Grange Academy

Mission Statement

In Grange Academy we aim to respect, value and appreciate our students, parents, staff and governors and the contribution they make to the life of the school. Our main purpose is to educate, support and encourage our students to fulfil their learning potential and achieve a level of independence and maturity which will enable them to embrace the opportunities and challenges of adult life in the 21st century. We are committed to putting children first.

How we support your child's learning

We welcome and encourage effective communication between home and school by using the following strategies:

• Initial contact is made via Form Tutors
• Extensive use of homework diaries /home school books
• Home visits as and when required
• Parent packs sent annually – including information about topics being taught each term across the curriculum, with ½ termly updates in the Primary Department
• Annual Reports sent to all parents
• Lively and interesting website
• ½ termly newsletter
• Parent consultations twice yearly – trialling ‘structured conversations’ focussing on target setting and progress
• Annual Statement review – Person Centred format allows parents to be fully included in planning their child’s education
• Parent Learning events 2014/15, focussing on key teaching and learning strategies e.g. Sounds-Write and Numicon

Accessibility of our service

Grange Academy is an accessible, inclusive school

• It is built on a single level site; wherever there are steps there are ramps
• Physical structures to facilitate access e.g. disabled toilets and changing facilities, visually enhanced signage and microphones / amplifiers
• Many strategies in place to provide curriculum access for all students
• Grange is a registered centre for public exams and students have full access to these; Unit Awards, Entry level Certificates, BTec and GCSE courses
• All students have access to a wide range of enrichment activities e.g. clubs and visits

How we identify SEN

We are an all age Academy specialising in Cognition and Learning for students with Special Educational Needs; specific and complex needs including Autism.

• All current students have been through the assessment process and hold Statements of Special Educational Need prior to arrival at Grange
• Assessment is an integral part of the planning and teaching process
• Students strengths and needs are assessed at entry and are the subject of constant review thereafter
• Teachers use standardised tests and public examinations at Key Stage 4
• Concerns should be directed to the Form Tutor initially who will, if needed, pass these on to the Head of Department or the Head teacher as appropriate
• We have a published complaints procedure

How we support your child/young person

SEN is a whole school issue; every teacher is a teacher of SEN. We have a whole school ‘wrap around’ provision that allows it to be different from an SEN provision in a Mainstream school.

• 3 Qualified SENCos – who are highly trained and experienced
• Subject Specialist Leaders who are responsible for specific areas of the curriculum throughout the Academy; they advise subject teachers about differentiation and strategies for teaching that subject
• 16 experienced Learning Support Assistants who support the delivery of Special Educational Needs provision within the Academy
• Effectiveness of provision is monitored through Annual Statement Reviews; in conjunction with representatives from the students’ Local Authority, discussions with form tutors and subject deliverers
• The Governing body shares corporate responsibility for Special Educational Needs within the Academy
• Governors are actively involved in monitoring the work of the Academy
• Every governor at Grange Academy is a Special Educational Needs governor

How we match the curriculum to your child's needs

All staff at Grange Academy have a good understanding of the potential barriers to learning amongst students with Special Educational Needs and use this to ensure every student can access the curriculum.

• Smaller classes with LSA support
• Primary: class based teaching
• Secondary: ‘Setting’ of groups to facilitate differentiation
• Teachers have a ‘can-do’ flexible approach to maximise potential
• Delivering topics in novel and imaginative ways
• Using earlier Programmes of Study, where these are appropriate for the cognitive levels of the students
• Narrower areas of Programme of Study, studied in greater depth
• Working from students strengths and interests
• Relevant topics are selected
• Using ICT and assistive technologies

Access arrangements are monitored and reviewed by Governors on a regular basis

The Climate for Learning is calm, quiet, well disciplined and well structured with some specialist classrooms for practical subjects e.g. DT and Science

The support we give to your child's well being

Within Grange Academy high priority is given to Safeguarding and Safeguarding is the responsibility of all staff, led by the Designated Teacher for Safeguarding. It is a standard item on Department meeting agendas

• Designated staff with responsibilities for Safeguarding, Child Protection and Children who are Looked After
• Form Tutors provide day to day pastoral support and guidance
• Yr 7 and 11 are tutored in year groups to meet their particular needs during transition
• Other Secondary and Primary tutor groups are vertically grouped to promote a ‘family’ feel, enabling older students to mentor younger members of the form
• 18 First Aiders within the Academy
• Key Staff trained in Administration of Medicines
• Support is provided for personal care with a view to encouraging independence
• A member of the Senior Leadership Team is responsible for monitoring Behaviour and Attendance throughout the Academy
• Attendance rates at the Academy are high(93%) and exclusions are very infrequent
• Good attendance and behaviour are rewarded via the Reward Systems in Primary and Secondary Departments
• The Education Welfare Service supports the Academy with more complex cases, including school refusers
• Most staff are trained in the ‘Keeping Safe’ protocols for managing and assisting students who are showing signs of more difficult or dangerous behaviours
• Personalised Learning Centre: provides support and mentoring for students presenting behavioural challenges
• Calming room: gives students a safe place to calm down and regain control of their behaviour
• Therapeutic sensory provision: enables students with complex needs to maximise their learning potential e.g. Phyzzpod, Sensory Circuits
• Great care is taken to enable students to develop the self advocacy skills they need in order to articulate their aspirations, goals and concerns
• Students’ awareness and understanding of the ways in which they learn best is raised as they move through the Academy
• The use of a Person Centred Annual Review system places the student at the centre of the Review process and encourages them to participate fully in decisions about their own lives
• The Academy has a Primary and Secondary School Council which are responsive to student voice

The expertise we have access to

Grange Academy has staff who are highly trained, with a strong interest and passion for Special Educational Needs

• Staff trained in diagnosing and treating reading related issues e.g. Specific Learning Difficulties such as Hyperlexia and Dyslexia
• High number of staff trained in using specific programmes to aid teaching and learning in Literacy and Numeracy e.g. Sounds Write and Numicon
• Staff skilled in differentiating learning across the curriculum
• 18 First Aiders
• Staff trained in Positive Handling procedures
• Protective Behaviours and Counselling
• Trained TEACCH practitioners (Treatment and Education of Autistic and related Communication handicapped Children)
• Qualified staff in assistive communication techniques e.g. British Sign Language and Makaton

We work with many outside agencies and services – they work on behalf of students with Special Educational Needs regarding their physical and mental wellbeing e.g. Speech and Language Therapy, Music Therapy, Social services and Sensory Support.

Sporting coaches are regularly used to enhance the PE curriculum and to meet the therapeutic needs of students

How we include your child in extra curricular activities

Grange Academy has a commitment to providing a wide repertoire of enrichment activities which lead to ‘Deep Learning Experiences’ that we believe develop important personal qualities such as self confidence, independence and working together

• Enrichment activities are available to all students of the Academy who wish to take part
• Activities are organised in ways which enables all students to participate if they wish to do so
• All visits are Risk Assessed, monitored and reviewed by SLT
• Breakfast Club every Tues – Friday
• Regular afterschool and lunchtime clubs that all students can attend if they wish to, as appropriate
• Residential trips and expeditions including camping in the local area

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

Particular attention is given to working with parents whose children are in transition ie either starting at the Academy or leaving it. We strive to ensure transitions of all kinds are as simple and stress free as possible for all

Inward Transition:
• The names of Statemented students who might benefit from Special Education come to the Academy via SEND panels from various Local Authorities
• Grange staff will then visit the students in their current placement to assess their suitability for placement
• Parents and students come to visit Grange Academy
• Students come in for ‘transition’ taster days to spend time in their new class
• New parents admission mornings and Tea Parties

Outward Transition:
• Students are well prepared for leaving the Academy via the Annual Review process
• Year 11 students have individual meetings with a Personal Advisor – who gives them impartial Information, advice and guidance about their future
• Most year 11 students access work experience at the end of the Autumn term
• Careers Evenings (years 9,10 and 11) – prospective post 16 providers come in to the Academy to talk to parents and students about the type of courses they could provide
• College visits
• Taster Days
• Work on ‘The World of Work’ is covered in English and PSE – focussing on the application processes and interview skills
• References are written on request
• All educational information is passed on to their new establishment as appropriate
• Personal Advisors track the students in their new settings and give the Academy feedback on the students progress and appropriateness of that setting

How we match our resources to your child

Students attending Grange Academy all have Statements of Special Educational Needs.

