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Moor End Academy

SEND Annual Information Report

September 2021

This report outlines how Moor End Academy supports students with Special Educational Needs and Disabilities (SEND) and how our policy has been put into practice. For ease of use, this has been set out in a question and answer format on page 2 onwards.

Assistant Principal, SENDCo: Kamran Ayub
Contact: 01484 22 22 30 kayub@edu.moorend.org
SEND Governor: Mohammed Afzal
Kirklees Local Offer: http://www.kirklees.gov.uk/localoffer

Glossary of SEND Terminology

Whole School Approach

Our vision is simply to maximise every child’s potential to ensure we can confidently say we gave every student his or her GCSE passport to success. Our motivation is to ensure that positive relationships are at the core of what we do every day, along with high quality teaching and pastoral care overseen by strong and passionate leadership.  Our ambition for students with SEND is the same for all students. We want to ensure students identified as SEND have the same equal access to high quality teaching, enrichment opportunities, educational visits and trips, and where required provided with bespoke tailored support. 

Our ambition is to: 

  • place students at the centre of all practice, understanding their needs and ensuring their voices influence our practice  
  1. create an ‘everyone's responsible’ approach to SEND through high quality professional development 
  2. provide tailored approaches by applying reasonable adjustments for identified students to enable students to maximise their potential. 
  3. provide high quality tailored teaching linked to powerful and impactful strategies (RADs) 
  4. develop the effective use of ETAs to offer additional tailored support linked to carefully implemented intervention 
  1. use the EEF research to underpin our strategy

What type of SEND does the Academy provide for?

As an inclusive school Moor End Academy provides support for students with a variety of needs summarised by the broad areas of SEND below:

1. Cognition and learning - difficulties with memory, information processing, comprehension, phonological skills. A wide range of needs where students learn at a slower pace than peers of the same age. It includes moderate and severe learning difficulties, profound learning difficulties and specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia

2. Speech language and communication needs - difficulties with understanding and using language, social interaction needs including Autistic Spectrum Condition. Speech, language and communication needs, conditions where there are challenges with social communication rules, for example Autistic Spectrum Condition

3. Social, emotional and mental health - difficulties with managing emotions; displaying troubling or withdrawn behaviours, anxiety or eating disorders, attention deficit hyper-activity disorder (ADHD). A range of difficulties including mental health needs, social, emotional and mental health needs including attention deficit disorder (ADD), attention deficit and hyperactivity disorder (ADHD) and attachment disorder (AD)

4. Physical, Sensory and medical - this category includes visual impairment (VI), hearing impairment (HI) and multi-sensory impairment (MSI), as well as physical difficulties (PD) requiring ongoing support and/or specialist equipment

Moor End Academy also hosts the Kirklees resourced provision for secondary aged students with a profound visual impairment (VI), intake is from across North and South Kirklees. Students accessing the provision all have an EHCP. Students are either taught in mainstream classes or are part of the Achieve enhanced provision.

The specialist provision also delivers outreach across the Kirklees Local Authority to students with visual impairments who attend their local mainstream school. This on average is around 80 students.

Information about students’ needs is shared with all staff via the additional needs register. Below is a breakdown of the additional needs register:

• Cognition and learning - 54%
• Social Emotional and Mental Health (SEMH) - 28%
• Speech Language and Communication Needs (SLCN) - 9%
• Physical and/or sensory - 17%
• Medical - 6%

Year Group

SEND Students

%

Cognition and learning

SEMH

SLCN

(inc ASC)

Physical or sensory

Medical

PP (SEN)

EHCP

Y7

29

15%

14

2

0

6

7

14

7

Y8

29

14%

11

5

2

5

6

14

6

Y9

32

15%

10

11

1

6

4

16

7

Y10

25

13%

13

9

1

1

1

18

4

Y11

21

11%

5

7

1

9

2

13

6

Total

136

13%

53

34

5

27

20

75

30

Total %

13%

 

39%

25%

4%

20%

15%

55%

22%

High quality teaching underpins all practice at Moor End Academy. Appropriate differentiation (adjustments to learning activities) takes place to ensure students with SEND fulfil their potential and have high ambitions for their futures. We follow a personalised approach for students with complex learning needs following the graduated approach (outlined below).

