can access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests.
  • Where necessary some learners have access to in-class support from an ISW which is effective in promoting the progress of SEND learners across the Academy in areas they might have difficulties.
  • The progress of all SEND students is tracked by leaders & teaching staff as part of the academy assessment cycle to ensure early intervention can be put in place.
  • Professional dialogue about every child in school ensures any difficulties are identified early and suitable provision put in place. A clear referral process to SEND Support is in place to support this where the data has identified a potential area of need.
  • Identified learners are assessed for Access Arrangements from year 9 onwards, for additional exam support including extra time, a scribe or further adjustments.
  • A clear Pastoral structure with clear communication between Pastoral Leads and the SEND manager to ensure the progress, attendance and behaviour of SEND learners is closely monitored and supported.
  • A Positive Discipline system provides a very clear, structured process that includes the use of sanctions and rewards at all levels- in class and around school which supports the SEND learners are they respond well to a clear, consistent approach. In some cases PD has been so effective in providing such a strong level of support that this has resulted in an SEND Statements being ceased.
  • Pupils are in sets for English, Maths and Science. Subject Leaders have their own criteria but initially it goes on KS2 and Base Line Assessments. Sets are also determined by target grades and performance throughout the year – it is rare for a set not to change during a year to maximise individual progress for all. Some non-core subjects are grouped mixed ability or gender. Subject specific individual targets are set for all students.
  • There is a tiered approach to pastoral support ranging from the Deputy Director of Key Stage, Subject tutors and allocated to year 11 mentors.
  • Annual reviews for those students who have a statement of special educational needs or EHC Plan allow for clear objectives to be established and the need for any areas of targeted SEND support or reasonable adjustments to be made.
  • Student’s views are very important. Students are invited to parent’s evenings, Annual reviews.
  • Where appropriate, the Academy will engage with external agencies to ensure the delivery of effective special educational needs provision.
  • Where possibly the Academy will aim to encourage independent learners. Alternative provision and additional resources (including staffing) may be put in place if absolutely necessary to ensure students with special educational needs are fully included in all aspects of school life, including the curriculum, extra- curricular programme and school trips.
  • Monitoring of the Teaching & Learning of SEND by the assigned Deputy Director of Learning (DDL) for SEND and learning walks to ensure teachers are supporting the progress of all learners by all DDLs and Subject Leads.

How are parents/carers involved with Rodillian?

  • When working with parents of students with special educational needs, the academy will give support, advice and reinforcement as well as share information and agree targets in order to enable progress.
  • The SEND Manager maintains strong communication between the Academy and parents/carers of SEND learners with regular telephone updates and termly meetings.
  • Parent and Carer evenings and reports provide updates on the academic achievement and well-being of their child.  The SEND Manager is available at these to provide further support for the parents of SEND learners.
  • Parent’s views are important to us. As part of the parents evening process, parents complete a questionnaire and the Academy has parent and SEND Governors.
  • The Academy will work in partnership with parents to ensure every student with special educational needs and disabilities are well supported. At all stages of the special needs process, the school will keep parents fully informed and involved and parents are encouraged to make a full and active contribution to their child’s education.
  • Parents are actively included in the annual review process, parents complete a questionnaire and take part in the new person-centred reviews. This information is then used to update the EHC Plans.

How accessible is the school setting?

  • Rodillian is one building with three floors with lifts to each floor.
  • The main doors are electronic.
  • The corridors are wide with disabled toilets on every corridor and evacuation chairs on all stairwells.
  • There is a hearing aid loop.
  • There is a care suite.

To view our accessibility, SEND and managing medicines policies, please see our policies page

