SEND Information Report

updated: September 2024

What is the process for getting a place at Cloughwood Academy?

Parents are welcome to contact the school directly to arrange a visit. However, it should be noted that all referrals have to be made by the pupil’s local authority (LA). After reading relevant paperwork, if we have the capacity and feel that we are able to meet need, we will invite the family to visit the school.  Once we have met the young person, and are happy to offer a place, we will inform the LA in writing who will then contact the parents/carers.

If the place is accepted, we will contact the parents/carers to discuss and complete all the relevant paperwork and organise the school uniform. Parents/carers are then able to apply to the SEN transport team in their LA to discuss transport provision if required. The majority of our children arrive/depart in a taxi.  New pupils are able to start at any point throughout the academic year if we have a space for them. 

What are the eligibility requirements?

Young people will have an Education, Health, Care Plan (EHCP) from their local authority, usually with a primary need for:

Social, Emotional and Mental Health (SEMH)

Communication and Interaction

Cognition and Learning

Our young people have a range of diagnoses including but not exhaustive of:

Attention Deficit Hyperactivity Disorder (ADHD)

Autism (ASD)

Oppositional Defiance Disorder (ODD)

Attachment Disorders

Specific learning difficulties

Anxiety

What therapeutic support do you offer?

Cloughwood Academy is a nurturing environment, and all staff are trained to be experts at supporting pupils with additional needs. Our SENDCo, Jane Thomas, has the National Award for SEND Co-ordination. The school also has staff trained in (ELSA) Emotional Literacy Support Assistant, and an external counsellor visits the school twice a week. Some pupils receive support through Art Therapy or Cognitive Behaviour Therapy through POLARIS counselling services.

Should a family need support for wider issues, our Designated Safeguarding Leader (DSL), Louise Hood, can offer support to families by assessing needs and supporting them via Team around the Family meetings (TAF’s) or Children in Need (CIN) meetings.

Our staff can offer a variety of support depending on the needs of the young person. This could include undertaking assessments, specific training for staff, group work with young people, providing therapeutic packages to be delivered throughout the day by teaching staff or direct 1 to 1 sessions with therapists. This enables a much better, all-round approach to supporting the young person throughout their school day.

What are the class structures?

We pride ourselves on having high staff ratios and small classes to enable us to best meet the needs of each young person and be able to differentiate the work accordingly. We have no more than 10 young people in a class with a teacher and teaching assistant in the primary sector and 12 pupils per class with a teacher and teaching assistant in the secondary department. As the learning is more bespoke in the sixth form provision, class size is smaller, but each class will have at least 2 staff members to support learning.

How does the school monitor the needs of young people to ensure they are getting the support they require?

When a referral is received, the initial needs are gathered by reading the EHCP and accompanying paperwork, liaising with other professionals if required, and meeting with the young person and their family on the school visit.

During the young person’s initial 12 weeks at Cloughwood Academy there will be baseline assessments carried out, which could include numeracy, literacy and wider curriculum needs. This allows us to gather fresh data on what level the young person is working at and staff can be informed to make sure work is tailored accordingly. They will also have ABAS assessments to support the development of self-care and independent living skills.

Every year an Annual Review will be held, which both the parents/carers and SEND Officer are invited to along with any other key professionals. At the Annual Review, the progress of the young person is discussed along with any further support that may need to be put in place. All staff who work with the pupil will report annually on targets set for the pupils EHCP’s and these are all updated accordingly. Additionally, staff will phone parents to celebrate successes and contact them regularly should there be any concerns.

Throughout the year, learning walks are conducted to monitor pupils' learning and teaching practices to ensure that we are providing pupils with the best education we can. Teacher Triads are set up so that all staff have an established network of staff to support them. Cloughwood has a Quality of Education Team who monitor assessments, work samples and provide further advice, support and guidance around our teaching practices and pupil progress.

Our Pastoral Care Leader, Carly Clarke, provides pastoral support to pupils and families and can support young people with any anxieties or mental health needs, or with their medication.

What is the general school staff structure and what specialist training do they receive?

Senior Leadership Team – Head Teacher, Deputy Head Teacher, Assistant Headteachers (SENDCo and Vocational), Head of Pastoral Care, Designated Safeguarding Lead.

Quality of Education Team – Experienced middle leaders who support others with the delivery of high-quality teaching and learning experiences.

Teachers – Teachers who teach a range of key stages and both academic and vocational subjects, including teachers of specialist subjects.

