Daubeney Academy

Mission Statement

Working together for your child.
We aim to provide a caring, secure and supportive environment with emphasis on encouragement and praise, offering all of our pupils the opportunity to grow and develop into successful young adults.

How we support your child's learning

There are several opportunities to discuss your child’s progress and targets through the year. You can also find out how you can support your child:
• Parent consultation evenings, which are twice a year.
• Individual Learning Plans for students who have been identified as SEN Support, (pupils requiring additional support) which will be discussed during consultations evenings.
• All parents can email staff if they wish to discuss their child’s progress.
• The students themselves are given regular feedback on their progress and ways to move forward.
The school has points during the year where pupil progress information is collected from all teachers. The SENCO plus all subject leaders look at this information and put into place strategies to support students who are not making the required progress.
All students have targets for each subject so parents know what their children are working towards. Parents can communicate with their child’s teachers by email or through their child’s organiser. Parents can also ring the school.

Additional Parents information evenings:
Year 5:
• Meeting the tutor afternoon, held in the first half term, so parents and teachers can meet during the student’s settling in time.
• A parents’ information evening where parents can meet subject leaders and be shown resources used in the school and tips on how they can help their children.
Year 6
• An evening for parents to gain information on how to help their children succeed in SATs.
Key Stage 3
• A parents information evening, where parents can meet subject leaders and be shown resources used in the school and tips on how they can help their children.
At additional times there are parent information evenings for example, about the new Code of Practice.

Accessibility of our service

The building is wheelchair accessible, except for the art room, which is only accessed by a flight of stairs. Art will be taught in an alternative room which has wheelchair access. All other steps also have ramps, the school has wide doorways and remote controlled fire doors. There are two disabled toilets in the school, which are large enough for changing facilities.

Every classroom has an interactive whiteboard where the background colour and fonts can be changed to assist visual impairment. Most corridors and classrooms are carpeted to which does reduce background noise.

The school has interpreters available for several languages and we also have parents, where
appropriate, who are willing to translate on behalf of others and if it is not confidential pupils are
often keen to help. We also make use of programmes such as Google Translate.

How we identify SEN

Children who need additional help are identified in several ways:
• The school has meetings with the lower schools to transfer information of student’s needs and strategies already in place to meet those needs. This enables us to put into place strategies and interventions once the students start at Daubeney.

• All students have literacy and numeracy tests during the first few weeks of entering Daubeney. Students who are struggling in these areas are identified and placed on interventions.

• Staff who have concerns about a student will refer them to the SENCO, who will look at the student’s progress and if appropriate arrange further assessments. The SENCO will arrange a meeting with the parents.

• Parents at any time can discuss their concerns with the SENCO, Form Tutor or subject teachers.

How we support your child/young person

The SENCO will oversee the Individual Learning Plan for students who have been identified as having Special Education Needs or Disabilities. The plan will include interventions that are overseen by the SENCO, or in some cases the subject leader, and run by Teaching Assistants. The time and frequency of these depends on the programme.
For example:
• Units of Sound: half an hour a week.
• Social skills teaching sessions: 1 hour a week, for 8 weeks.
• Maths Buddies: 3 x 15 mins a week.
• Reading Buddies: 3 x 15 mins a week.
• Reading Partnership: 3 x 20 mins a week, for 8 weeks.
• Teaching Assistant support in lessons.
• Lexia: 3 x 30 mins a week
• Cookery Incentive: 1 hour a week for 8 weeks

The progress of the students on the intervention programmes is monitored regularly, in various ways by the SENCO and the Maths and English Curriculum Leaders.
The Governors School Improvement Group, also monitor all student progress with regular reports from the Head Teacher.

How we match the curriculum to your child's needs

It is the responsibility of every teacher to meet the needs of the Special Educational Needs or Disabilities (SEND) students in their class. All teachers are given detailed information about the students in their class, along with strategies. There is a range of ways that lessons are differentiated:

• Writing frames
• Visual timetables
• Specific approach and strategies in lessons, including differentiated work.
• I-pads, lap tops or other alternative recording devices
• Peer buddy systems
• Positive behaviour rewards system
• ‘Hands on’ resources
• Questioning
• Expected task
• Use of specialist equipment: writing slopes, coloured overlays, specialist writing equipment
• Support in lessons