How we support children in each area of need.
Specific Learning Difficulties (SpLD)
  • Active Literacy Kit (ALK) –an assessment and intervention programme originally developed for SpLD/dyslexic learners but can also be used for learners with more general literacy difficulties.
  • Toe by Toe – A highly structured cumulative and multisensory literacy programme to develop reading (decoding) and spelling skills.
  • Stride Ahead – A highly structured multi-sensory phonetic approach to literacy in order to accelerate the reading age of an individual.
  • Numicon – A visual and kinaesthetic tool that uses action, imagery and conversation to help learners to structure their experiences of numeracy, which is such a vital skill for both their mathematical and their overall development.
  • Lexia Learning- Personalised learning for students at all reading levels.
  • Personalised programmes with external professional input for those that need it.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.
Moderate Learning Difficulties (MLD)
  • Quality of teaching and learning is well monitored by highly experienced leaders and the SEND Manager to ensure that it actively meets individual needs.
  • Some MLD students are placed on specialist programmes during morning registration and period 7s including basic comprehension skills, ALK, Toe by Toe, Stride Ahead, Numicon (see above).
  • Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Access Arrangements and exam support for those that qualify.
  • Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.
Severe Learning Difficulties (SLD)
  • Referrals to outside professionals for assessment and interventions- including advice on internal support programmes and suitable resources.
  • In class support from the ISW’s.
  • Assessed using PIVATS – A system to inform target setting for pupils whose performance is outside national expectations and tool to support curriculum development for learners working below the equivalent of NC level 1.
  • Specialist one to one targeted support programmes with external professional input
  • One to one support in and around school where needed e.g. break & lunch or school trips.
  • Support programmes to develop fine and gross motor skills for those that need it.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Leeds SEN & Inclusion Team (SENIT) referrals for additional support, observation and assessment to inform recommendations for internal strategies.
Profound and Multiple Learning Difficulties (PMLD)
  • Advice and support is provided by the SEND Manager to the Broomfield SILC partnership based onsite at the Academy for any PMLD learners based in mainstream lessons.
Social, Emotional and Mental Health (SEMH)
  • The consistent use of the Academy’s Positive Discipline system provides a very clear, structured process that includes sanctions and rewards at all levels- in class and around school. The stamps that the pupils are given work towards rewards that include off site activities.
  • Intensive pastoral support for those that need it from Form Tutors, Deputy Director of Key Stage and a trained Behaviour Support Worker.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Experienced and qualified staff giving one to one and small group support  such as Social Stories; Targeted Emotional Literacy assessments and intervention programmes; and programmes to help with a range of issues for example self-esteem
  • Access to a broad range of external support agencies including counselling, CAHMS, TAHMS, Willows, Platform etc.
  • Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.
Speech, Language and Communication Needs (SLCN)
  • Referrals to outside professionals including specialist Speech & Language Therapists for assessment and interventions- including advice on internal support programmes and suitable resources.
  • Experienced and trained staff provide one to one and small group support on specialist programmes including understanding spoken language, expressive language, limited verbal reasoning, pragmatics and social skills etc.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
  • Educational psychologist referrals for additional support, observation and assessment to inform recommendations for internal strategies.
Autistic Spectrum Disorder (ASD)
  • Referrals to outside professionals e.g. STARS for one to one learners support, parental support, advice on internal support programmes and suitable resources
  • Access to one to one and small group work e.g. social communication and interaction.
  • Support on understanding of conflict, emotions and social situations using social stories when needed.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
Hearing Impairment (HI)
  • Support from the HI Team to offer advice on strategies and support.
  • Hearing Aid Loop.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
Visual Impairment (VI)
  • Support from the VI Team to offer advice on strategies and support.
  • Modified papers for lessons and examinations- where required e.g. colour of paper, size of font.
  • Magnifiers for use in lessons for specific students that need this.
  • Visual Stress assessments to provide coloured overlays for those that need it.
  • Information and support strategies are available on the SEND Register and within individual Learner Profiles for all staff to access and use to inform Wave 1 Inclusive Quality First Teaching.
Physical Disability (PD)
  • Accessibility plans and individual risk assessments to outline details for movement around the building including use of the lifts, leaving lessons early to avoid busy corridors, fire safety expectations etc.
  • Input and advice from Physio Therapists to inform specific support programmes to develop fine and gross motor skills plus advice on differentiated PE curriculum.
  • Buddy system to support movement around school.
  • Access to a lift key.
Medical Needs (MN)
  • Health & Care Plans and Risk Assessment where applicable.
  • First Aid provision offered for those that needs this and specific First Aid training for staff from NHS professionals.
  • Interventions to support medical needs e.g. leaving lesson early, toilet passes, support at break & lunch if applicable etc.
  • Access to school nurse and referrals to outside medical professionals for additional support.
  • Alerts for all staff on individual records accessible for all staff.

How does Rodillian support a Childs overall well-being?

