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SEND

‘To ensure that all young people at Castle View Academy have fair access to an equally ambitious curriculum, that enables personal success for the future.’

At Castle View Academy we support students with a wider range of additional needs.

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder and speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia and dyscalculia.
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
  • Moderate and multiple learning difficulties

Portsmouth have produced a document advising what is ordinarily available in their schools and academies. This is the Ordinarily Available Document listed below.

The SEND and Inclusion Team at Castle View Academy consist of the following people:

The Director of Inclusion and SENCo, Kamilla Davess-Humphrey

Responsible for:

  • Developing and reviewing the school’s SEND policy
  • Liaising with other professionals who may be coming in to school to help support your child’s learning, e.g. Educational Psychologist, Speech and Language Therapist, Occupational Therapist
  • Updating the school’s SEND Profile and ensuring that records of your child’s progress and needs are kept
  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best possible progress
  • Line managing learning coaches, learning support assistants, TLC Manager and therapists working within the school
  • Attending and contributing to the Student Entitlement meetings
  • The SENCo to ensure that you are:
  1. Involved in supporting your child’s learning
  2. Informed about the support your child is receiving
  3. Informed about your child’s progress

 

The TLC Manager, Harriet Clark

Responsible for:

  • Leading and managing the Transition Learning Centre (Alternative Provision)
  • Leading staff and students in our whole academy approach to PACE
  • Overseeing the support and actions for Looked After Children in the academy
  • Attending and contributing to the Student Entitlement meetings

 

Learning Coaches, Learning Support Assistants and Student Entitlement Team

Responsible for:

  • Providing learning support for students in class and through targetted interventions
  • Aiding access to the full range of learning experiences both inside and outside the classroom
  • Making or modifying resources as suggested and advised by the professionals to support with learning
  • Attending and contributing to meetings with parents and professionals to support the student's experience.

 

Name

Role

Jeanette Leavers

Medical Learning Coach

Daphne Hubbard

Year 7 Learning Coach

Ella Smith

Year 8 Learning Coach

Sharon Dodsworth

Year 9 Learning Coach

Emma Helyer

Year 10/11 Learning Coach

Jason Barr

Learning Support Assistant

Sophie Cardinal

Learning Support Assistant

Jessica May

Apprentice Learning Support Assistant

 

The Principal, Christian Down

Responsible for:

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND
  • Ensuring the Local Governing Board is kept up to date about issues relating to SEND

 

The SEND Governor, Sue West Thomas

Responsible for:

  • Seeking to ensure that the necessary support is given to any child with SEND who attends Castle View Academy

 

Waves of Support at Castle View Academy

Students will receive a range of support during their time in the academy. SEND and Inclusion support are broken down into three waves.  Below are details of what happens during each Wave of support and what your child may be offered.

 

Wave 1: Quality First Teaching, The Ordinarily Available Provision, Student Passports (reviewed termly) and Internal Interventions

 

Wave 2: All interventions listed in Wave 1 plus listing on the SEND register, Educational Support Plans (reviewed termly), Transition Learning Centre transition and External Agency Support (Local Offer)

 

Wave 3: All interventions listed in Wave 1 and 2 plus Educational Health and Care needs assessments or plans (reviewed annually), Transition Learning Centre turnaround and Alternative provisions

 

Quality First Teaching 

This means that class teachers will have the highest expectations for your child and that all teaching is built upon what your child already knows, can do and can understand. Teachers will set targets for their students which are ambitious and will identify potential areas of difficulty in the planning of lessons. At Castle View Academy, we recognise that all children are individuals. Class teachers will put teaching strategies in place to ensure that all children have full access to the national curriculum. This may involve differentiation and scaffolding for your child such as adapting curriculum materials and equipment, seating arrangements (e.g. sitting nearer the front, away from distractions), learning styles (e.g. having instructions broken down into smaller parts) or providing learning breaks (e.g. needing to move between tasks to refocus).

Teachers and other adults in the classroom work closely together to give targeted support according to your child’s needs.

 

Internal Support (Wave 1/2)

According to his or her individual needs, your child may be placed on an Educational Support Plan and be provided with one or more of the following types of support.

  • Targeted group withdrawal/adult support in class according to the area of need e.g. writing, maths, guided reading
  • Targeted individual support from an adult in class/withdrawal according to the area of need e.g. 1:1 support
  • Individual intervention programmes such as Catch Up Reading and Maths.
  • The use of visual timetables and resources created specifically for your child
  • Differentiation of resources e.g. word banks
  • Learning mentor sessions
  • Speech and Language groups
  • Social skills groups
  • Motor skills group (fine and gross motor)
  • Additional targeted clubs during lunch time or after school  e.g. art club, games club
  • Breakfast clubs
  • Play therapy for individuals or small groups
  • CAMHS in School Service
  • Therapeutic Support
  • Peer Tutors
  • Learning Space Support

A copy of the Intervention Menu for Castle View can be found below:

Intervention

Area of Need

Healthy Relationships: This will include relationships with our body and mind, peers, family, teachers. Sessions will be run as 1:1, small groups (year groups) and different genders.

Physical and Sensory

Hand Gym/ OT Scheme: This is a session that is designed to support with writing stamina and working for increased periods of time in a classroom. It will include physical activities to improve coordination, reactions and strength.

Physio Sessions: These will be personalised to the student’s needs and are dependent on their individual plans.

Curriculum Drive: Reading is the weakest area of need for many of our students. We believe that if this is improved it will have a positive impact on performance in a variety of subjects and will improve students' abilities to understand challenging texts.  Sessions will include: Guided Reading, Lexia Power-Up and the Ruth Miskin Fresh Start

Cognition and Learning

Social Skills: These sessions are designed based on the needs of the groups (sessions will include a minimum of 4 students and a maximum of 8 students). Sessions may include Lego therapy style activities, elements of role play (how to buy items in a shop), board games (to support with instructions, turn taking and discussions) and social stories (based on particular contexts and situations).

Communication and Interaction

ELSA: Run as both 1:1 and small group sessions

Social Emotional and Mental Health

Mindfulness: This will include relaxed kids, colouring, music

Cognitive Behaviour Therapy: Run as 1:1 interventions based on the feedback of external reports including ND assessments and EP referrals.

 

External Professional Support (Wave 2/3)

Sometimes, an outside specialist may be involved around the needs of your child. This may be someone from the Local Authority central services, such as an Educational Psychologist, a Speech Therapist, an Occupational Therapist, or an Advisory Teachers.  Outside specialist support may also include CAMHS (Child and Adolescent Mental Health Services) and MABSS (Multi-Agencies Behaviour Support Services).

You will always be asked to give your permission for the school to refer your child to a specialist professional. This will help the school and you to understand your child’s specific needs better and advise on effective support and interventions.

On the occasions where a child has a significant, severe and sustained need, it may be necessary to enter a multi-agency process and request an Education, Health and Care Needs assessment.

 

Education, Health and Care Plan (EHCP) (Wave 3)

This type of support is for children whose learning needs are severe, complex and lifelong.  An EHC Plan will outline the outcomes expected and the types of support your child will receive from the Local Authority and how this should be used. It will also outline what strategies are to be put in place for your child along with long and short-term goals.  An additional adult may be used to support your child with working in class, one to one sessions or small group work involving your child.

 

What is the Local Offer?

  • Local Authorities and schools are required to publish and review information about educational provision available for children and young people with SEND. This is known as the ‘Local Offer’.
  • The Local Offer should help parents and families know what they can reasonably expect from Castle View Academy.
  • Portsmouth Local Offer can be found on  Portsmouth Local Offer

 

SEND Policy

SEND Q&A

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