The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

Learn More

pull-out button for trust tab

Malcolm Arnold Academy

At Malcolm Arnold Academy we seek to broaden the horizons of each and every one of our students, helping them to achieve at the highest level both academically and in their talents outside the classroom.

SEND

Special educational needs and disability (SEND)

Malcolm Arnold Academy values the individuality of all our students.

We are committed to giving all students every opportunity to achieve the highest of standards.

We do this by taking account of students’ varied life experiences and needs.  We offer a broad and balanced curriculum and have high expectations for all students.  The achievements, attitudes and well-being of all our students matter.  This policy helps to ensure that this Academy promotes the individuality of all, irrespective of ethnicity, attainment, age disability, gender or background.

We actively seek to remove the barriers to learning and participation that can hinder or exclude individual students, or groups of students.  This means that equality of opportunity must be a reality for our students.  We make this a reality through the attention we pay to the different individuals and groups of students within our Academy.

Our Academy Inclusion Lead is Mrs Paula Smith
Email: psmith@malcolmarnoldacaademy.co.uk

The Special Educational Needs that are provided for at Malcolm Arnold Academy:

  • Communication and Interaction (Speech and Language, Communication needs, ASD, Autism).
  • Cognition and Learning (Moderate learning difficulties, Severe learning difficulties, Profound and multiple learning difficulties, Specific learning difficulties Dyslexia, Dyscalculia and Dyspraxia).
  • Social, Emotional and Mental Health (ADHD, ODD, Anxiety, Depression).
  • Sensory and/or physical (Visual Impairment, Hearing Impairment, Multi-sensory, Physical needs).
  • Designated Specialist Provision (DSP) for hearing impaired.

 

Strategies and procedures for identifying children and young people with SEND and assessing their needs.

  • The Inclusion Lead is part of the transition team to attend Primary schools within Year 6 - 7.
  • Any student who is on the Primary school SEND register and is coming to Malcolm Arnold Academy will be transferred over to our SEND register. All files and information about the child will also be transferred.
  • The SENDCO is available to meet parents/carers of Year 6 students at transition parents evening and open evening of any prospective students who have an identified SEND.
  • Any student who has an identified/diagnosed Special Educational Need or Disability via an external professional from an external professional or medical evidence will be placed on the Academy Special Educational Needs register.
  • The Academy carries out screening of students for dyslexic tendencies (screening not a diagnosis) and we also assess students in year 10 and 11 who may require examination board access arrangements.
  • Staff parents/carers at the Academy can contact the Inclusion Lead with any concerns and evidence they have to suggest a student might have an undiagnosed SEND that needs exploring.
  • Reading ages are taken from Accelerated Reader
  • Read Write Inc assessment.
  • Teacher or Tutor referral.
  • Parental referral.
  • Referral from medical practitioner.

 

Arrangements for consulting parents of children with SEND and involving them in their Child’s Education

  • Annual Reviews.
  • Parents’ evenings.
  • Option evenings.
  • Settling-in evening for Year 7.
  • Parent view (survey).
  • Arranged meetings with (Pastoral team) Heads of Year/Form Tutor/Assistant Year Manager or SENDCO.
  • Parents are also requested to provide input into their child’s ‘Pupil Profile’
  • Mid-term reviews.
  • Frequent, informal meetings and conversations in the event of any concerns.
  • Parent Voice.

 

Arrangements for consulting young people with SEND and involving them in their Education.

  • We operate a pupil centred approach. Each Educational Health Care Plan (EHCP) student with the assistance of their support worker completes a One Page Profile. SEND students also contribute to their personalised Pupil Profile. All the information is sent to teaching staff and parents.
  • Student Voice.
  • Student Survey.

 

Arrangements for assessing and reviewing children and young people's progress towards outcomes. Including the opportunities available to work with parents and young people as part of this assessment and review.

  • Annual / Transfer review paper work, feedback from all the child’s teachers in relation to their objectives.
  • Tracking and monitoring by Heads of Year and Assistant Heads of Year in each year group.
  • SEND intervention, based upon advice given from professional diagnostic specialist reports.
  • GCSE Academic Intervention are put in place to support progress within subject areas.
  • Classroom based low stakes assessment.
  • Liaison between Inclusion Lead, Principal, Assistant Principal and Safe Guarding Officer to discuss key children.
  • Weekly monitoring of student welfare by the Pastoral Team to include Liaison between tutors and Heads of Year. 
  • Mid Term reviews with all students allocated an EHCP.