Underpinning all our provision in the Academy is the graduated approach cycle:

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
SEND Code of Practice 2014

How do we know if your child needs extra support?

Key staff at Moor End Academy liaise closely with our feeder primary schools to discuss the needs of students before they arrive at the Academy. Most student’s needs are already identified by primary schools. We ensure all students who require additional support have this in place when they arrive at the Academy.

If there are concerns students may have additional needs and are not currently making adequate process or facing barrier to learning, our SEND team investigate and put in creative solutions. These solutions are known as reasonable adjustments or interventions.
Where there are concerns regarding your child’s progress, we conduct diagnostic assessments to gain a better understanding of particular strengths and weaknesses. This can also involve referrals to external agencies including: Educational Psychologists, speech and language therapists, Kirklees specialist outreach services and Thriving Kirklees. Prior parental consent is always sought before referrals are made.

What should I do if I think my child or young person may have special educational needs?

At Moor End Academy we pride ourselves on building positive relationships with parent/carers and we are transparent with the support we offer. If you have concerns that your child has special needs please discuss your concerns with your child’s teacher, form tutor or Head of Year initially. This will then be passed on to the SEND team if required.

Slow progress and low attainment do not necessarily mean that your child has SEND. However, it may be an indicator of a range of learning difficulties or disabilities. In the same way, persistent disruptive or withdrawn behaviours do not necessarily mean that your child has SEND.

How does the school enable students with SEND to engage in all activities?

As an inclusive school the Academy ensures all students are provided the best opportunities to engage in learning and to succeed. Reasonable adjustments (adaptations) are made to support students so they can engage in all activities and we ensure students with SEND are not treated unfairly.

A number of our students use laptops in lessons for extended pieces of written work and all assessments. Some students use coloured overlays (plastic sheets with coloured tints) to support with reading. Students with visual impairments use a range of low vision aids to support their engagement including; modified large font, braille, tactile diagrams, iPads and specialist VI technology. “I can type a lot faster than I can write and it is neater. My spelling has improved." Year 9 student with fine motor difficulties who uses a laptop to access learning material

Delivering high quality teaching is a priority at Moor End Academy. We place a high emphasis on teachers differentiating (adapting) work appropriately in lessons for students of all abilities. Typically, this is outlined by teachers as part of their Venn diagrams. Venn diagrams provide a summary of adaptations to lessons by incorporating personalised learning approaches to challenge and extend students who may need additional support. These are matched according to students’ needs. This method is embedded in all lessons and ensures students receive appropriate support. Some examples may include sentences starters, additional key words and prompt questions.

Asking students opinions and ideas is a fundamental part of our practice. We place students at the centre of decision making by encouraging them to add their views on their one page profiles and ensure they know their personal targets. We regularly seek feedback from students to develop our support offer.

For our new to school year 7s we have a number of ‘Peer Mentors’ who play an important role in being a ‘buddy’. They provide additional support and guidance for new students to help them settle into school.

To support the inclusion of students with physical or medical needs, risk assessments are created on an individual basis and shared with relevant members of staff before commencement of activities.

Who will be working with my child?

We have a number of highly skilled staff as part of SEND and VI team. The SEND team includes SENDCo/ Assistant Principal, a SEND teacher, Intervention Co-ordinator and a number of highly experienced Educational Teaching Assistants.

The VI provision includes a Lead Teacher, Qualified Teachers of Visual Impairment (QTVI), specialist educational teaching assistants (ETAs), braille and large print resource technicians and habilitation specialists.

If additional support is required, our SEND team work with targeted students, individually or as part of a small group. Staff are deployed to lessons according to students’ needs and have a range of expertise including autism, supporting learning needs, social emotional and mental health and speech and language skills.

Students that are supported by the VI provision attend mainstream lessons alongside their peers. To promote their access to learning and in preparation for adulthood student receive specialist interventions relevant to their EHCP outcomes and VI needs.
In addition, staff with specialist pastoral and safeguarding knowledge ensure students’ well-being needs are met appropriately. The current staff have a wealth of experience of working with a range of students with SEND; some having worked with SEND students for over 15 years.

“I like being part of VI because of the help I receive. The enlarged equipment is available for me to use and the computers in VI help me do my work.”

