Sir Robert Pattinson Academy is committed to supporting all pupils to achieve their potential,
including those who have Special Educational Needs. The SEN Local Offer sets out information about
the provision of support the Academy is able to offer youngsters who have SEN. It also contains
information about the assessment of learning difficulties, what parents should do if they are
concerned about their child’s learning or well‐being and the processes the school engages in
regarding SEN assessment, provision and review.
Sir Robert Pattinson is an inclusive school and may offer a range of provision to support pupils with
communication and interaction, cognition and learning difficulties, social, mental and emotional
health problems and sensory or physical needs.
The range of support deployed will be tailored to individual need following thorough assessment
either internally by school staff or by specialists from external agencies. It is designed to promote
pupils working towards becoming independent and resilient learners and should be seen as part of
the Academy’s learning offer and not in isolation.
The Academy endeavours to work in partnership with parents and pupils in all aspects of Academy
life. Parents of pupils with SEN and the pupils themselves will be involved in identification,
assessment and decision making from the very beginning of the process. In the spirit of ‘coproduction’
encouraged by the SEN Code of Practice 2014, we will work together to ensure, to the
best of our ability, that your child’s needs are met.
As part of the new Children and Families Bill the Government passed a new SEN Code of Practice
into law in June 2014. The new legislation comes into practise, for schools, from 1st September 2014.
It is very different from the previous Code of Practice and has a renewed focus on the involvement
of pupils and their parents in decision making and the coproduction of planning and provision. The
Code sets out the duties on Education, Health and Social Care with regard to children and young
people (0‐25 years) with Special Educational Needs. There are duties around assessment, planning
and carrying out work to support individuals with SEN.
The Code identifies four areas or categories of Special Educational Need: Communication and
Interaction, Cognition and learning, Social, Mental and Emotional Health and Sensory and/or
Physical. For statistical purposes pupils will be categorised by their main area of need though they
may have needs that span more than one category. The category in which a child is identified does
not exclude them from accessing support and intervention identified for pupils in the other
The new Code of Practice no longer includes School Action, School Action Plus or Statements.
Statements are replaced by Education, Health and Care Plans (EHCs) and School Action and School
Action Plus are replaced by a single school category. The new Code of Practise does not require
schools to produce Individual Education Plans but recommends the use of provision mapping and
monitoring of progress through the School’s own reporting and monitoring systems.
Who should I contact to discuss the concerns about or the needs of my child?
All staff and Governors can be contacted through the main school office and enquiries email –
01522 882020 firstname.lastname@example.org
He/she is responsible for:
• Supporting your child with their emotional health and well‐being
• Monitoring the academic progress of your child
• Discussing concerns with pupils and parents and planning appropriate actions (with advice from the DoL or SENCo as required)
In the first instance you should contact the tutor. You may then be directed to speak to the SENCo.
Mr Andrew Adlington
He is responsible for:
• Coordinating provision for children with SEN
• Developing and implementing the Academy’s Inclusion policy
• Ensuring that parents of pupils with SEN are involved in supporting their child’ learning and access and that they are equal participants in the production of plans, targets and provisions and in the reviewing of their child’s progress.
• Liaising with a range of agencies and organisations who can offer advice and support to help pupils overcome a range of difficulties.
• Providing specialist advice and facilitating training to ensure that staff are skilled and confident about meeting a range of needs.
Mr Dale Hardy
He is responsible for:
• All aspects of the leadership and management of the Academy, including the provision made for pupils with SEN.
SEN Governor links
Groups committee The Groups committee of the Governors is responsible for:
• Overseeing the provision for pupils with SEN
• Monitoring and evaluating the effectiveness of provision for pupils with SEN
How does the Academy know how well my child is doing?
The Academy monitors the progress of all pupils closely through Teacher Assessment and formal testing.
• Pupils are set individualised learning targets based on national expectations of progress from their individual starting points.
• Parents are informed of their child progress through the school’s usual progress reporting system.
How can I find out how well my child is doing?
Academy reporting system, parent information evenings and discussions with academy staff.
• On‐going monitoring of student progress is carried out through internal reporting ‐ collated centrally and reported to parents
• Parent portal – record of behaviour incidents.
• For pupils with SEN parents and pupils are also invited to additional review meetings which ensures that progress is monitored and reviewed 3 times per year. One of these meetings is an annual review meeting with the SENCo to review progress.
• At these meetings agreements are made on the best way for everyone to support a child’s learning.
• Parents are encouraged to participate in learning activities and parent workshops are organised to aid parents in helping their child.
How does the Academy identify/assess children where there are concerns about a child’s progress and the possibility SEN?
• Students are on SEN register when they join the academy.
• Students take reading and spelling tests upon entry in Year 7.