 

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society

  • Additional transition days
  • Year 6 transition days
  • Prospects Careers Service meetings.
  • Arrange open day visits to post 16 Educational Facilities to support the young person in making decisions for their further education, liaising with the SEND department if required to support a smooth transition.
  • Trips and visits to college/further educational providers.
  • Individual advice from Inclusion Lead/Individual support worker.

 

The approach to teaching children and young people with SEND in the classroom and how adaptations are made to the curriculum and the learning environment of children and young people with SEND.

  • High quality teaching in the classroom is the initial starting point. Academy staff are inclusive in their teaching of all students and have high expectations.
  • We are committed to giving all students every opportunity to achieve the highest of standards.
  • Staff at Malcolm Arnold Academy will take many different approaches to personalise the learning and create a learning environment where each child feels confidant and safe to make progress, whilst being engaged and challenged at the correct level.
  • We are committed to ensuring that all vulnerable learners receive a curriculum that is as ambitious and as knowledge-rich as any other learner, lest they be further disadvantaged by an impoverished or ‘easier’ curriculum diet.
  • We are committed to ensuring all vulnerable learners do not receive a curriculum which is shaped around notions of ‘relevance’ and ‘engagement’. Instead, we intend to deliver a curriculum that is ‘context-independent’ (Young, 2018) to elevate them, intellectually, from their context.
  • In English and Maths, Direct Instruction is on offer for Year 7 students who have entered the academy non-secondary ready. This curriculum is designed to offer rapid progress in closing gaps so that students can catch-up with their peers. Once students graduate they have access to a wider curriculum with the skills required to be successful learners.
  • Further differentiation to ensure access to the curriculum (in all year groups) occurs through expert teaching (targeted questioning, mastery approaches, scaffolding, modelling, individual support and feedback) not though a dilution of the curriculum content.
  • We have specialist practitioners supporting all vulnerable learner, who have a wealth of experience in their field.
  • The learning environment is adapted according to advice given via specialist diagnostic reports, this advice is filtered to teaching staff via Pupil Profiles i.e. Students have access to further equipment to support in lessons when required.

 

The expertise and training of staff to support children and young people with SEND, including how specialist expertise will be secured

Malcolm Arnold Academy is committed to the continuing professional development of all staff.

Our Assistant Principal Mrs Claire Humphries has completed the National Award for Special Educational Needs Coordination. 

The Academy rational behind staff professional development: 

  • To develop subject expertise so that our teachers are masters of their discipline and creators of a world-class knowledge-rich curriculum.
  • To develop fully guided instruction as the norm in all classrooms.
  • To develop leaders who have domain-specific knowledge, strong personal and professional purpose and a relentless drive for the highest standards for children.
  • To empower teachers to seek out, critically engage with and learn from the full wealth of educational research, literature and experiences available to them.
  • To develop theoretical and practical knowledge of assessment, in all its forms, so that we can be assured that our curriculum is being implemented effectively.
  • To create a culture where teaching and learning is the foundation of all conversations (from strategic, deliberate discussions; to informal, incidental corridor-conversations).

Within this Academic year staff will receive training:

  • Supporting and challenging SEND learners
  • Rosenshine’s Principles of Instruction
  • I do, we do, you do
  • Subject expertise / knowledge-rich curriculum
  • The science of learning
  • Oracy
  • Metacognition and self-regulated learning
  • Feedback and questioning / responsive teaching
  • Do now tasks
  • Whole class feedback
  • Knowledge Organisers
  • Knowledge retrieval practice
  • Explicit vocabulary instruction
  • Powerful and ambitious knowledge
  • Morphology and etymology
  • The four areas of SEND need, supported by external professionals

 

Evaluating the effectiveness of the provision made for children and young people with SEND.

  • The Academy follows the SEND Code of Practice 2015 with the graduate approach, in evaluating the effectiveness of the provision made for children and young people with SEND (Assess Plan Do Review).

 

How children and young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND.