Year 9 student with a visual impairment

What training and development is accessed by staff who support students with SEND?

It is a prerequisite that all classroom based staff undertake SEND awareness training which consists of understanding what SEND is; knowing how to access relevant information and understanding how to adapt their practice to support the inclusion of all students. Throughout the year numerous training sessions have been delivered by key staff to raise awareness of various aspects of SEND and to maintain high standards. Further updates about SEND students’ needs and training is shared with members of staff on a regular basis.

The SEND team works closely with the local authority outreach services, the Educational Psychologist, SEN Officer, DAHIT, STARs as well as nurses and speech and language therapists. Key members of staff attend briefings and training regarding our students to keep up to date with changes.

In addition, external partners have delivered bespoke training to key staff including:
• Radio Aid training (to support students with a hearing impairment)
• Autism Spectrum condition training
• Disability Sports

All Educational Teaching Assistants (ETAs) are trained on how to effectively deliver specialist programmes. They also have regular opportunities for continued professional development by sharing best practice with other classroom based staff at the Academy. This has taken place on a fortnightly basis. As a result of various training, members of staff are more able to effectively respond to the needs of individual students.

A number of staff have undertaken Disengagement and physical intervention training to support and re-engage students who may present with behaviour difficulties. Physical intervention is only used as a last resort to prevent injury to any person.

What arrangements are in place for meeting parent/carers and providing support?

We are proud to have an open door policy and encourage an open dialogue to ensure the highest outcomes for our SEND students. Annual parent/carers’ evenings take place throughout the year for each year group. During COVID restrictions these took place virtually. This allows parent/carers an opportunity to discuss their child’s progress and provide updates. Parent/carers of students who have high needs or Education Health and Care Plans (EHCPs) are invited to review the progress of their child more regularly. Students are also invited to take part in the review meeting. Key staff regularly communicate and share updates with parent/carers.

All parent/carers of students with EHCPs attend review meeting which are conducted at least annually and led by our SENDCo. The Academy continues to develop the dialogue between staff and parent/carers to maintain the home-school link to promote the engagement of parent/carers in the decision-making process.

During the Covid-19 pandemic, regular phone calls were made to all students. Individuals with more complex needs also received weekly check-in calls from their key workers to ensure they were safe and well and were able to access their work via Teams.
Furthermore, a number of SEND students were also issued with a laptop from school to ensure they were able to access online learning.

If you require additional impartial advice, we encourage you actively seek support from Kirklees Information Advice and Support Service (KIAS) – 0300 330 1504. We have a professional and effective working relationship KIAS and signpost parent/carers if they require support.

How does the school measure how effective its arrangements are for the provision of children with SEND?

We regularly review our Academy accessibility plan. This outlines how we plan to further improve access to the curriculum, environment and communication.

Accessibility Plan

Curriculum

All students are provided with a broad and balanced curriculum offer. All teachers are teachers of SEND and are responsible for setting work at an appropriate level to ensure students are able to access the curriculum and make progress accordingly. Typically, this may indicate there are different levels of work set for the class and this may be individually differentiated. The benefit of differentiation is that all students can access the curriculum content at an appropriate level and made progress in line with expectations.

To support inclusion and access to the curriculum, additional provisions are made for some students. These are outlined below and they provide all students with the opportunity to meet and/or exceed their targets:

• VI additional curriculum teaching – delivered by teachers of VI with a focus on promoting access to learning, overcoming barriers presented by their visual impairment and as part of preparing them for adulthood.
• Achieve group – a group of students consisting of students with significant visual impairment and/or complex learning needs who have EHCPs. The cohort follows a bespoke primary based curriculum with a focus on holistic development as part of preparation for adulthood. The class has a specialist primary school teacher and consistent ETAs.
• Students transitioning to secondary school who are working below national expectations in English and/or maths – in most circumstances students are taught in small groups with increased levels of support from teachers and ETAs to accelerate their progress. The curriculum structure remains flexible with opportunities to move groups. All students receive their full national curriculum entitlement.
• Wave 2/3 specialist interventions - regular targeted withdrawal sessions delivered by our highly skilled SEND support team - with the principal aim of accelerating learning or reducing deficits in literacy, numeracy and soft skills.
• Personalised Learning Centre - an internal provision for students with significant complex learning needs, social and emotional needs or medical needs where bespoke intervention packages are delivered as part of timetabled lessons and withdrawal sessions.
• Extra-curricular clubs – all students are encouraged to participate in various clubs to develop leadership and personal skills.

