These sections set out information about our provision for children and young people with special educational needs and disabilities (SEND). This report is updated annually.
John Madejski Academy provides for children and young people with a wide range of special educational needs and disabilities, including those with:
- Communication and Interaction Needs: This includes children who have Speech, Language and Communication difficulties, including autistic spectrum conditions;
- Cognition and Learning Needs: This includes children who have learning difficulties and specific learning difficulties, for example, dyslexia, dyspraxia and dyscalculia;
- Social, Emotional and Mental Health Needs: anxiety, depression, any other mental illness and social skills;
- Sensory and/or Physical needs: This includes children who have visual or hearing needs, or a physical disability that affects their learning and engagement in school-life.
The above four SEND categories are definitions of special educational and disability need found in the 2014 Code of Practice.
Our Special Educational Needs Co-ordinator (SENCO) is Ms Jahangard. The school’s SEND Administrator is Mrs Dallimore. They may be contacted on 01189370200.
Our governor with responsibility for SEND is Mr C Clare
How do we Identify and Give Extra Help to Children and Young People with SEND?
John Madejski Academy uses Reading Borough Council’s guidance “Identifying and Assessing SEN”. The guidance sets out:
- How we identify if a child or young person has a special educational needs;
- How we assess children and plan for their special educational needs, and how we adapt our teaching;
- Ways in which we can adapt our school environment to meet each child’s needs;
- How we review progress and agree outcomes and involve parents and children in this: see link below
SEN Support in mainstream schools
John Madejski Academy also identifies students with SEN if a student:
- Has a significantly greater difficulty in learning than the majority of students of the same age; or
- Has a disability which prevents or hinders students from making use of educational facilities of a kind generally provided for students/young people of the same age in schools within the area served by the LA.
Identification can be made through:
- Identified through teacher observations and assessment standardised assessments.
- Baseline and standardised assessments SATS,LASS and NGRT (literacy assessments)
- Assessment data collection
- Parental/guardian concerns
- The students own observations
- External agencies (Speech and Language/Educational Psychologist/Occupational Therapy)
We will always contact parents if we have a concern that a child or young person may have a special educational need.
We work closely with children and young people with SEND and their parents to agree outcomes how we will work towards those, and then review progress. We do this by regular meetings, phone calls and Progress evenings.
There are also opportunities for parents/carers and students to contribute to our policies on SEND and Equality. We do this by:
- Inviting feedback from the link on the school’s website;
- Opportunities for students by their involvement with the school council;
- Requesting parental feedback through our newsletter
- Feedback from meetings during parent’s meetings
- Discussions with staff from the SEND team.
What does JMA do to help young people with SEN?
JMA offers quality first teaching to all students to ensure an inclusive environment for all including SEN students. We offer a broad and balanced curriculum for all children and young people including those with SEND. Details are published on the school website. The way we adapt this for children with SEN and disabled children is set out in the School Accessibility Plan, which you can find by clicking the button below:
We run a range of interventions for SEN students such as:
- Teaching assistant support in lessons
- Withdrawal for 1:1 or small group work
- Individual Education Plans (IEP): this is created with student, parent/guardian and JMA staff to help support the child’s individual needs and communicate these to staff. The IEP is reviewed regularly throughout each academic year. The IEP includes:
- The young person's needs
- The short-term targets set for or by the student
- The teaching strategies to be used
- The provision to be put in place
- When the plan is to be reviewed
- Social skills group work
- Speech and Language Therapy sessions (1:1 or small group)
- Internal counsellor
- Extra-curricular activities and enrichment
- Year 7 Nurture class which has smaller class size and extra literacy and numeracy lessons
SEND: What Expertise can we Offer?