  • Pastoral support in all 3 key stages
  • PD Sessions with Form Tutor
  • Safeguarding training for all staff
  • Trained child protection officers in school
  • Referrals to outside professionals including Educational Psychologist, School Nurse etc.
  • The SEND Department Base as a safe, supportive environment
  • Peer and Behaviour Support Worker mentoring for identified pupils
  • Leadership Team presence in and around the Academy at all times
  • Pastoral meetings to monitor and identify any individuals that need additional support
  • Close links to the Rothwell Cluster and referrals for external support where needed
How do we support
Literacy Numeracy
  • Specialist HLTAs and teachers work with individuals and small groups
  • Rise and Read for year 7 students
  • Accelerated reader for year 7 and 8 students.
  • ALK – Basic accuracy, fluency and automaticity in reading and spelling
  • Toe by Toe- A highly structured multi-sensory reading manual.
  • Stride Ahead- it is the careful progression through particular skills, together with the timing incentive that makes stride ahead so successful.
  • Lexia Learning- Personalised learning for students at all reading levels.
  • Specialist English 1:1 Intervention for year 11 pupils
  • Whole school training delivered by the English department on how to support literacy with in all the curriculum areas.
  • Whole school training was delivered by and outside provider in the academic year 2013-2014 on how to build literacy into all areas of the curriculum
  • Referrals to outside professionals.
  • 1:1 Specialist programmes carried out by Inclusion Support Workers on identified students.
  • An identified member of staff in English has the responsibility for literacy across the curriculum.
  • Specialist HLTA works with individuals and small groups who are targeted through close monitoring of assessment data.
  • All assessment data is tracked and gaps in knowledge are the focus of all lessons.
  • Inclusion Support Workers allocated to specific students and groups within the classroom
  • Whole school training delivered by the maths department on the introduction of the maths toolkit.
  • Numicon is used as a visual resource to support students with SEND
  • Referrals to outside professionals
  • 1:1 Specialist programmes carried out by Inclusion Support Workers on identified students.
  • All pupils work on the ten toolkit skills within lessons in preparation for more challenging mathematical concepts.
What Specialist Services and expertise are available or accessed by the school?
Educational psychologist Physio therapist
SENIT School Nurse
STARS Visually Impaired Team
CAMHS Hearing Impaired Team
Social Services In partnership with Broomfield South SILC
Speech & Language Therapist The HUB
Occupational therapist Southway Alternative Provision
Cluster Support TAHMS
Willows Platform
Targeted Youth Support Family Interventions Service
Youth Offending Service West Yorkshire Police

How will we include children in activities outside the classroom including school trips?

  • Extra staff are deployed for trips to meet the stringent requirements of our risk assessments and pupil to adult ratios.
  • One to one ISW support for those that need this.
  • Parents/carers consulted prior to trips for advice and guidance.
  • We provide students with step by step learning so that they acquire the relevant skills associated with a safe school visit and are able to participate.
  • Travel Training to include theory such as reading timetables, money, time and practical experience in catching public transport.

How do we support transition from year 6 into High School?

  • Transition is very important for the year 6 students transferring into High School. There is a highly structured Transition programme with a range of events including transition clubs, a Year 6 support event, a Year 6 information evening and induction days during which all SEND learners and their parents have an opportunity to meet the SEND Manager and the ISWs.
  • Visits to the feeder schools by Transition Manager and/or SEND Manager including extra one to one visits for vulnerable/SEND learners to speak with primary staff and conduct observations
  • Tours and visits to meet the SEND team for Year 6 SEND learners.
  • First day of term is for year 7 only
  • Welcome Breakfast for year 7 parents/carers and students
  • A Resilience Curriculum is embedded in the timetable for all Year 7s and includes a Resilience Camp.
  • Annual activity trip to France for all year 7s

What different levels of support are available?

  • Wave One – Inclusive Quality First Teaching for all
  • Wave Two -Additional interventions to enable children to work at age related expectations or above including Period 7s
  • Wave Three – Additional Highly Personalised SEND Support and Interventions

How do we allocate resources?

The Director of SEND works across the Rodillian Multi-Academy Trust linking with the Senior Leader responsible for SEND. An SEND Manager leads the day to day management of the SEND department and a Deputy Director of Learning is allocated to SEND to oversee Teaching & Learning for this area. Within the SEND Department, there are 5 Inclusion Support Workers who work within the classroom, run small groups and offer 1:1 intervention. The team are all post graduates who have achieved at least a C grade GCSE in English and Maths. The ISW’s support students with an academic/medical/physical statement of Special Education needs or EHC Plans. A range of other students benefit from this support due to ability setting within the groups.

Support and resources are allocated proportionate to the 4 areas of need for those on the SEND Register. Further resources are allocated across the whole school and this is readjusted annually in line with our analysis of the current cohort to ensure the schools’ universal Wave 2 offer is relevant to need. Additional resources are allocated for those with medical needs and to support learners who require access arrangements.