The support we give to your child's well being

Safeguarding and students’ emotional wellbeing is a high priority in the school. The school have the
• A Pastoral Officer to support the emotional wellbeing of the students. She will meet regularly with individuals.
• A school nurse who has a drop in session one lunch time a week.
• Weekly meetings are held with Progress Leaders and the SENCO to discuss students with
emotional needs.
• The Pastoral Team meet weekly to discuss high priority cases.
• A Pastoral Hub in the heart of the school where students are able to access immediate and high quality support.
Medication is kept in a locked medical cabinet in the office and is administered by a qualified First
Students with challenging behaviour are supported in a number of ways. There are clear behaviour
and rewards policies and students are taught the expectations for behaviour and the consequences that may follow. In addition, students are supported on behaviour and positive reports, linked to targets and rewards. The school has a Learning Support Base, where students can be withdrawn for some lessons or given support from the Base during lessons. There are also additional incentives such as gardening and cooking.

The expertise we have access to

Daubeney Academy has access to various specialist services available in Bedford Borough. Support accessed by the school includes:

• Educational Psychologist
• Autistic Specialist Teacher
• Sensory Impairment Specialist Teacher
• Speech and Language Therapist, resourced by the school
• CAMH (Children’s psychiatric service)
• CHUMS (Bereavement and social and emotional support)
• Plan B (for pupils living with adults with addictions)
• Family Intervention Support Service (Direct family support)
• Strengthening Families. (Programme to help parents with children at home)

How we include your child in extra curricular activities

The school aims to include all students with Special Educational Needs or Disabilities in trips and outside activities. Each case is dealt with on an individual basis and adaptions are made, as appropriate, alongside discussions with parents and outside specialists as required. In the past this has included taking a wheelchair, having an additional adult allocated to a group for a student, preparation before the trip so the student knows what is going to happen.

All students are welcome to come to the Breakfast Club and other clubs run in the school. Adaptations are made on an individual basis.

How we prepare your child to join us or transfer to another setting

Transition to and from Daubeney Academy, is planned in advance, as the school believes this is vital for students for a smooth transition.

Students with SEND who have been identified by the school as needing additional transition arrangement from lower schools and those moving to upper schools, will have an individual programme. An example of this is:

• Visit 1: with parent/carer to meet the SENCO and look around relevant areas of the school.
• Visit 2: with a small group from the lower school and a member of staff, students join a lesson and also complete an activity in the SEND Base.
• Visit 3: with a small group join 2 lessons with Daubeney support staff.
• Visit 4: is with all the students from their school.

A further visit can be arranged. In July the students have 2 transition days with all students.

A booklet is given to additional transition students with photos of staff they will be in contact with and main areas of the school.

Students moving to Upper school will have an individual programme and this varies according to the school. Most will have several visits and some schools have a Friendship Day for SEND students.

How we match our resources to your child

Decisions for support vary. These can be made because of difficulties highlighted by the previous school, assessments carried out at Daubeney and concern over the progress of a student. Parents may also highlight difficulties.
The decisions are made by the SENCO, subject teacher and Form Tutors. Parents are also involved in the decision.

How we involve parents

Parents are able to contact Governors, some of whom are parents, who are involved in decision making for the school.
Parents opportunities to be included in the school life include the following:

• The school has a very active Parent Teacher and Friends Association.
• Head Teacher ‘Drop Ins’ once a week, where parents can discuss any concerns they have.
• At least two parents evenings a year for each year group.
• Open evening once a year for all prospective students. Followed by an open morning so parents can see the working school.
• Year 6 have a SATs evening where parents can get advice on how to help their children succeed.
• There are opportunities to come into the school for example for music concerts and Macmillan Coffee afternoon.
• All parents can contact teachers by email.
• The website has comprehensive information about the school which is regularly updated.
• A Parents’/carers’ coffee morning is held at the start of each half term to enable parents to come in for an informal chat with SLT members including the school SENCO.

How we include your child in the planning of their support

For those students who are SEN support (students requiring additional support), a meeting is held with the parent/carer and the student to gain both views which is written into the Individual Learning Plan and the provision to be provided will be discussed, as well as strategies to support the student. Students will be involved in all reviews.

General Contact Information

The first point of contact is your child’s Form Tutor. This can be by email, telephone or through
your child’s organiser. If you are concerned that your child has special educational needs, then
please contact the SENCO.

Name of SENCO Mrs Cliff-Reid
Name of Head Mr Miles
Name of Pastoral Deputy Head Mrs Muscroft
Name of Curriculum Deputy Head Mrs Birchall

Contact for more information

Mrs Tessa Cliff-Reid
Orchard Street, Kempston, Bedford, Bedfordshire, MK42 7PS
01234 400111
01234 400112

Record Last Reviewed On: 08/12/2016