  • All students at the Academy have an opportunity to participate in all available activities offered, fully integrating with whole school students. For example, Spring/Summer and Winter Cup, Academy Sports Day, Full programme of Enrichment including weekly sessions and trips, Residential trips, University visits, Music Cup and many more.

 

Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEND and measures to prevent bullying.

  • The Academy recognises that bullying takes a number of forms and works actively to promote an understanding that bullying is unacceptable and will not be tolerated. Students are supported to report any incident which they believe may be bullying. All reported incidents are dealt with and support provided, when appropriate, for both the bully and the victim.
  • Malcolm Arnold Academy has a specialist Social, Emotional, Mental, Health (SEMH) practitioner who supports our vulnerable learners with SEMH difficulties

 

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families.

The Academy makes contact with a variety of support services to help meet the young person’s SEND and support their families as and when required.

We have links with: 

 

If you would like to view the local authority’s local offer please visit

www.northamptonshire.gov.uk/localoffer

This area will show all documents uploaded to the /docs/send folder.

Documents will be shown in alphabetical order.
To list in date order, the folder should contain the word 'letter' or 'minute'.

Inclusion

We are committed to giving all students every opportunity to achieve the highest of standards.

We do this by taking account of students’ varied life experiences and needs.  We offer a broad and balanced curriculum and have high expectations for all students.  The achievements, attitudes and well-being of all our students matter.  This policy helps to ensure that this Academy promotes the individuality of all, irrespective of ethnicity, attainment, age disability, gender or background.

We actively seek to remove the barriers to learning and participation that can hinder or exclude individual students, or groups of students.  This means that equality of opportunity must be a reality for our students.

We make this a reality through the attention we pay to the different individuals and groups of students within our Academy. 

  • Girls and boys
  • LGBTQ+ students
  • Minority ethnic groups
  • Children who need support to learn English as an additional language
  • Children with a SEN/D diagnosis
  • Able, gifted and talented children
  • Children who enter the academy in year 7 at below the expected levels in English and Maths
  • Children who are at risk of disaffection or exclusion
  • Students with disabilities
  • Students in receipt of pupil premium
  • Children who are looked after
  • Travellers
  • Students transferring to the Academy at times additional to convention entry phase either from out of area or transferring within the authority.

Our students need to play a key part in planning a curriculum to ensure it meets the specific needs of individuals and groups of students.

We meet these needs through:

  • Curricular opportunities for all our students which provides them with access and opportunity to support them in maximising their full potential
  • Setting suitable learning challenges
  • Responding to children’s diverse learning needs
  • Delivering our Curriculum using our warm/strict ethos
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils
  • Commitment to being a community Academy
  • Commitment to develop the ‘Broadening Horizons’ provision
  • Commitment to ‘Every Child Matters’ agenda

We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions:

  • Do all our students achieve their best?
  • Are there differences in the achievement of different groups of children?
  • What are we doing for those children who we know are not achieving their best?
  • Are our actions effective?
  • Are we successful in promoting racial harmony and preparing students to live in a diverse society?

Teaching and Learning style

We aim to give all our students the opportunity to succeed and reach the highest level of personal achievement.  We analyse the attainment of different groups of students to ensure they all achieve their full potential.  We also make ongoing assessments of each student’s progress across the curriculum.  All teachers use this information when planning their lessons.  It enables them to consider progress in relation to students’ potential and they can draw comparisons with the student’s performance in their subject as compared to other subject areas.  All students are clear regarding their present performance levels and are set achievable targets.

When the attainment of a student falls below the expected level, teachers enable the students to succeed by planning work that is in line with their individual needs.  Where the attainment of a student significantly exceeds the expected level of attainment, teachers extend the breadth of work within the area or areas for which the child shows particular aptitude.

Teachers are familiar with the equal opportunities legislation covering race, gender and disability.

Teachers ensure that all students:

  • Feel secure and know that their contributions are valued
  • Appreciate and value the differences they see in others
  • Take responsibility for their own actions
  • Are taught in groupings that allow them all to experience success
  • Use materials that reflect a range of social and cultural backgrounds, without stereotyping
  • Have a common curriculum experience that allows for a range of different learning styles
  • Have challenging targets that enable them to succeed
  • Participate fully, regardless of disabilities or medical needs

Provision for students with Special Educational Needs

Malcolm Arnold Academy values all students.  We are fully committed to providing each student opportunities to achieve the highest of standards.  We value the individuality of our students and promote inclusive learning.

