Introduction
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.
Sandhill View Academy is a caring and fully inclusive mainstream setting that is committed to providing appropriate, high quality education to all pupils. We believe that all pupils, including those with special educational needs and/or disabilities, are entitled to a broad and balanced curriculum that is accessible. As an Academy, we have high expectations of all of our learners and ensure that all pupils achieve their potential socially, emotionally and academically.
Sandhill View Academy is committed to inclusion: we have cultures, policies and practices that include all learners. We aim to promote a sense of community and belonging, and to offer new opportunities and experiences to all of our learners. Not all pupils will be treated in the same way, but we will respond to learners in ways which take account of their varied life experiences, interests, strengths and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, ability, attainment or background. Particular attention is paid to the provision for, and the achievement of, different groups of learners.
Sandhill View Academy aims to make appropriate provision for children recognised within the four broad areas of SEND need.
• Communication and interaction
• Cognition and learning
• Social, mental and emotional health difficulties.
• Sensory and or physical needs.
For further information, please refer to our SEN Policy. This can be found on the Academy’s website under ‘Schools Policy’ menu.
What is the Local Offer?
The Children and Families Bill was enacted in 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with Special Educational Needs and Disabilities (SEND) aged 0-25. This is the ‘Local Offer’.
The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
The aim of this page is to provide comprehensive and up to date information on local organisations, services, activities and events relating to children and young people and their parents/carers as well as professionals working with families.
Please click on the following link to take you to the Local Offer.
Alternatively, you can search for www.sunderlandservicedirectory.co.uk
SEND Policies & Documents
You may view our full Special Education and Inclusion Policy by downloading it here. |
You can view our SEN Information Report by downloading it here. |
The SEN Co-ordinator for Sandhill View Academy is Mrs A. KnightIf you wish to speak to Miss. Summerside about your child’s special educational needs then please contact main reception.
You can see our other SEN staff members further down this page.
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Our Facilities
Student Support Base:
The Student Support Base is an area that pupils can access if they need some extra support within the school. Some pupils struggle to come back into school if they have had a long absence and we can gradually get them back into lessons full time after they have had the support in the SSB. This also works really well for pupils who struggle with anxiety or who just need a little help in a specific subject.The SSB is also the place where students who have access to timeout and can be placed within so that they can have a break within lesson. Any students with meditational needs can also be seen at the Student Support Base to take any medication that has been cleared and provided from home.Sensory Room:
Our SEN facilities include our sensory room which students can use as a calming environment.
Our SEN Team
Below you will find our SEN team:
Mrs A. Knight | SENDCo
As a special educational needs and disabilities coordinator, I work to improve educational achievement and emotional wellbeing by leading and coordinating provision for pupils with special educational needs
As a SENDCO, I’m an experienced teacher (in Geography and Special Needs) and I have a passion for supporting pupils with special educational needs. I work closely with the headteacher and other senior colleagues, using leadership skills to manage provision in Sandhill View Academy and to provide support to other teachers.
My responsibilities include designing and delivering curricula for and interventions with pupils in the classroom and implementing the Academy’s SEN strategy.
Duties, Roles and Responsibilities:
- Develop and oversee the implementation of the school’s SEN strategy and policy
- Carry out assessments of pupils with SEN to identify needs and monitor progress – including observations in the classroom and meeting with teachers and parents
- Work with classroom teachers, the school leadership team, parents and relevant external agencies to develop, implement and monitor individual support/learning plans
- Provide regular updates on pupil progress through written reports and meetings with parents
- Make referrals and liaise with professionals outside of the school – this could include psychologists, health and social care providers, speech and language therapists and occupational therapists
- Provide advice, guidance and training to classroom teachers on supporting pupils with SEN
- Support teachers to develop schemes of work and learning programmes for pupils with SEN
- Support teachers to develop and implement effective teaching and behaviour management approaches in the classroom
- Manage and advise on the school budget and resources for SEN provision
- Develop and maintain systems for keeping pupil records, ensuring information is accurate and up to date
- Analyse school, local and national data and develop appropriate strategies and interventions
- Manage SEN teachers, teaching assistants and support staff to improve pupil progress and attainment
- Keep up to date with national and local policies related to SEN and cascade information to colleagues.
Miss E. Bell | Deputy SENCo Duties, Roles and Responsibilities:
· I am a Geography Teacher for half of my timetable
· I am responsible for delivering the Maths-Whizz Intervention across Key Stage 3
· I am part of the medication team, responsible for ensuring Heath Care Plans are in place and all relevant information is collated for school visits
· I work closely with the SENCO to ensure all provision is in place to ensure our SEN students can access the curriculum
· I work alongside the SENCO to ensure Cared For children have a Personal Education Plan in place
Mrs B. Hills | Learning Support Assistant
The responsibilities I have within SHV include running a Student Support Base. This is an area that pupils can access if they need some extra support within the school. Some pupils struggle to come back into school if they have had a long absence and we can gradually get them back into lessons full time after they have had the support in the SSB. This also works really well for pupils who struggle with anxiety or who just need a little help in a specific subject. We have three rooms. Year 10/11. Year 8/9 and year 7 room and they can accommodate up to seven pupils in each one. The pupils can practice social distancing safely and they have access to computers. We also have a large range of resources. The year 7 room is a very calming room with a sofa and soft furnishing as some younger pupils only need 5/10 mins time out if they feel it is becoming a bit too much for them in their lesson. This room also has a table and laptop to access their work.
