SEND Information Report

updated: September 2025

Cloughwood Academy: Special Educational Needs (SEN) Provision Report

This report outlines Cloughwood Academy's comprehensive approach to supporting pupils with Special Educational Needs, in line with the school's commitment to inclusive practice.

What types of SEN do we provide for at Cloughwood Academy and what is our approach to teaching these pupils with SEN?

Cloughwood Academy is a specialist provision primarily catering to pupils with Social, Emotional, and Mental Health (SEMH) needs. Many of our pupils may have additional needs related to Communication and Interaction (e.g., Autism Spectrum Condition), Cognition and Learning (e.g., Specific Learning Difficulties such as Dyslexia), or Sensory and/or Physical Needs.

Our approach to teaching is holistic, trauma-informed, and highly personalised. We focus on creating a safe and nurturing environment where pupils can build trusting relationships with staff. Our curriculum is designed to be flexible and adaptive, prioritising the development of emotional regulation, social skills, and resilience alongside academic progress. We aim to equip pupils with the skills they need to succeed both in school and in their future lives.

How do we identify pupils who require academic interventions?

The identification process for academic interventions begins with robust baseline assessments upon entry to the school. We use a range of standardised assessments and in-class teacher observations to identify specific areas of need, such as literacy or numeracy gaps. This is a continuous process, with regular progress monitoring, summative assessments, and formative feedback integrated into daily teaching. This data is reviewed termly by the Senior Leadership Team and SENCo to identify pupils who are not making expected progress, triggering the planning and implementation of targeted, small-group or 1:1 interventions.

How do we identify pupils who require social interventions / communication and interaction interventions?

Our approach to identifying social and communication needs is based on ongoing, high-quality pastoral care and observation. All staff, particularly our pastoral leader and DSL, are trained to observe pupil behaviour and interactions throughout the school day. We use daily check-ins, structured activities (such as Forest School), and informal conversations to monitor social skills, emotional regulation, and peer relationships. When a concern is identified, a personalised support plan is developed in collaboration with the pupil, parents, and relevant outside agencies.

How do we adapt the curriculum and learning environment to be as inclusive as possible?

Inclusion is at the heart of our curriculum design. We adapt both the content and delivery of lessons to meet the diverse needs of our pupils. This includes:

Differentiated Learning: Offering a range of entry points and outcomes for all tasks.
Flexible Timetables: Incorporating practical, skills-based learning such as Horticulture and Forest School to enhance engagement and provide alternative learning pathways.
Access to Technology: Utilising assistive technology and software to support pupils with specific learning difficulties.

How do we consult parents and involve them in their child’s education?

We view parents as essential partners in their child’s education. Communication is frequent and transparent, facilitated through daily telephone calls and Class Dojo for Primary and Arbor for secondary. We hold regular progress meetings and conduct annual reviews. This collaborative approach ensures that parents are fully informed and involved in the planning and review of their child's provision.

How do we assess and review pupils progress towards their outcomes?

Pupil progress is assessed and reviewed using a combination of qualitative and quantitative data. Academic progress is tracked through regular assessments, while social and emotional progress is monitored through observation, pastoral logs, and pupil voice. Pupils progress towards the outcomes outlined in their EHCP are reviewed annually, with input from parents, the pupil, and all professionals involved. We are committed to a continuous cycle of ‘Assess, Plan, Do, Review’ to ensure that provision remains effective and responsive.

How do we support pupils moving between different phases of education and transitions?

Transition is a key focus for our pupils. We have a robust system in place to ensure smooth transitions between year groups, key stages, and into post-16 provision or the world of work. This includes:

Transition Visits: Facilitating visits to new schools or colleges.
Multi-agency Collaboration: Working closely with local authority transition teams, colleges, and employers to secure appropriate placements and support packages.

What training do staff have to support pupils with SEN?

All staff at Cloughwood Academy receive ongoing professional development focused on meeting the needs of our specific pupil population. This includes training in areas such as:

Trauma-informed practice and attachment theory
Effective de-escalation strategies and positive behaviour management
Specific SEN training (e.g., Autism Spectrum Condition, ADHD)
Safeguarding and mental health first aid

How do we evaluate the effectiveness of our SEN provision?

We evaluate the effectiveness of our SEN provision through a combination of data analysis and qualitative feedback. This includes:

Data Monitoring: Closely tracking academic progress, attendance rates, and exclusion data to identify trends and measure impact.
Pupil and Parent Voice: Regularly gathering feedback through surveys, interviews, and informal discussions.
Internal Reviews: Conducting learning walks, book scrutinies, and lesson observations to ensure high-quality teaching and learning.

How do we handle complaints from parents of pupils with SEN about provision at the school?

Cloughwood Academy has a clear and accessible complaints policy, which is available on the school's website. We encourage parents to raise any concerns as soon as they arise, starting with a conversation with their child's class teacher or the SENCo. We are committed to resolving complaints informally and at the earliest opportunity. If a concern cannot be resolved informally, the formal complaints procedure is followed, which is designed to be transparent and fair for all parties involved.

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/