• Students in Year 7 who are below expected progress will be offered targeted ‘catch up’ sessions with the Learning Officer for Year 7 and/or attend additional literacy support within the Learning Support Department appropriate to their needs.
• Students who join the school mid‐year will be assessed using CAT tests (Cognitive Ability
Tests) and discussions with parents to assess any appropriate intervention or support.
• Teachers monitor student progress and will provide appropriate intervention at class level initially and to escalate this to Heads of Department, and subsequently the SENCO if their support is not sufficient or there continues to be concerns about a pupil’s progress.
• Personal tutors monitor student progress and well‐being providing appropriate intervention at tutor level and will escalate to Directors of Learning, and subsequently the SENCO if their support is not sufficient.
• Where a parent is concerned about their child’s progress or well‐being they should not hesitate to contact the appropriate member of staff (see table above in ‘Information and Guidance’) We will listen to your thoughts, work with you to support your child and carry out
further assessment if necessary.
• If a child’s progress continues to be a concern further assessment may be carried out to ascertain whether the child has learning difficulties. Parents will be involved in this process.
• Should the school or parents decide that the pupils needs may need to be met through an
Education, Health and Care plan an assessment request will be made to the Local Authority.
How does the Academy support a pupil where class level intervention is ineffective?
• After discussions with key staff, the pupil and parents, additional support will be put into place. This may take several different forms, possibly including small group work or in class support. The school’s provision mapping is available which documents this information in more detail.
• This additional support is tracked in the school provision mapping or using a ‘Passport for learning’ depending on the level of need and provision.
• In some cases Learning Support Assistant support may be allocated. This support is deployed to ensure your child can engage in learning effectively and wider school activities.
• Formal review meetings are held as detailed above.
• The school follows the ‘assess, plan, do, review’ system outlined in the SEN Code of Practice 2014.
• If your child continues to have significant difficulty in making progress, outside agency assessment and support may be sought.
What if my child needs extra help in an examination or test?
For some students additional arrangements and adjustments can be made to enable them to fully
access a range of tests/examinations. This might include additional time, rest breaks or the use of a scribe or a reader. The SENCo will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the Academy and recognised by JCQ (Joint Curriculum Qualifier – external exam verifier) can be accepted for access arrangements for public examinations.
How does the Academy support my child’s overall well‐being?
• A child’s personal tutor monitors well‐being and can raise concern with parents and/or wider academy staff as appropriate.
• The academy uses mentors to support students
• The academy will use TACs (Team Around the Child) to support students and families.
• Deputy Head can advise in relation to child protection concerns.
• Pupils with SEN may be assigned a Keyworker LSA to meet with regularly to support and monitor well‐being and emotional health.
How will teaching and the curriculum be adapted to meet my child’s needs?
Teachers have training and are building their skills in adapting their teaching to meet the diverse range of needs in each class.
• Schemes of work and short term planning take into account individual pupil’s needs and requirements.
• Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
• Groupings are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
• Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
• In Key Stage 4 students are provided with options and a selection of suitable subjects to choose based on their prior attainment. For a small group of students one option maybe replaced with additional time for supporting their wider study and developing independence.
• Should a child with SEN need require additional support on educational visits and/or work experience support is given when planning and appropriate to meeting their needs. Risk assessments will be carried out, when required, in consultation with parents and the pupil.
What is available if my child with SEN needs extra intervention and how do the school decide if my child requires such intervention?
In Key Stage 3 additional support is provided through withdrawal for whole or part lessons in order for the pupils to engage in interventions sessions. Parents and pupils are consulted regarding the timetable for intervention. The implications for a pupil’s equality of access to the
curriculum is carefully considered alongside the need for supportive intervention programmes.
Pupils’ attainment and well‐being are carefully monitored. The Academy’s provision map details the identification criteria for pupils to be considered for intervention. Though this is not an exhaustive list and each child’s needs are also considered on an individual basis.