Intervention helps massively. I want to get better grades. I can learn more and do extra revision. This helps me retain more knowledge so I am more prepared and know what's coming in lessons.

Year 11 student with Autism sharing their views on intervention sessions

Environment

The building at Moor End Academy has had a number of adaptations made to support accessibility. Below are some of those adaptations:

• Handrails have been installed on some staircases.

• The PLC area is all on one level and can be accessed from the car park should a student be experiencing significant temporary mobility issues.

• A ramp has been create to the external area leading to one of the playground areas.

The VI provision has 2 habilitation specialists whose role it is to develop personal mobility, navigation and independent living skills for students with VI. They also support with ensuring the Academy environment is safe and enables students to be independent when moving around.

The needs of all students and staff are taken into account with further adaptations made where appropriate, including but not limited to:

• Risk assessments including Personal Emergency Evacuation Plans.
• Access to word processors to support students with fine motor difficulties and visual impairments.
• Specialist VI equipment e.g. long canes.
• Auxiliary aids (e.g. radio aid) for students with hearing impairments.
• Written materials in alternative formats including modified large print and braille.
• Alternative arrangements for exams including, but not limited to extra time, rest breaks, readers and prompts.
• Coloured overlays - to support students who suffer from visual stress with reading.

The transition work I did with Miss means I can go around the school without getting lost. It makes me feel happy I won't get lost. I use my long cane to help me find my class independently.

Year 7 student with VI needs

How are the Governors involved and what are their responsibilities?

The role of the Governing body is to provide appropriate challenge to the school leadership and to ensure the team is fulfilling its statutory duties, as well as ensuring all students have appropriate provision to meet their educational needs. The leadership team ensures the SEND policy is in line with the Disability and Discrimination Act and that resources are used efficiently and effectively. Mohammed Afzal is our SEND Governor and communicates with the Senior Leadership Team.

The Governors agree priorities for spending for SEND budget with the overall aim that all children receive the support they need in order to make progress. The Principal reports to the Governors to update them on the progress of students with SEND. This report does not refer to individual children and confidentiality is maintained at all times.

How will I know how well my child is doing?

The communication link between school and home is paramount to our students’ success. Moor End Academy are proud of having an open door policy and encourage regular contact from parent/carers. The initial point of contact is your child’s Form Tutor or Head of Year.

Parent/carers are expected to check their child’s planner on a regular basis to monitor their progress using positive and negative comments. Parent/carers are also encouraged to write comments if there are any concerns or to pass on essential information.

Throughout the academic year, there are various opportunities for parent/carers to discuss their child’s progress. These may be through pastoral staff or parent/carers’ evenings. Reports are also shared on a regular basis following teacher assessments.
In addition, we have various open days throughout the year which are organised to showcase our Academy and give parent/carers the opportunity to discuss matters further with staff.

The support he got was absolutely fantastic, I can't praise it enough. His ETA became like his new best friend. He changed because of the help he got. His results were much better than I thought they would be.

Parent/carers of student with Social, Emotional and Mental Health needs.

What support is there for my child’s overall wellbeing including social and emotional development?

Moor End Academy is part of the Kirklees Mental Health Support Teams (MHST) Trail blazer. This provides us with additional support from the Educational Psychology team and access to staff training.


We are proud of the exceptional pastoral care we provide for our students through our Pastoral teams. Heads of Years support our students’ pastoral, social, emotional and behavioural needs, as well as monitoring their day-to-day needs.

To support our SEND students, we have designated highly skilled ETAs. These members of staff provide above and beyond support including social emotional support, mentoring, independent travel training and social skills interventions to ensure all our students feel safe and have the best opportunity to succeed.

If there are concerns regarding emotional wellbeing, referrals are made to our Head of Years and Safeguarding Team who provides direct support. Further guidance is also sought via Thriving Kirklees, once we have sought consent from parent/carers. As a result, there has been a noticeable positive impact on a number of students’ emotional wellbeing. Furthermore, numerous SEND students have benefitted from additional support from external targeted support services who liaise closely with academy staff.