I am also a Learning support assistant, this role is working with pupils within a classroom, helping and supporting pupils who may be struggling to access the curriculum.
I also have a list of pupils whom I Mentor and I will liaise with our SENCO. HOY and parents in completing Pupil support Plans and Pupil Passports which passes on any relevant information that may be needed
I am in charge of medication within the school which entails safely distributing medication to pupils who may need it. Completing Care plans and indemnity forms for future school visits
Mrs E. Smyth | Pastoral Support Worker (Attendance)/SEN Support Assistant
I do a dual role in school. In the mornings I work in the Attendance office where I monitor the pupils who are absent from school and work with the parents and HOY to help get them back to school. In the afternoons I support pupils who are identified as having Special Educational Needs (SEN) in the classroom. In this role, I help support pupils who may be struggling to access the curriculum.
I also have a cohort of pupils who I mentor, I meet with the pupils on the list regularly and complete Pupil Support Plans and Pupil Passports. This gives the teachers extra information that may help in the classroom.
Mr L. Atkin | SEN Support Assistant Mr S. Hawkley | PEO & SEN Support AssistantMiss O. Brace | SEN Support AssistantMiss G. Swan | SEN Support Assistan Miss G. Wake | SEN Support AssistantMiss R. Wilson | SEN Support AssistantMiss P. Ateesa | SEN Support Assistant Roles & Responsibilities
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?
The Headteacher – Mrs J. Dodd (Headteacher)
Responsible for:
- The day to day management of all aspects of the school, including the support for children with SEND.
- The Headteacher will give responsibility to the SENDCo and class teachers but is still responsible for ensuring that your child’s needs are met.
- The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEND Governor – Alice Rowell
Responsible for:
- Making sure that the necessary support is given for any child who attends the school, who has SEND.
School contact telephone number: 0191 594 9992
School email: info@sandhillview.com
The Class Teacher
Responsible for:
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, intervention) and letting the Special Education Needs/Disabilities Coordinator (SENDCo) know as necessary.
- Using Personal Support Plans ( PSPs) to formulate subject specific targets. Reviewing these at least once each term and planning for the next term. Personalised teaching and learning for your child as identified on the school’s provision map.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
The SENDCo – Mrs A. Knight
Responsible for:
- Developing and reviewing the school’s SEND policy
- Coordinating all the support for children with special educational needs or disabilities (SEND)
- Ensuring that you are
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
- Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
- Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.
The Deputy SENDCo – Miss E. Bell
Responsible for:
- Developing and reviewing the school’s SEND policy
- Coordinating all the support for children with special educational needs or disabilities (SEND)
- Ensuring that you are
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
- Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
- Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.
Student Support
Request Student Support
If you have any worries and need to talk anytime then we’re here for you. Speak directly to your learning manager during term time, or use this form below to request support.
Phone numbers:
Name Number Service Childline 0800 1111 This is a free 24 hour helpline for young people in distress or danger. The Samaritans 08457 909090 A free helpline for anyone who wants to talk to someone anonymously for support. One Point 03000 26 11 16 You can phone for advice or arrange to meet someone to talk about your problems.
Useful Links
Resources for SEND SEND Code of Practice Scope Nasen Resources for Mental Health & Wellbeing Young Minds Place2Be Ditch the Label Elsa Support Kooth Qwell Resources for Autism Autism Together Reachout ASC Resources for the Blind Royal National Institute of Blind People National Federation of the Blind Resources for the Deaf British Deaf Association Resources for ADHD ADHD Foundation The UK ADHD Partnership Resources for Dyslexia British Dyslexia Association Dyslexia Action More Useful Resources Nessy East-tec ColorVeil Big Life Journal Diabetes UK Afasic Dyspraxia Foundation Epilepsy Action Down Syndrome Org
Asthma UK National Eczema Society
Glossary of the Most Used SEN Terms
There are many SEN terms that are abbreviated which can lead to confusion. Below is a glossary of the most used SEN terms.
Term Definition ADD Attention Deficit Disorder ADHD Attention Deficit & Hyperactivity Disorder ASD Autistic Spectrum Disorder BESD Behavioural Emotional & Social Difficulties BSU Behaviour Support Unit CAF Common Assessment Framework CAMHS Child & Adolescent Mental Health Service COP Code of Practice CP Child Protection EAL English as an Additional Language EP Educational Psychologist FSM Free School Meals HI Hearing Impairment IEP Individual Education Plan KS Key Stage LAC Looked After Child LEA Local Education Authority MLD Moderate Learning Difficulty NC National Curriculum ODD Oppositional Defiance Disorder OT Occupational Therapist PEP Personal Education Plan PSC Pupil Support Centre PSP Pastoral Support Programme SaLT Speech & Language Therapy SEN Special Educational Needs SEND Special Educational Needs & Disability SENDCO Special Educational Needs Co-ordinator SpLD Specific Learning Difficulty VI Visual Impairment
Transition Leaflet