Access to Learning and the Curriculum
Access to learning support staff
• In foundation subjects
• In practical subjects
• For group work
• Learning Support Clubs
• Rolling programme of literacy and numeracy intervention
Strategies to support/develop literacy inc. reading
• Focused reading sessions – use of Accelerated Reader Programme
• Small group intervention programmes including phonics
• Word shark sessions
• Access to specialist dyslexia staff/structured programmes
• Ability setting in lessons
Strategies to support/develop numeracy
• Small group intervention programmes
• Ability setting in lessons
• Number shark sessions
Strategies/support to develop independent learning
Mentoring by peers, support staff or teaching staff
• Small group programmes working on study skills at KS4
• Homework club
• Planners for all year groups
• Visual timetables for class or individual students
Provision to facilitate/support access to the curriculum
• Quality first teaching
• Rolling programme of SEN training for staff
• Support for staff from SENCo and literacy coordinator
• Support available from staff from outside agencies for teaching staff
Strategies to support the development of students’ social skills and enhance self esteem
• Small group programmes
• Lunchtime clubs
• Peer mentoring
• Learning mentor
• Quiet room available break/lunch time
• Social skills groups
• Nurture group
• Nurture discussions with Learning Support staff
• Keyworker Learning Support Assistants
• Pastoral support mentoring
• Learning officers, personal tutors
• Directors of Learning
Strategies to reduce anxiety/promote emotional wellbeing (including communication with
• Transition support, visits and events
• Reduced modified timetable
• Student support advisor
• Regular contact and liaison with parents as necessary
• Open door policy
Strategies to support/modify behaviour
• School sanctions and reward system as set out in School Behaviour Policy
• PSP report process
• Behaviour Support Services
• Small group work
Planning, assessment, evaluation and next steps
• Bench mark testing in Year 7 – updated yearly in KS3
• Pen portraits
• Provision mapping
• Passports for Learning
Personal and medical care
• Care plans for students with medical needs
What support from outside does the academy use to support my child?
The Academy works with a number of agencies and charities to seek advice and support to ensure that the needs of all children are fully understood and met.
Specialist Teacher Service – Dyslexia Outreach
Autistic Outreach Specialist Teacher ECLIPs – Speech and Language Therapists School Nurse
Lincolnshire Teaching and Learning Centre
Occupational Therapists ADHD Nurses Paediatricians and GPs
How will the Academy help my child during different transitional phases?
Joining the Academy in Year 7
• The SENCo attends transition day meetings with the SENCos in the feeder primary schools.
• Mrs Hills (SEN transition) attends transition meetings with parents and pupils at their primary school to plan ahead.
• Extra transitional visits may be arranged for your child.
• In some cases multi agency meetings are held to plan for transition if required.
Joining the Academy mid‐year
• The Academy will make every effort to retrieve information from the previous school.
• Where advance notice is given we will endeavour to meet parents and the previous school to plan the transition.
• We will meet early with parents and the pupil to discuss concerns and strategies.
Moving between year groups within the Academy
• Pupils will have opportunity to discuss any worries about moving into the next year group with Learning Support Staff.
• Parents and pupils will be invited to a review meeting which involves planning for the next stage/year.
Moving classes within the Academy
• Plans to move a child’s teaching group or tutor group will be discussed with pupils, and where possible with parents who will also be informed in writing, to enable them to be involved in decision making.
Moving to another school
• The Academy ensures that information is passed to the new school in a timely manner.
• We will contact the School SENCo and share information about special arrangements and support that has been made available to help your child achieve their goals.
Moving on after Year 11
• All pupils with SEN are invited to transition meetings during key stage 4 where progression routes for post 16 are discussed.
• Transition plans and support are put in place for those who require them.
• An independent guidance advisor is available if required.
• Those pupils with a Statement of SEN or an EHC plan will have a transition plan in place which is regularly monitored and reviewed.
How skilled are staff in meeting the needs of my child?
• On‐going programme of training is in place to ensure that teachers and non‐teaching staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEN. Recent training has covered: Safeguarding, Understanding and managing
behaviour, Autism awareness, Supporting dyslexic students
• The SENCo actively engages with local opportunities to share best practice and keeps abreast of local and national initiatives and policy to support pupils with SEN.
• Teaching staff seek support and guidance from the SENCo and Learning Support Team as required.
• The Academy seeks advice and guidance from special schools and specialists to review, evaluate and develop provision for students who have a wide range of needs.
• The Academy also has staff in school with specialised expertise and qualifications including staff in the Learning Support Department.
The Learning Support Department at Sir Robert Pattinson Academy is a strong team with a wide
variety of skills and qualifications. We work closely together to meet the needs of our students and draw on our extensive skills and interest to support a diverse range of needs.
Learning Support Assistants are deployed in a wide range of lessons and support roles and also have areas of support and intervention in which they specialise.
The staff in the department, while working across the full age and subject range in the Academy, are linked to specialised areas. These ‘specialisms’ are taken from the four areas of need identified in the new code of practice: Communication and Interaction, Cognition and learning, Social, Mental and Emotional Health and Sensory and/or Physical. These links allow training to be targeted to the department staff, build specialised skill bases within the team, allow the team to develop further their areas of strengths and enable us to support a wide range of need.
Miss Shamaine Rudge – SENCo (Mr Andrew Adlington is covering Miss Rudge as SENCO during her maternity leave.)
Miss Rudge is a qualified Secondary School Teacher with a BA (Hons) English degree. She has been a SENCo for 7 years in her previous school and then worked as a cluster SENCo prior to joining SRPA. Miss Rudge has qualifications in Assessing and Teaching pupils with Dyslexia and those on the Autism Spectrum.
Mrs Lorraine Francis – Lead Learning Support Assistant
Mrs Francis is the Lead Learning Support Assistant. She organises the support timetable and manages the day to day running of the support provision. Mrs Francis has a BA (Hons) degree in Social Policy and specialises in supporting students with cognition, learning and literacy difficulties.
Mrs Sarah Hills – Learning Support Administration Assistant
Mrs Hills is the department administrator and is always at the end of the phone! She coordinates the SEN year 6 transition programme and visits primary schools for pupil reviews as part of this role. Mrs Hills also specialises in supporting pupils with communication and interaction difficulties.
Mrs Lisa Batchelor – Learning Support Assistant
Mrs Batchelor is a NVQ Level 2 qualified Learning Support Assistant. She is involved in supporting pupils through transition and helping them to settle into year 7. Mrs Batchelor specialises in supporting pupils with communication and interaction difficulties.
Mr Jonathan Burr – Learning Support Assistant
Mr Burr is a qualified Learning Support Assistant and has qualifications in Gymnastics. He coaches a range of gymnastic squads outside school time. Mr Burr has a keen interest in sport and music. He specialises in supporting pupils with social, emotional and mental health difficulties.
Mr Simon Diggins – Learning Support Assistant
Mr Diggins has a BA (Hons) degree in Criminology and Politics. He has worked as a youth worker and in further education. Mr Diggins specialises in working with students at Key Stage 4 on self supported study programmes.
Ms Angela Henderson – Learning Support Assistant
Ms Henderson has a BA (Hons) English degree. She loves reading and her passion is literacy. Ms Henderson specialises in literacy intervention and English support for pupils at Key Stage 4.
Mrs June Hilton – Learning Support Assistant
Mrs Hilton is a NVQ Level 3 qualified
Learning Support Assistant. She has worked as an LSA in primary schools and enjoys being creative. Mrs Hilton specialises in supporting pupils with communication and interaction difficulties.
Mrs Sarah Lathlane – Learning Support Assistant
Mrs Lathlane is a qualified Primary School Teacher and has a BA (Hons) degree in Counselling. She specialises in literacy intervention and English support for pupils at Key Stage 3.
Mrs Sue Shuttlewood – Learning Support Assistant
Mrs Shuttlewood is a CACHE Level 3 qualified Learning Support Assistant. Before becoming an LSA, Mrs Shuttlewood worked in the Finance industry for 20 years. She specialises in numeracy and Maths support with pupils at Key Stages 3 and 4.
Miss Sophie Wallhead – Learning Support Assistant
Miss Wallhead is a NVQ Level 3 qualified counsellor and in addition to her role as an LSA she also counsels some pupils in school. She is also interested in photography. Miss Wallhead specialises in supporting pupils with social, emotional and mental health difficulties.
Mrs Amanda Wattam – Learning Support Assistant
Mrs Wattam is a NVQ Level 3 qualified Learning Support Assistant. She has worked in schools and colleges for 20 years. Mrs Wattam has a particular interest in Dyslexia and specialises in delivering Dyslexia intervention.
Miss Kim Wheeler – Learning Support Assistant
Miss Wheeler is a NVQ Level 3 qualified Learning Support Assistant. She is also a Boxercise instructor and sports coach outside of school time. Miss Wheeler specialises in supporting pupils with social, emotional and mental health difficulties.
Provide engaging and challenging lessons which meet the needs of all learners and inspire them to learn
Set appropriate subject targets and report on progress
Class level intervention
Miss Joanne Lilley – Learning mentor
Personal, social and emotional intervention support 1 to 1 or small
groups accessed by referral from DOL, SENCO or member of SLT in agreement with parents for a specified time period
Mrs Angela Smith – School nurse
Administer medication, First aid
Mrs Angela Todd – CEIAG
Mrs Todd offers careers information and guidance to pupils in school. Pupils and parents can make appointments to see her. She is involved in transition advice for pupils with high level special needs.
Directors of Learning and Learning Officers
Pastoral leaders for pupils in relevant year group. Support pupils and track and monitor progress.
Involved in target setting and monitoring. Monitor and offer intervention and support for pastoral issues such as behaviour and attendance.
Mr Andrew Adlington
Year 7 Year Lead
Mr Nathan Skaley
Year 8 Year Lead
Mr Greg Kirk
Year 9 Year Lead
Mr Tim Lloyd-Richards
Year 10 Year Lead
Ms Emma Allsopp
Year 11 Year Lead
Mrs Jill Thorburn
Student Service Manager
Mrs Michelle Joicey
Student Service Manager
Mrs Joanne Parkinson
Student Service Manager
Mrs Nicola Jelley
Student Service Manager