• Responsibility for Statements and funding is shared between the Academy and the Local Authorities in which the student resides

There are different Banding Levels which carry different amounts of funding. Students with greatest needs get the higher level of funding. All students carry funding of £10,000 plus annual top ups for each band
Band 1 = £157
Band 2 = £1834
Band 3 = £9007
Band 4 = £11,802

These funds are used to provide for and fund the Special Educational Needs of the students e.g Specialist Teaching, Learning Support, Therapies and Advisory Services

• A request to commission additional resources can be made at the Annual Statement Review meeting by the SENCo, in conjunction with the student, parent and other professionals
• The request is then passed to the Senior Leadership Team who look at costs and available funding
• The impact of interventions is assessed on a termly basis via professional reports and teacher assessment
• Heads of Department monitor the allocation of resources and staff input using provision mapping
• The impact of interventions is monitored in an ongoing way by subject deliverers, form tutors and SLT
• Financial arrangements are monitored by the Academy’s Bursar on a day to day basis
• Finances regularly monitored by Finance Committee of the Governing Body

Great care is taken to ensure that students most in need get the most expert and intensive support from highly skilled practitioners

How we involve parents

Parents are the first and principal educators of their own children and this fact is recognised and respected by all Academy staff

• The Academy operates an ‘Open door’ policy - initial contact should be by phone, email or letter
• Initial contact is via the Form Tutor or the named Key Person for that family
• Annual Review system and ‘Structured Conversations’ actively involve parents in decision making, target setting and reviewing progress of the students
• Parents meet with staff more informally at coffee mornings and when collecting students from clubs / visits
• Active parent group- ‘Friends of Grange (FOG)’
• Parents invited to watch celebration events e.g. sports days, dance and choir shows , the Christmas Production and Carol Service

Every effort is made to ensure parents feel valued and involved in their child’s education

How we include your child in the planning of their support

At Grange Academy young people are actively encouraged to participate fully in decisions about their own lives. They are:

• Encouraged to work independently
• Encouraged to take responsibility for organising themselves and their learning
• Supported and encouraged in managing their own behaviour
• Rewarded for achievements in these areas via the Academy’s Reward System
• Expected to record their own homework in diaries with LSA support as appropriate

We use a system of Person Centred Annual Reviews which places the student at the centre of the process
• Students attend their reviews and are encouraged to contribute to discussions about their progress and to articulate their aspirations and goals
• SENCos prepare students for these meetings by talking through the key issues in advance and providing them with an easily accessible script to refer to
• Students are enabled to identify their own strengths and needs and to focus on the ways they learn best
• They are actively involved in setting and reviewing their own personal targets

We have an active School Council in both Primary and Secondary Departments:

• Students are voted on to the council in the first half term of every academic year

• The Council meets regularly to discuss issues around life at Grange Academy – supported by staff

• They have a budget that they can choose to spend on items to enhance life at Grange

• In lessons students are given many opportunities to work collaboratively to enhance their social skills

• Extensive use of peer and self assessment allows the students to take a role in their own learning and evaluating their achievements

General Contact Information

Grange Academy shares a joint responsibility for the education of students with Special Educational Needs with various Local Authorities who effectively act as the ‘gatekeepers’ to the Academy.

Looking for a change of placement to Grange Academy? What do you need to do?

• Contact the student’s current school SENCo
• Raise the issue at the Annual or Interim Review meeting – your request will then go to your Local Authority for consideration at an Educational Panel meeting
• Contact Grange Academy (Head of Department – Primary school years 2 – 6, Secondary school years 7 – 11) to arrange a tour of the school which will help inform your decision
• Head of Department will visit the student in their current placement to assess suitability for placement at Grange Academy and likely cost and then report back to the Local Authority

We have 3 SENCos at Grange Academy, each with differing areas of expertise and you would be referred to the most appropriate one for the student

For students already at Grange the first point of contact would be the Form Tutor who would then, if required, refer to the Head of Department or Head Teacher as appropriate

Grange Academy has a published Complaints Procedure


‘Parent Partnership’ and the ‘Parent and Carers Forum’ have been set up to give you information and advice that is useful in many aspects of the students life.

Help and advice can also be accessed from charitable organisations such as Autism Bedfordshire and the Down Syndrome Association

Contact for more information

Mr Robert Manser / Mrs Charlotte Thomas / Miss Emma Green
Halsey Road, Kempston, Beds, MK42 8AU
01234 407100
01234 407110

Record Last Reviewed On: 03/11/2015