Malcolm Arnold Academy’s Special Educational Needs/ Disability department takes responsibility for the inclusion and learning of students with learning difficulties.  From the transition stage in Year 6, we take an active interest in the varied experiences and needs of our students.  We ensure we liaise closely with feeder schools and have an understanding of needs before students arrive in Year 7. Through a well-planned and structured Transition process our students are ready to join our Malcolm Arnold Academy family, feeling fully supported. We offer student the opportunity to visit and meet key members of staff that will be their support network prior to starting. Students spend time familiarising them self with the Academy’s building and operational processes such as timetables and movement around the building.

Malcolm Arnold Academy is fully committed to the ‘Every Child Matters’ principles and the SEN/D Code of Practice 2015.  We work to ensure discrimination in any form is avoided.  We work to remove barriers to learning and participation which can sometimes hinder inclusion.

Malcolm Arnold Academy seeks to assist students both academically and socially so that they may develop skills which are transferrable to all stages of life.  We fully appreciate the different individuals who make up our student body and we promote this irrespective of ethnicity, attainment, age, disability, gender or background.

Learning Support

Some of our students experience difficulty in coping with certain aspects of education.  These can present themselves in aspects of specific difficulties, emotional well-being, behaviour and attendance.  We are able to provide support for students which is tailored to their individual needs and which is reviewed regularly to ensure the support is current and aiding progress.

Such provision includes:

We provide teaching staff with One Page Pupil Profiles for students with identified learning difficulties and have an Educational Health Care Plan (EHCP).  This information is provided by the student, the parents and the staff who work with the students – we encourage all stakeholders to actively contribute to support packages. For students on the SEN/D register information regarding specific high quality teaching and individual barriers to learning are also shared. All students are taught in a classroom setting, allowing them to receive the expert teaching our teachers deliver. If students require support they are encouraged to seek their identified member of the team or use the Symphony Room provision.

It is the expectation of the Academy that teachers modify teaching and learning expectations as appropriate for students with difficulties.  Such modifications could include: additional time to complete tasks, modified resources and consideration of their pace of learning.  Teachers are expected to give students with SEN/D the opportunity to develop skills in all aspects of the curriculum.

The SENDCO leads a team of supporting staff who have experience in a number of specific learning areas such as literacy, numeracy, behaviour and emotional needs.  The team are strong and fully committed to the progress and achievement of all students.

The support team work in a number of varying roles.  Primarily they support students in the classroom ensuring they have full access to the curriculum by liaising with the class teacher and by consulting the available support documents.

Support staff also provide 1:1 intervention for social skills development, behaviour management strategy and providing a break and lunch provision for vulnerable students.

Overall commitment to students

Our aim is to promote the Academy’s belief in ‘Broadening Horizons’ by providing a student focused provision which addresses the needs of our students.  We promise to make every effort to enable students to achieve their aims. Every Student at Malcolm Arnold Academy has a right to access the high quality education being delivered in every lesson. Our Warm, Strict ethos, ensures all students have the opportunity to achieve their academic potential in a calm and structured academic environment.

Disapplication and Modification

The Academy can, where necessary, modify or disapply the National Curriculum and its assessment arrangements.  Our Academy policy is to do this only in exceptional circumstances.  The Academy makes every effort to meet the learning needs of all its students without recourse to disapplication or modification.  We achieve this through greater differentiation of the students’ work and the use of Knowledge Organisers.

In exceptional circumstances we may decide that modification or disapplication is the correct procedure to follow.  We would only do this after detailed consultation with parents.  We would also ensure that every effort had been made to provide the necessary support from within the Academy’s resources before considering such action.

Bullying

The Academy recognises that bullying takes a number of forms and works actively to promote an understanding that bullying is unacceptable and will not be tolerated.  Students are supported to report any incident which they believe may be bullying.  All reported incidents are dealt with and support provided, when appropriate, for both the bully and the victim.

Sexism, racism or any act that is targeted to offend, harm or undermine a group or individual based on belief, background, gender or individuality.