What training have support staff received?
Training Provider Relevance to needs
Safeguarding Denise Kriens Safeguarding and good practice.
Primary curriculum Suzy Beck To give an understanding of the curriculum already covered at primary school prior to entry in year 7.
Cardiac Nurse Cardiac Nurse To support a year 7 student with a heart condition.
Exam Invigilation Jeannine Southorn To support students who are entitled to access arrangements.
PIVATS Leeds City Council SEND Team To be able to assess students who are working below national curriculum level 1.
Behaviour, Emotional and Social difficulties and Self Esteem Leeds City Council To up skill officers in managing the emotional of young people.
Autism Level 1
Teaching staff invited to attend.
STARS Autism outreach service Making sense of Autism
Speech Language and Communication Needs Leeds City Council SEND Team To be able to support pupils with SpLC difficulties and offer teachers advice
Dyslexia Leeds City Council SEND Team Be able to support dyslexic pupils in class and offer teachers advice
MLD/SLD Leeds City Council SEND Team To become familiar with a range of strategies and resources for pupils with SLD or MLD. To consider in more detail the planning of interventions and creating of resources to improve curriculum access. To raise the quality of teaching and inclusion for pupils with MLD or SLD through the development of knowledge, skills and confidence.
Dyspraxia Leeds City Council SEND Team To raise awareness of Dyspraxia/DCD issues to identify students who may need additional assessment. To consider how to support students with Dyspraxia/ type difficulties including resources and strategies. Have a better knowledge of Dyspraxia/DCD issues. To be able to identify students who may have Dyspraxia/DCD and know how to get appropriate medical support. To be more skilled in the use of strategies and resources.
Training on Running Records Suzy Beck To help the students who come to Rodillian reading under a national curriculum level 3. Looking at two new reading schemes and working on a running record.
ALK Training Judy AveyardJune Kavanagh To develop awareness of dyslexia and literacy difficulties and how this impacts on learning. To be able to carry out the ALK placement test and plan a programme. To be able to deliver the ALK programme and keep records.
Training on Running Records Suzy Beck To observe a running record in action. To help the students who come to Rodillian reading under a national curriculum level 3. Looking at two new reading schemes and working on a running record.
Independent Travel Training Heather William A programme to deliver to students to help with independent travel.
ALK Training Judy AveyardJune Kavanagh To develop awareness of dyslexia and literacy difficulties and how this impacts on learning. To be able to carry out the ALK placement test and plan a programme. To be able to deliver the ALK programme and keep records.
Autism Level 2 STARS Autism outreach service(Offsite) Individual Pupil
Defining autism
Meeting the needs of each pupilsBuilding Relationships
Team work and partnership with pupils
Peer interactionsEnabling Environments
Physical and Sensory Environment
Emotional and communication environmentCurriculum and Learning
Meaningful learning objectives and strategies
Implementing and promoting effective autism practice.
Autism Level 1- Part 1& Part 2
Teaching staff invited to attend.
STARS Autism outreach service- Flora Harvey Making sense of Autism
Educational Psychologist Carol Hatton- Education Psychologist An insight into the job role of an Educational Psychologist. Become more aware of a range of strategies that can be used to help manage emotional young people.
Hearing Impairment Team L Smith To deliver information for hearing impaired students.
Autism Level 3 STARS Autism outreach service(Offsite) Individual Pupil
Understanding Autism
Psychological theories
Co-occurring DifficultiesBuilding Relationships
Engaging pupil in decision making
Systems for effective consultations with parents and staff
Peer inclusion and interactionEnabling Environments
Physical, sensory, social and emotional environments
Understanding behaviour
Adult Style and the communicative environmentCurriculum and Learning
Making adjustments
General differentiation
Subject specific differentiation
Numicon Training Leeds City Council: Judy Aveyard SENIT To become aware of how to use Numicon to help children to raise attainment in mathematics.
Teaching Maths in a Primary Setting KS1 and KS2 teaching staff from St Joseph’s Pudsey To see how maths is taught at a primary level. How the use of Numicon can assist with basic mathematical concepts.
Speech Language and Communication Needs Leeds City Council SEND Team To be able to identify pupils with SLCN; provide advice and support to teachers on how to support SLCN in the classroom; and to explore how best to develop 1 to 1 or group SEND support programmes.
Epilepsy Awareness Training Claire Gatrick To develop understanding of Epilepsy
Emotional Literacy Assessment and Intervention TAHMS To develop understanding of emotional needs; introduction on how to use the GL assessment tool; and develop knowledge needed to develop/deliver targeted 1 to 1 or group SEND support for this area of need.

To access the Leeds Local Offer go to: www.leeds.gov.uk/localoffer
To view our accessibility, SEND and managing medicines policies, please see our policies page

The Rodillian Academy