Higher Level Teaching Assistants (HLTAs) – Provide additional support to young people where needed. This may be through joining a specific lesson to provide extra support or through one-to- one and small group work in areas such as numeracy, literacy, social skills, CSE, restorative practice and recognising and managing emotions.

Teaching Assistants (TAs) – Subject specific teaching assistants who have specialised knowledge of curriculum areas.

Admin, Maintenance and Catering staff.

All staff who work with young people receive training in Safeguarding, Physical Interventions, Quality of Education and Special Educational Needs, as well as other necessary training such as Administering Medication, First Aid and GDPR.

How does the school communicate with parents/carers and keep them involved in their child’s schooling?

We place a great deal of importance on communicating effectively with all parents/carers, as we appreciate that the majority of our young people arrive and leave school by taxi. We have dedicated staff to ensure excellent standards of communication are met with parents/carers. All parents will receive regular phone calls or emails home. We ensure that communication includes lots of positives and isn’t just done if there has been a difficult day.

There are also termly reports sent home on academic progress and targets.   A parents’ evening will take place at least twice a year and this will be an opportunity to meet teachers and discuss pupils’ progress and successes. Parents may also be invited to school specific events.  Parents are always welcome to ring in to speak to the SENCO / DSL or other staff members or to arrange a meeting to come into the school.

How do we support long taxi journeys?

The majority of our young people come to school via taxi. Many of them will bring phones to use on the journey, which they then hand in to school staff on arrival. All pupils will be offered breakfast when they arrive and during this time some may have a movement break or time with a particular member of staff to talk through any anxieties before the day begins. This will be done again at the end of the day for those who require it. We work closely with our pupils and parents to best support these transitions.

What subjects are there, and can they sit GCSE’s?

All National Curriculum subjects are available in primary and most subject areas are covered in secondary. Additionally, our pupils start their journeys into vocational training from the time that they start at Cloughwood Academy. The timetable allows Adaptive Behavioural Assessment System (ABAS) skill development, physical development and personal, social, health and economic (PSHE) sessions.

All pupils access our nurture provision and there are opportunities for pupils to access retrieval and over-learning. Our older pupils have further sessions developing skills for success in the workplace. We firmly believe that our pupils should have all the skills to enable them to be independent and successful in life: being kind, compassionate and having a range of workplace skills.  A full range of accreditation, academic and vocational qualifications, including GCSEs are offered.  Additionally, individualised academic and vocational packages and work experience placements are available, as well as access to personalised intervention programmes.

The Primary Department follows a topic-based curriculum which helps teaching and learning become more interesting, relevant and motivating. This approach enables pupils to make connections, transfer knowledge and build their understanding and confidence. This has ultimately resulted in continuity and comprehension of topics being more thorough, whilst pupils are able to apply critical thinking as they identify, categorise, compare and find themes. In the Secondary Department, students follow GCSE courses, foundation or vocational courses.

Can they automatically transfer from Primary to Secondary or Secondary to Post 16 or does the LA still have to approve it?

If a young person is placed within our primary school, then they will still need to be referred to the secondary school by their local authority. The LA will take parents/carers’ preferences into consideration and most of our young people will move up to our secondary school.  If the young person is already attending Cloughwood Academy it is unusual for them to be moved elsewhere, unless the LA feel that they can meet need within one of their own maintained provisions.

If a young person wants to stay with us for Post 16 provision, the LA doesn’t need to make a referral, but it does need to be discussed in their transition annual review. We as a school are required to confirm the move would be appropriate and that we can still meet need, Both the parents/carers and young person also need to state that it is their preference to stay with us and the LA will then take this to panel to discuss and agree funding for the place.

Although our preference is for our pupils to stay on with us Post 16, we do support our young people who wish to transition to their own local colleges for Post 16 or support them with gaining apprenticeships or supported internships.

How will we support school leavers and where do they go when they leave us?

Throughout Key Stage 4, we give our pupils lots of opportunities to experience career options: They will attend careers fairs, work experience placements and speak to careers advisors. They will also learn how to write job applications and practice interview techniques. We will also support them by liaising with Post 16 Colleges to help them find the best course for them to do when they leave us. We aim to provide all our young people with the confidence and skills to be able to go on and live independent and fulfilled lives and careers.

If you have any questions, please do not hesitate to contact us on 01606 537690 or email: admin@cloughwood.com and you will be directed to the appropriate staff member.

