SEND, Equality and Diversity

How does a child get a place at Harry Watts Academy?

Parents and carers must first speak to their SEN Case Worker to request that a copy of the EHCP is sent to us. A core team will carefully read each EHCP and make a decision as to whether or not needs could be met at Harry Watts and discuss this directly with the allocated SEN Case Worker. If needs can be met, either the Redhouse or Harraton site will be identified depending on the appropriate pathway, or SEN Case Workers will be asked to inform parents to arrange a visit to the site identified.

During the visit, parents will have an opportunity to view the school and to talk with a member of the Senior Leadership Team about their child’s SEN and the provision available at the school.

New admissions to our school will have an Education Health and Care Plan, with a primary need of ASD (Communication and Interaction) and a secondary need of Complex Learning Difficulties. Sunderland Local Authority – Together for Children - is the Admissions Authority for Harry Watts Academy and places are allocated through them. We cannot directly offer a place to a parent, carer, or current school.

Prior to commencing at Harry Watts Academy, we endeavour to set up a transition plan appropriate to the child/young person’s needs.  The transition plan may include: a home visit, a visit to the child’s current placement, the child visiting Harry Watts Academy and a phased admission where appropriate.

How much support will my child receive?

All pupils are taught in small classes with the usual class size being eight pupils.  Each class has a teacher and usually two teaching assistants.  This helps to ensure that all pupils receive a balance of whole class, small group and individual teaching.

The class teacher ensures that all staff that work with pupils in their class enjoy positive relationships and the staff meet regularly to ensure that they are using consistent and effective approaches for the education and care of each pupil.

If a child’s needs are assessed as exceptional, even within our specialist school setting, the School Leadership Team will ensure that appropriate strategies and support is available to them.

How accessible is the school?

Our buildings are light and spacious with large well equipped classrooms and a number of specialist teaching rooms.

The site is safe and secure.  All external and many internal doors have ‘maglocks’ that are unlocked using a fob, and the schools have secure fencing.

What resources are available to the school?

All classrooms have high quality ICT facilities to support pupils’ learning including interactive whiteboards and personal computers (PCs).  Pupils also have access to laptops and I Pads.

Both school have access to ‘quiet’ rooms that can be used when pupils need somewhere that is distraction free, and either sensory rooms or sensory pods, to provide sensory stimulus when required.

Pupils have regular access to specialised teaching rooms such as sensory, soft play, occupational therapy room, food technology, music, art.

Small and large outdoor spaces and play equipment is available to all pupils.

How do pupils travel to school?

The majority of pupils of statutory school age are eligible for free home to school transport which is provided by Sunderland Local Authority.

Pupils may travel on a minibus or a taxi with other children.  In addition to a driver all home to school transport have an escort who is employed to support the children throughout their journey.

At an appropriate time in the secondary department we discuss with parents/carers whether their child may benefit from Independent Travel Training.  This will depend on the individual child and can range from learning how to cross the road or experience different modes of transport to travelling from school to home independently.

Please contact Paul Tomlin, TfC SEN Transport lead directly to discuss any questions or concerns regarding transport.

What specialist services are available at the school?

A number of professionals work at the school to support our pupils’ health and education including; Speech and Language Therapists; School Nurse Team and an Educational Psychologist.

Clinics are also held in school for pupils and their families- Medical appointments with the Consultant Paediatrician, dental clinics etc.

Specialist musicians, artists and sports coaches visit school in order to enrich the curriculum.

What will my child learn at school?

Our curriculum is split into three pathways (please refer to the Curriculum Overview page for more information).

Our curriculum covers learning opportunities covering the four broad areas of need, including:

• Communication and Interaction

• Cognition and Learning
• Social, Emotional and Mental Health
• Physical & Sensory

Every child is offered a broad and balanced curriculum that is appropriate to their age and stage of development.  The curriculum is personalised and differentiated for each pupil to take account of their needs and abilities.

All pupils are well prepared for the next stage of their education and life.  There is a strong emphasis on giving the pupils the skills and knowledge that will allow them to contribute to society and live a good quality of life as young adults and in the future.

Specialised approaches are used to support pupils’ individual learning needs:

TEACCH strategies used where appropriate and to meet individual needs

Visual supports such as timetables to aid understanding of concepts in lessons.

Intensive Interaction

Picture Exchange Communication System (PECS)

Makaton Signing by adults to support a pupil’s understanding of spoken language

 Speech and language programmes as advised by the speech therapist

 A sensory based curriculum for some pupils

How will I know what progress my child is making at school?

At Harry Watts Academy, we use a range of methods to track pupil’s progress, across all areas of learning. This includes collecting data for curriculum progress, as well as more detailed reports for progress in social, emotional and skills for adulthood.

Some of these methods include:

EHCP outcomes

B Squared

SCERTS

Pupil Progress monitoring meetings

Learning Maps

Rocket Phonics

As our pupils access such a broad curriculum which combines a variety of aims, we use a combination of progress evidence such as work examples, assessment data, photographs, write ups and videos.  This is all shared with parents/ carers and the pupils themselves, throughout the academic year.

SCERTS (Social Communication, Emotional Regulation and Transactional Supports) is an autism specific approach that we use across the school. The SCERTS® Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children with ASD, and their families. SCERTS® focuses on building competence in Social Communication, Emotional Regulation and Transactional Support as the highest priorities that must be addressed in any programme, and is applicable for individuals with a wide range of abilities and ages across home, school and community settings.  At Harry Watts Academy, SCERTS targets are set three times per year.  Each target is worked on at home and school.  Progress towards the achievement of the target is monitored daily.  A multidisciplinary team set targets.

These processes allow us to monitor the progress of pupils and informs the setting of new targets for pupils.

A pupil’s progress is discussed with parent/carers.