In addition, some students access our Personalised Learning Centre to support meet their individual needs and to prepare them to access mainstream lessons. Some of these students may have anxiety or emotional regulation difficulties.

All our students have weekly contact with their form tutors, allowing them the opportunity to discuss any other concerns regarding academic progress or pastoral needs. The Academy has a zero tolerance on all forms of bullying and deals promptly with incidents if/when they occur.

The following members of staff are Designated Safeguarding Officers:
Karen Hutley (Safeguarding Lead), Amy Eagleton (Deputy Safeguarding Officer), Amy Leonard (Assistant Safeguarding Officer), James Wilson (Vice Principal).

We also have a number of first aid trained staff who provide treatment for minor injuries and administer medication for students, under the guidance of medical professionals.
During Covid-19 Pandemic whilst the Academy was closed, we ensured all students received well-being check-in phone calls. Students with SEND or pastoral needs also received additional personalised phone calls to support their well-being.

What external services are accessed by the school?

The academy also works closely with external agencies who are crucial to providing advice and guidance on students’ needs.
These include:


• Kirklees Local Authority Educational Psychology Team.
• Kirklees Specialist Outreach Services – Hearing Impairment, Visual Impairment, Communication and Interaction, Physical Difficulties and Social, Emotional and Mental Health Difficulties (REACH/ETHOS alternative provision and outreach).
• Kirklees Social Care – supporting children who are looked after and those who have social care support within their families.
• Locala – Speech and Language Service, Physiotherapy, School Nursing Team, Specialist Nurse Team (Nutricia and Diabetes).
• Educational Mental Health Practitioner - Northorpe Hall Child and Family Trust
• C & K Careers Service - https://ckcareersonline.org.uk/
• Employability Solutions – Alternative Provision for students experiencing social, emotional and mental health difficulties making school attendance difficult.
• Brian Jackson College – Alternative Key Stage 4 provision for students experiencing difficulties in attending mainstream education.

How will the school support students with the transition to the next phase of education?

The stress of moving schools can be very difficult for young people. Therefore, the Academy provides transition days for incoming Year 6 students. We also run an additional SEND transition day for students who need more support to help them settle. Typically, this includes numerous visits with parent/carers and key staff from primary schools. Students are encouraged to take part in a variety of social activities and team building activities to support them to feel more prepared for their arrival in September. Our Year 7 Head of Year and SEND team liaise closely with primary schools to share essential information in preparation for our new starters.

For post 16, all students in Year 11 have support around careers to explore options and career aspirations; some have direct support from our careers advisor. All SEND students leaving the Academy will be in some form of education, employment or training. Our Year 11 SEND cohort have successfully completed applications. Their intended destinations being sixth form and a variety of vocational level 1 and 2 courses at Kirklees College, Huddersfield New College and Greenhead College.

For students with Education Health and Care Plans, our SENDCo and Lead Teacher of VI liaise closely with post-16 provisions to ensure students have an effective and thorough transition.

How are the school’s resources/funding allocated and matched to children’s needs?

The Academy ensures students with additional levels of funding - students who are working considerably below their peers or have complex needs - receive additional support in class, specialist interventions, support from external partners and additional specialist resources, where applicable. We carefully monitor this additional support to ensure the efficient use of resources are having a positive impact on students.

Who can I contact if I want my child to attend the Academy or if I want any further information?

If your child has SEND, please contact our SENDCo to discuss their individual needs before completing the admissions form. This will ensure appropriate measures are in place before your child begins education at Moor End Academy.

If your child has an EHCP please get in touch with the SENDACT who can support with naming an appropriate school. This may include a visit to our Academy and a meeting with our SEND team.

Admission forms can be obtained from the Academy’s main reception or website.
Admissions

Who can I contact if I have a complaint?

In the first instance please make contact with our SENDCo outlining your concerns. A meeting can then be arranged to discuss the matter where we hope to come to a resolution.

We find that most concerns can be resolved in this way. We take all complaints seriously and they are dealt with swiftly.

The Academy’s complaints policy is available on the Academy website.
Complaints