- Our SENDCO is enrolled on the National SENDCO Award
- All staff have basic awareness training in Special Needs, Physical Disabilities and in Literacy
- We have staff who have received enhanced training in dealing with “Looked After Children” and with Safeguarding
- There are members of SEND staff who have trained in: behaviour management, awareness of and supporting students with disabilities; teaching literacy skills
- Teaching Assistants are trained to support the particular needs of the children they work with
- We have a SEND Governor
- Our SEND Administrator has received specialist SEN training
We also have access to a range of specialist support services including:
- Educational Psychology
- Speech and Language Therapist
- Internal Counsellor
- SENSS (Special Educational Needs Support Services), who support students with communication and language needs, sensory and physical needs
- Child and Adult Health Services (CAMHS)
- Number 5 counselling
- Family workers
- Youth workers
- Primary Mental Health workers
- Berkshire Women’s Aid (Domestic Violence)
- SOURCE (Young people drug and Alcohol service)
- School nurse
- Daisy’s Dream (Bereavement)
- PPP Parenting support
- Edge of Care
- Resolve Mediation (Cyber bullying TVP)
- Launch Pad (Housing support)
- Young careers
- REACH Out (LGBT)
- C Card (contraception service)
- IASS (Information and advice service for SEND)
- Parenting Special Children
- Berkshire Autistic Society
- SAFE project and mentoring (working with vulnerable young people)
- Safer Schools Police Officer
- PREVENT Officer
- Multi-systemic Therapy
- Food for Families
How do we Know if the SEND Provision is Effective?
The progress of all children/young people is tracked throughout the school through assessment point tracking and regular home/school communication.
In addition, for children/young people with SEND, we regularly review progress towards agreed outcomes, assessing whether the support that has been in place has made a difference, and what we need to do next. We evaluate progress against age-related expectations.
When we run intervention programmes for groups of children we assess their success, and use that information to decide on how best to run them in the future.
Information about how the governing body evaluate the success of the education that is provided for pupils with SEND is contained in the governor’s annual SEND report.
How are Children and Young People with SEND Helped to Access Activities Outside the Classroom?
All children and young people are included in activities and trips (with risk assessments, where needed) and in accordance with duties under the Equalities Act 2010. We talk to parents/carers and young people when planning trips so that everyone is clear and what will happen, and offer support when needed.
There is information about activities and events for disabled children and those with SEND in Reading: Services Guide
What do we do to Support the Wellbeing of Children and Young People with SEND?
All children have the opportunity to share their views through:
- Conversations with their tutor and from teaching and support staff in our teams supporting their year group
- Their school council representatives
We listen to the views of children/young people with SEND by:
- Meetings/phone and email contact with students and parents, where the “voice” of the student and parent/carer is expressly sought, noted and as appropriate- acted on
- Conducting regular “student voice” panel meetings
- Monitoring our morning, lunch and after-school clubs
- Following up on points raised by Teachers, Teaching Assistants and Support Staff.
We take incidents of bullying very seriously, including “minor” incidents of bullying, according to Protected Characteristics, including disability-related discrimination.
Joining the School and Moving on
We encourage all new children to visit the school before starting. For children/young people with SEND we:
- Work closely with primary (catchment) partner schools, so that students and parents/carers can visit the school to observe a usual school day and to meet relevant staff on a number of occasions;
- Hold meetings with the SENCO and other SEN staff
We begin to prepare students for transition to their next stage of education or training, post-16/post-18 which can include:
- Guidance and support in choosing GCSE and vocational courses-for example, in conversation with students and parents/carers, an open evening with Options
- Through conversations with the SEN teacher, students and parents/carers when students are in Years 10 and 11.
- With support to ensure all students with SEND have guidance and support to help ensure appropriate provision post-16
Who to Contact
If you are concerned about your child or if you would like feedback including compliments and complaints about our SEND provision, please email [email protected] or call 0118 937 0200. We aim to respond to any complaints within seven days.
If you would like impartial advice from Reading’s Parent Partnership Service contact: [email protected]
If you’d like to know more about opportunities for children and young people with SEND and their families, support groups or information about SEND these are listed in the Family information Services Guide
Reading’s Local Offer contains information for parents. Click here to see it:
The Department of Education has published a Guide for parents and carers that addresses a range of issues related to SEND: