KTS Academy (Special School)

How this school meets the needs of children with SEND 

How does the school/college identify children with special educational needs?

KTS Academy is a school which provides a specialist education for children and young people from the age of 4 to 19 who have a range of special educational needs and disabilities.

Our school population mostly includes: children with an ASC (autistic spectrum condition) and severe or profound and multiple learning difficulties or disabilities (SLD or PMLD). Many of our children and young people have more than one condition so are considered to have complex needs.

All pupils who attend KTS have an Educational, Health and Care Plan (EHCP).

EHCPs are reviewed annually in close consultation with parents and a range of professionals. The EHCP helps to determine what level of educational, social and health support your child needs.

On entry to KTS every child is assessed, this is called a baseline assessment and the information is recorded. We continue to keep an eye on how your child is progressing with regular assessments. Once a year we report to parents/ carers on their child’s progress. Children or young people who are able to, participate in identifying areas for development in their learning. 

How do we involve parents in planning for those needs?

We hold an annual EHCP review to ensure needs are being met. We also have regular parental contact session to update on achievements and progression.

If the school/college is specialist, which types of special educational need do you cater for?

Our school population mostly includes: children with an ASC (autistic spectrum condition) and severe or profound and multiple learning difficulties or disabilities (SLD or PMLD). Many of our children and young people have more than one condition so are considered to have complex needs. 

Who in the school/college will support my child and how will this be monitored and evaluated?

·       The first point of contact is the class teacher. Teachers have overall responsibility for the welfare of the children or young people in their class. They are supported in this role by the senior leadership team and health and social care professionals.

·       Class teachers are supported in the classroom by teaching assistants.

·       Support is also given through external professionals – nursing, physiotherapists, occupational therapists, speech and language therapists

·       We also have close links with LDCAMHS and social care 

How are the decisions made about the type and amount of provision a young person will need?

Decisions are made within the EHCP meetings, with support from SEN (LA)

How will the curriculum be matched to the needs of the young person?

At KTS we have an individual approach to planning for the needs of our children and young people and class groups are decided on these needs.

Our curriculum includes (where necessary): 

• Access to a modified national curriculum
• Accredited courses such as Entry Level and Functional Skills English and maths
• Wider accredited vocational courses
• Work experience opportunities to students who are able to participate in these
• An increasing sensory provision 
• Augmented communication as needed
• A focus on personal, social, health education (PSHE) across all areas
• Teachers share areas for learning and development with pupils/students regularly so they understand what they are learning and what they need to learn next

We work with other schools and colleges to enable those pupils and students, who are able to, to gain access to additional learning where needed.  

How accessible is the school/college environment?

• KTS ensures access to all the buildings via an accessible entrance suitable for wheelchair users.
• Overhead tracking hoists are used in hygiene rooms and some classrooms and mobile hoists are used elsewhere to ensure the safe and dignified movement and handling of our children and young people.
• Disabled toilets are located in school
• The school vehicles are wheelchair accessible
• ICT is used to help our pupils access the curriculum; there are interactive screens in every classroom and switches and communication aids available where needed.
• Wheelchair accessible home school transport is available for all children and students who need it.
• Makaton and the Picture Exchange Communication System is used to support communication  

How will both the school/college and the parent know how the young person is doing and how will the school support the young person's learning?

• At the beginning of each school year parents are invited in to meet the class teacher and discuss their child with them.
• Every term a copy of the pupil’s/student’s personal goals is sent home with suggestions of ways support can be given at home. Parents/ carers are encouraged to contribute to these.

• Parents are invited to an annual meeting to review their child’s statement/EHCP.
• A home school book is used to share information between home and school and regular contact is made between home and school through telephone calls
• Parents are invited into school regularly for events put on by their child’s phase team which include: coffee afternoons, enterprise events, religious festivals, special assemblies
• Courses for parents such as Makaton, autism awareness, speech and language, E safety, ICT support and support with Early Bird are offered by school regularly
• Parents can be voted to serve as governors

Parent/carer and pupil surveys are sent out annually by the school, with results acted upon.

What support will there be for the young person's well-being?