Frequently Asked Questions

What is SEND?	SEND stands for Special Educational Needs and Disabilities
Who has SEND?	The 2014 Code of practice says: A child or young person has SEND if they have a learning difficulty, or disability, which calls for special educational provision to be made for him or her.
What would a learning difficulty or disability be?	A child or a young person has a learning difficulty if he or she:   Has a significantly greater difficulty in learning than the majority of others of the same age, or   Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream school.
How are the individual SEMH needs of our students identified?	All of our children and young people have an Education, Health and Care Plan (EHCP), which will be related to their SEMH needs. Many of our pupils/students will also have secondary needs relating to cognition and learning, communication and interaction and sensory/ physical needs. A thorough baseline assessment at the start of a student’s learning journey at Cloughwood Academy will enable us to ensure that we understand every student’s learning style and barriers to learning. We will use a variety of data and observations to assess needs and implement innovative strategies to overcome these barriers. Our SEND, Admissions and Curriculum policies include further information on this.
How do we help our students with Special Educational Needs?	Cloughwood Academy provides children and young people with individually tailored packages of education within a safe, caring and supportive environment. The emphasis is on the development of friendly and caring relationships, where learning and living can be positive and enjoyable experiences. Our children and young people often have trouble building and maintaining relationships with peers and adults and, as a result, they have struggled to engage with learning and to cope in mainstream education.   Many of our pupils/students may often feel anxious and misunderstood and need support to help them manage their emotions and, therefore, their behaviour.   Cloughwood Academy’s approach is based around meeting the individual needs of each and every student, wherever possible, on a personalised basis.   By working in small groups with our students, we are able to provide positive role models and mentors that can help students develop positive relationships with staff and peers.   By focussing on the positive, having clear targets and realistic expectations, our students are able to thrive and achieve their goals.  The school works closely with parents/carers, social workers, staff and other professionals to provide a joined-up approach to ensuring the best possible outcomes for our children and young people. Cloughwood Academy also works collaboratively with external professional agencies e.g. Social Services, Health, CAMHS, Speech & Language Therapy Service, Educational Psychology Service, Youth Offending Team and the Police.
How do we adapt our teaching in order to suit the needs of the students?	Cloughwood Academy provides a personalised curriculum in order to meet pupil/student’s individual educational, emotional and social needs.   These children and young people have historically had interruptions to their educational experiences which have impacted on their development and by creating a bespoke programme to include both on and off-site education curriculum, we are able to evidence impact on learning and development. This flexible approach is rooted in holistic thinking about the individual and their needs.   Cloughwood Academy offers students a broad and balanced curriculum which allows students to grow academically, vocationally, socially, physically and morally.   When a child or young person starts their learning journey at Cloughwood Academy we assess their academic, developmental and emotional needs. We aim to provide opportunities and experiences where children and young people can develop:   Knowledge and understanding of the environment   Resilience and risk-taking   Teamwork and leadership   Cross-curricular learning, inside and outside the classroom   Independence   Self-esteem   Self-confidence   Social interaction and communication
How do you consult with parents/carers of children (with SEN) and involve them in their child’s education?	Cloughwood Academy aims to build positive and trusting relationships with parents and carers in order to provide the best possible support. We do this through:   Regular home/ school communication.   Regular review of progress targets.   Annual EHCP reviews.   Termly PEP meetings for those students who are in care.
How do you consult with children and young people and ensure they are actively involved in their own education?	All students will have 1:1 mentoring sessions with key staff in the school when they are able to talk about any issues or concerns.   As Cloughwood Academy is a small school there are regular opportunities for all students to come together to discuss ideas.   The student's voice will also be captured through:   School Council Meetings   EHCP reviews   PEP meetings   Safety Plan Reviews Close home/school liaison
How do you assess and review children's and young people’s progress towards outcomes? What opportunities are there to work with parents and pupil as part of this assessment and review?	Assessment is a key area in school to ensure that all students make expected progress in line with their abilities and special educational needs. This begins with a baseline assessment on admission to Cloughwood Academy.   The information from this allows staff at Cloughwood Academy to determine a learning flight path for each student. Progress is then measured from this baseline starting point on a termly basis. Staff also regularly take assessment for learning opportunities and mark students' work on a regular basis in accordance with our standard marking policy using ‘formative’ approaches to help students to understand what they need to do to improve. Parents and carers receive a termly report which includes progress and attendance data for each subject.
How do you support students with transition at the end of Year 11?	Cloughwood Academy’s enrichment and life skills programmes facilitate young people in taking responsibility for themselves, by preparing them for their future roles as responsible adults.    Cloughwood Academy ensures that the curriculum helps to prepare all Year 11 students for the next positive steps in their lives. This includes:   Working with students to help them develop their future career aspirations from their starting day at Cloughwood.   Personalisation of their curriculum and timetable to suit their needs in order to achieve their goals.  Working with the local colleges and local community to source work experience placements, in order to provide students with first-hand experience of working life.  Support with the application processes Joined up support with all relevant professions in order to guide students through any transition phase   Preparation for adulthood through our life skills and functional skill programmes help students develop the skills and experiences they need for their next steps.
What expertise and training do your staff have? How do you secure additional specialist expertise?	All teaching and support staff are appropriately qualified (or undergoing training) to fulfil their designated duties.   Many have years of experience in education, especially in SEMH.   Staff training and development is given high priority across the whole school and Trust as a whole and there is a continuous CPD programme for all staff which reflects new developments in our specialism. All staff receive ongoing training in SEMH related aspects of professional development to help them to understand and meet students’ needs, particularly in areas around attachment, mental health and ASC. Recommendations from Educational Psychologists and other agencies will also help to inform strategies that are implemented in order to support our students. This will allow staff to help students maximise their personal and academic potential. The Thrive approach towards the assessment and progression of emotional and social development is firmly embedded throughout the curriculum.  All school staff receive regular awareness raising / training in:   Safeguarding & Child Protection related issues (including PREVENT & CSE)   Health & Safety such as Fire Training, Administering Medication and First Aid   ABAS (Independent Skills Development) Attachment Awareness. De-escalation and positive handling techniques  Autism Awareness   Mental Health Awareness   Allergy and anaphylaxis training  All staff can access ongoing support advice and guidance through the Academy's SENDCO Jane Thomas, Designated Safeguarding Lead, Louise Hood, Pastoral Lead, Carly Clarke or Vocational and Futures Lead Richard McEvoy.
How do you evaluate the effectiveness of the provision made for children and young people with SEN?	Pupil/student progress and school data is regularly analysed by senior leaders. Feedback from staff, students and parents/carers is regularly sought. The impact of interventions is regularly reviewed by all staff and governors.
How will you support me as a parent / carer to share my views / concerns and work with you?	Parents/carers' views and concerns are very important. You are entrusting us with your child, whom you know better than anyone. Good two-way communication with you will be crucial for your child to succeed. You will have access to communicate through the school communication system. Details are available on the website or by phoning reception. We will support and listen to you. We want the same thing as you, for your child to be happy and succeed at school.
What arrangements are in place for handling complaints from parents of children with SEN about the provision made at school?	Cloughwood Academy welcomes the views of students, parents and carers and we will always listen to other views which will help us to improve. All concerns and complaints will be dealt with honestly and with integrity and will be investigated swiftly, thoroughly and fairly. Where possible, complaints will be considered on an informal basis in order that we can resolve the situation quickly and effectively with an explanation or an apology where we have got things wrong or information on any action taken.   Please let the SENDCO know if you are unhappy. Together we will look at the problem and work together to resolve it. If you are still unhappy after this, then please contact the Headteacher, Mr Newton. The school’s complaint procedure can be found on the Trust website.
Who will be the person responsible for my child with SEND? How do I contact them or arrange to meet with them?	The SEND coordinator is Jane Thomas. You can contact her through the school office or email her at: jthomas@cloughwood.com  Jane will reply directly to you or forward your request to the appropriate member of her team. You can also contact the SEND Administrator, George Thomas, who will be able to assist  you gthomas@cloughwood.com  All parents/carers are welcome to contact the Headteacher directly on head@cloughwood.com
What support services or groups can I contact to provide additional advice and support for my family?	Cheshire West and Chester Information Advice and Support Service (IASS) is an independent group of professionals who can support parents. The service helps parents and carers who have a child with learning and/or a disability from birth to 25 years. iasservice@cheshirewestandchester.gov.uk SEND Code of Practice can be found here: SEND CoP (DfE)
Where can I find information about the local authority / local offer for children and young people with SEN and their families.	Cheshire West and Cheshire’s Local Offer can be found here: https://www.livewell.cheshirewestandchester.gov.uk/