SEND (Special Educational Needs & Disabilities)

Nightingale Academy is committed to inclusion and meeting the needs of all pupils with Special Educational Needs to ensure they can achieve their potential, academically and socially. We aim to provide effective opportunities for all pupils and ensure they are fully included in school life, are successful learners and have both strengths and weaknesses recognised and supported.

What type of Special Educational Needs & Disabilities do we cater for? 

We have a small number of students who attend Nightingale Academy with a variety of special and additional educational needs and disabilities. Their needs can be described according to the new code of practice as Cognition and Learning needs (L&C), Communication and Interaction needs (C&I), Sensory impairments and some physical disabilities, as well as Social Emotional and Mental health needs (SEMHD). Programmes for students with special and additional educational needs and disabilities are coordinated by staff in the SEN department and involve a number of specialist staff at the academy. We work hard to make reasonable adjustments for students where learning needs are presenting a barrier to their progress. 

How do we support SEND students? 

At Nightingale Academy, we support all students with SEND (Special Educational Needs and Disabilities). This is achieved by:
  • Teachers being aware of the importance of early identification and providing quality first teaching for SEND students whom they teach.
  • SEND students being offered a range of additional support.
  • The views of the students and parents being sought and taken into account.
  • The partnership with parents/carers playing a key role in supporting their child's education and enabling them to achieve their potential. Our school always endeavours to support parents/carers through the process of transition and adjustment.
  • SEND students being offered full access to a broad, balanced and relevant educations, including an appropriate vocational curriculum and 14-19 pathways.
  • Working in partnership with external agencies to meet the needs of the student.

What adaptions are made to the curriculum and learning environment for students with Special Educational Needs and Disabilities? 

The Academy places a very high importance ensuring all students are supported to access their lessons through 'quality first teaching'. This means that all programmes of support for students are focussed on supporting good or better progress in all lessons. Making sure lessons are adapted to support students where they need it has been major focus of training and development for staff at the academy in recent years. Strategies are available to support staff with this in our internal IT network. 

Where higher level of support is required, classes may be smaller and receive support from Teaching Assistants. Departments and Directors of Learning refer students into a wide range of intervention programmes, both internally and with external agencies. For example, to close gaps in attainment in specific subjects or to raise reading ages, students would have specific intervention programmes like Lexia, Accelerated Reader, Catch Up English, Catch up Maths, Handwriting improvement and Speech and Language groups. Each core subject through the student progress panel meeting has a targeted group of students which are supported by interventions. 


SEND Information 

For more information on the services that Nightingale Academy provide for students with Special Educational Needs, please see below:

https://drive.google.com/open?id=0B6oFx4zuRn2GS1cteWNvWnZDVncycVhXdzZUTUxLd2ViWUxF

https://drive.google.com/open?id=0B6oFx4zuRn2GXzlPeEpKRmZEc0dOQmt2R01GdzFjNXA4eG1j

https://drive.google.com/open?id=0B6oFx4zuRn2GcWFuNE1kWjk5RjFOZklFMnhGYjBYWnJHMm1R