SEND at Ormiston Latimer Academy

The SENDCo at The Ormiston Latimer Academy is Wendy Fagan:  [email protected]

Deputy SENDCo is Rebecca Vassallo: [email protected]

Detailed information regarding our provision for pupils with SEND can be found here. We hope parents of current and prospective students find this information helpful and we encourage all interested parties to contact the academy for more information.

The Children and Families Act has changed the law, giving children, young people and their parents greater control and choice in decisions and ensuring that needs are properly met.

The Ormiston Latimer Academy is an Alternative Provision which offers education for pupils who are permanently excluded or at risk of permanent exclusion from mainstream schools; placement at this school is through the local authority, the mainstream secondary school or through the SEN consultation process.  The intention of Ormiston Latimer’s offer is to improve choice and transparency for families. Our school is expected to identify and support pupils with special educational needs to make the best possible progress.

All of the pupils who attend are identified as having Special Educational Needs. The majority of these pupils fall into the broad category of Social, Emotional and Mental Health (SEMH), with many also having a range of other needs that may or may not have been identified or diagnosed.  We strive to support any additional needs a pupil may have in any of the broad areas of SEND: Communication and Interaction, Cognition and Learning, Sensory and or Physical needs, and Social, Emotional and Mental Health.  A small number of pupils who attend have an Education, Health and Care plan (EHCP).   

We are committed to identifying and addressing the Special Educational Needs of all pupils and in doing so, removing the barriers to learning, ensuring that they, ‘achieve their best, become confident individuals living fulfilling lives and make a successful transition into adulthood, whether into employment, further or higher education or training’ (CoP).  All staff understand the need for, and are able to implement, high quality, inclusive teaching. In addition to this targeted teaching, support is provided through mentors.  The cycle of assess, plan, do, review is used to secure pupil progress and the best possible outcomes for individuals with a wide range of SEND needs.    

All pupils have access to an engaging, relevant and enriching curriculum, reasonable adjustments are made and staff respond quickly to any emerging difficulties.  Staff support the learning of pupils with SEND using a range of strategies including flexible grouping, metacognition, explicit instruction, scaffolding and modelling.       

A comprehensive baseline assessment is completed by all pupils on entry, this is used for early identification of any additional learning needs.  It has been identified that a high number of pupils upon entry to Ormiston Latimer have a significant gap between chronological age and reading age, therefore reading intervention is crucial and has a significant impact on engagement and progression.   Reading is assessed 3 times a year to monitor progress closely, and to allow for additional support as needed.  Therapeutic intervention is key to meeting the social, emotional and mental health needs of pupils and addressing unmet trauma needs.  If a parent has concerns that their child may have an unmet or undiagnosed SEND need they can contact the SENCO to discuss this.    

The SEND code of practice (2015) aims to offer guidance and support for pupils, teaching staff and parents. Section 6 of the code of practice identifies the importance of improving outcomes, having high aspirations and expectations for pupils with SEND.

At our school, we are dedicated to creating a supportive and inclusive learning environment for all students, including those with special educational needs. We understand that every student has unique abilities, learning styles, and challenges, and our SEN Department is here to provide tailored support and guidance to ensure their success.  

Our highly trained and experienced teachers work closely with students, their families, and other professionals to develop individualized learning plans that address specific needs and goals. We offer a wide range of specialized resources and strategies to support students with diverse learning needs, such as learning disabilities, autism spectrum disorders, ADHD, and emotional and behavioural difficulties.  

In our SEN Department, we prioritize the well-being and holistic development of our students. We foster an inclusive and nurturing atmosphere where students feel empowered, valued, and motivated to achieve their full potential. We promote a person-centered approach that focuses on building self-esteem, self-confidence, and independence, while also fostering social and emotional skills.   

We also recognize the importance of a strong partnership with parents and carers. We maintain open lines of communication and encourage regular dialogue to share progress, discuss concerns, and explore effective strategies to support our students’ educational journey.  

At our school, we are committed to creating an inclusive educational experience that celebrates diversity, respects individual differences, and promotes academic and personal growth for all students. We invite you to explore our website and learn more about our specialized programs, dedicated staff, and the range of support services we provide. Together, we can empower every student to thrive and reach their full potential. 

We take a comprehensive approach to interventions, recognizing that students may require additional support in various areas of their development. Our dedicated team of educators and professionals work diligently to provide a range of targeted interventions that address the specific needs of our students

Literacy Interventions: We understand the fundamental importance of literacy skills in all aspects of learning. Our literacy interventions are designed to enhance reading, writing, and comprehension abilities. We offer personalized instruction, small group activities, and evidence-based programs to improve literacy outcomes for students who may require extra support in this area. 

Numeracy Interventions: Numeracy skills are essential for success in many subjects and everyday life. Our numeracy interventions focus on strengthening mathematical understanding, problem-solving abilities, and critical thinking skills. Through tailored instruction, hands-on activities, and interactive strategies, we help students build confidence and achieve mathematical proficiency. 

Emotional Literacy Interventions: We recognize the significance of emotional well-being in the overall development of our students. Our emotional literacy interventions aim to enhance emotional awareness, self-regulation, and resilience. We provide a nurturing environment where students can explore their emotions, learn coping strategies, and develop healthy emotional expression. 

Social Skills Development Interventions: Developing strong social skills is crucial for effective communication, collaboration, and positive relationships. Our social skills development interventions focus on enhancing students’ interpersonal skills, conflict resolution abilities, and empathy. Through group activities, role-playing, and structured discussions, we empower students to navigate social interactions with confidence and respect. 

Mentoring Sessions: We believe in the power of positive role models and personalized guidance. Our mentoring sessions provide students with one-on-one support and guidance from trusted adults. Mentors help students set goals, explore their strengths, and navigate challenges. These sessions foster a sense of belonging, personal growth, and accountability. 

By tailoring interventions to individual needs, we strive to empower our students, promote their overall well-being, and enable them to thrive academically, socially, and emotionally

We believe in providing a thorough and comprehensive induction process for every student who joins us. As part of this process, we administer a series of assessments to gain a comprehensive understanding of each student’s abilities, strengths, and areas for development. These assessments act as our baseline data which inform a tailored intervention plan for each student.  

The induction testing process includes a range of assessments, such as Cognitive Ability Testing (CATS), Next Generation Reading Test (NGRT), Next Generation Spelling Test (NGST), and the Pupil Attitudes to School Scores (PASS). These assessments provide valuable insights into students’ cognitive abilities, reading and spelling skills, and student’s feelings towards school and learning.  

Based on the results of these assessments, our dedicated staff members compile comprehensive induction slides that summarize the data and highlight the key areas of focus for each student. These slides are shared with staff members to ensure a holistic approach to supporting students’ individual needs in and out of the classroom.  

Within the first term of a student’s enrollment, we create an Learner Passport for each student. This passport is a personalized document that captures important information, including student voice, parent/carer voice, and identified targets for their academic and personal development. The Learner Passport serves as a roadmap for the student’s support journey and is reviewed termly to ensure ongoing progress and adjustments to targets as necessary. 

We value the input of students, parents, and carers in the development of the Learner Passport. Their voices provide valuable insights into the student’s strengths, challenges, and aspirations. Regular reviews of the passport allow us to adapt and refine our support strategies to ensure the student’s needs are being effectively addressed.