Medical Support 

• On site medical support is provided by one full-time nurse
• There are six First Aiders across the three school sites
• One physiotherapist and an assistant are in school 3 days per week
• Speech and language therapy is provided 
• Medicals, dental inspections and paediatric clinics are held in school. Other specialist clinics held in school include; Audiology, Eating & Drinking, Orthotics and Wheelchair support

Social Support

• The school works closely with Social Services and other care providers to support the welfare of pupils.
• Transition meetings involving health, social care and careers advice, provide support and guidance when the young person is preparing to leave school.
• Additional support is available from LDCAMHS and the educational psychologist 

What training are the staff supporting children and young people with SEND had or are having?

• All class teachers have qualified teacher status and teaching assistants have a minimum of an NVQ related qualification.
• There is a comprehensive induction programme that ensures all staff are trained in positive handling strategies, manual handling, safeguarding and medical procedures necessary to ensure the wellbeing of our pupils.
• There is an ongoing programme of professional development to ensure teachers and teaching assistants meet the special educational needs of our pupils and stay up to date with current research into learning and teaching. 
• Staff have a range of specialist qualifications either in a curriculum subject area or of special educational needs e.g. autism.

How will the young person be included in activities outside of the classroom including school/college trips?

KTS is committed to providing all pupils and students with equal access to an enriched and extended curriculum.

• Educational visits to museums, art galleries and historic sites enhance and enrich the curriculum.
• Visiting artists and theatre companies, including international artists, allow all students equal access to cultural experiences.
• A variety of school lunchtime clubs cater for a range of interests and abilities and include; IPad, film, choir, football.
• Evening social events such as discos, fashion shows, talent events and bingo nights organised by KTS Friends contribute to social activities outside of the school day

How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?

• Although some children enter school in September at reception age, admissions of children or young people can be at various stages of their education. 
• We ensure that a comprehensive transition programme takes place which includes visits by our staff to the different educational establishments, to meet our new pupils, and regular visits by the new pupils to meet us. This ensures a smooth transition to us and reduces the anxiety levels of the pupils.
• Prospective parents are invited to come and meet the headteacher and look around the school 
• Transition from school to college and adult services starts at 14 and the school works closely with parents, the Transitions Team (health, social care and careers) and placement providers to prepare our young people for life after school. Included in this is the opportunity to have taster sessions in relevant colleges or providers followed by the student attending regular sessions with the provider if that would prove beneficial. 

How are the school/college's resources allocated and matched to the young person's special educational needs?

• Every child receives base funding and a ‘top up’ based on their level of need. There are different levels of need and resources are allocated accordingly. 

The school/college would use this part of the document to identify key points of contact or how further information can be accessed eg. The Council Local Offer website link.

KTS Academy

Marshall Drive

Brotton

Saltburn-by-the-Sea

TS12 2UW

Tel. 01287 677265

www.kts-academy.org.uk

Headteacher:  Brian Richardson

How does the school/college know if I need extra help?

The school has lots of staff in the classrooms and they will be able to say if someone needs some extra help.

What should I do if I think I need extra help?

Talk to a member of staff - we are there to help and support.

How will my school/college work be organised to meet my individual needs?

We have small classes with additional staffing support where it is needed.

How will I be involved in planning for my needs?

You will be involved in your review of your EHCP. You wil also discuss your needs with the teacher as they prepare education programmes for you.

Who will tell me what I can do to help myself and be more independent?

The class staff will be there to help and encourage and try and develop a more independent you.

How will I know if I am doing as well as I should be?

We will tell you! But you will also know through achievements and rewards.

What should I do if I am worried about my school/college work?

Talk to the teacher, and they will do whatever they can to help and support you.

How can I get help if I am worried about things other than my school/college work?

Again, talk to the teacher, and they can talk things over with your parents, or get other agencies involved who might be able to support you.

How will I know who can help me?

We will point out agencies and links of things you can do outside of school. We will ask these people to contact you, to help and support you.

If I have a disability or additional need how can I join in school/college activities?

We are an inclusive school so you should be able to be involved in everything the school does. If you can't let us know!

What help is there to get ready to start college/school?

We have transition days, travel training, visits and visitors to get you ready for college.

How will I be prepared to move onto the next stage of my school life including employment and life skills?

We will do whatever we can to prepare you, with learning, independence and life skills so you are ready for the next stage.