The diversity of our society is addressed through curricular activities.  Teachers are flexible in their planning and offer appropriate challenges to all students, regardless of ethnic or social background.  All incidents of racism or any act which offends or undermines another student or group of students is serious and is dealt with formally.

 

Mental Health & Well Being

 

These resources are dedicated to children and young people’s general mental health and wellbeing, with a particular focus on mindfulness with developing coping skills in young people:

 

  • Student Space is here for students through coronavirus. However, you’re feeling, help and guidance is available. Explore a range of trusted information, services, and tools to help you with the challenges of student life. You can use their search tool to find the services available at your university. 
  • NHS Apps library  helps people find apps and online tools to help manage their health and wellbeing. For example: 
  • Calm Harm* is designed to help people resist or manage the urge to self-harm. 
  • Catch it* helps people manage feelings like anxiety and depression and improve mental wellbeing. 
  • Sleepio*is an online sleep improvement programme which is free for people living in Oxfordshire, Berkshire and Buckinghamshire.* 
  • The Student health app is designed to reduce your worries, feel more confident and get the support you need at what can be a challenging time for any student. 
  • Thrive * helps you prevent and manage stress, anxiety and related conditions.
  • Students Against Depression*  is a website offering advice, information, guidance and resources to those affected by low mood, depression and suicidal thinking.
  • Togetherall*  is available for students at eligible universities and colleges who are feeling stressed, anxious, low or not coping. It provides an anonymous online community who share troubles and support each other. It is a safe space as it is moderated by trained professionals who are available 24/7. 
  • The Wellbeing Thesis is an online resource for postgraduate research students to support your wellbeing, learning and research. 
  • Place2Be has a host of mental health resources available. They organise Children's Mental Health Week every year. 
  • Mentally Healthy Schools: an anxiety thermometer as a wellbeing measurement tool. 
  • Mental Health at Work:* Supporting Educators' Mental Health including during the pandemic. Round-the-clock one-to-one support by call or text from trained volunteers, plus resources, tips and ideas to look after your mental health. 
  • NHS:*Mental Health Helplines for Urgent Help - NHS 24-hour advice and support for you, your child, your parent or someone you care for. Help is available to speak to a mental health professional. 
  • NHS IAPT:* free online NHS adult psychological therapies, such as cognitive behavioural therapy (CBT), for common problems involving stress, anxiety and depression. IAPT services can be accessed either through a self-referral by contacting your Local IAPT or via your GP. 
  • Cruse Bereavement Care:* Coronavirus, Bereavement and Grief online information, advice and support. Helpline: 0808 808 1677 
  • Headspace:* Headspace for Educators offers educators access to free mindfulness and meditation exercises and resources for every age group, and a free Headspace Meditation App. 
  • Centre for Mental Health:* Supporting Mental Health during Covid-19: a brief guide 
  • Public Health England Every Mind Matters:* Looking After Your Mental Health Resources aims to support everyone to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions. 
  • Public Health England:* Every Mind Matters Self-Care Tool when you complete the 5 ‘Survey’ questions, a ‘Mind Plan’ is generated, with signposting options to many useful resources. 

 

Covid-19 specific children and young people’s wellbeing and mental health support:

 

For young people who feel particularly overwhelmed and troubled by Covid-19, these resources are helpful ways to manage anxiety around the pandemic, with helpful tools on home-schooling and self-care during lockdown:

 

  • A downloadable guide from the Children’s Commissioner for children and young people about the coronavirus, including proactive advice to support mental wellbeing. 
  • The Think Ninja* app educates 10–18-year-olds about mental health, emotional wellbeing and provide skills young people can use to build resilience and stay well. It has been adapted to Covid-19 to bring self-help knowledge and skills to those who may be experiencing increased anxiety and stress during the crisis.  
  • The Rise Above website aims to build resilience and support good mental health in young people aged 10 to 16. The content has been adapted to Covid-19 and includes new mental health content based on insights from young people on remote schooling. 
  • The Every Mind Matters* website aims to support everyone, including children and young people, to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions. It has been adapted to include advice and support about mental health issues that may have arisen because of the pandemic. 
  • The Young Minds website* – provides online information on COVID-19 and mental health support to children and young people.