Inclusion
SEND
Students identified with SEND are able to access the general curriculum within the Academy, achieved by using a range of strategies designed to meet the needs of individual students. This includes a range of 1:1 and small group interventions, including both direct teaching and the use of computer software. The Inclusion department also provides some in-class support, working with teachers across a number of subjects. Students with Social, Emotional and Mental Health (SEMH) needs are also able to access support from Mrs Bradley in the Compass room. Students with Speech, Language and Communication Needs (SLCN) or Autism Spectrum Disorder (ASD) needs are also able to access support from Mrs Hussain in The Link room. Here students may receive targeted 1:1 interventions or participate in small group work.
Documents and Links
Shireland Collegiate Academy Trust highly values a holistic approach to supporting SEND students. We are working collaboratively with external organisations to promote a range of SEND opportunities for students and their families.
Please see the Academy’s SEND Information Report below or contact Miss Deb German (SENCo).
Thorns Collegiate Academy is working towards the SENDIA Award
What is SENDIA?
SENDIA provides a framework for us to deliver effective SEND and inclusive practices within the school; which will in turn generate high outcomes for students with SEND, in line with the SEND Code of Practice and the Education Inspection Framework.
What will it include?
- Create a working group that will be made up of representatives from all groups with an interest in SEND education. Regular updates regarding progress.
- Self-Evaluation of the school centred on characteristics of the school, Ofsted rating and Pupil/Parent/Staff Voice.
- Creating an Action Plan with a comprehensive evidence portfolio to demonstrate our compliance with the Key Performance Indicators and Objectives.
- Visit from an assessor to verify that the objectives have successfully been met.
How will it help?
The award will help us to develop high quality SEND provision throughout the school by:
- Promoting awareness of SEND issues and inclusion for all stakeholders of Thorns Collegiate Academy.
- Promoting awareness to all students, including those not on the SEND register.
- Evaluating and improving classroom practices and interventions
- Developing a clear and inclusive support system focusing on improving student outcomes.
Successful completion of the award will enable schools to:
- Gain recognition for high-quality education and care for pupils with special educational needs and disabilities
- Demonstrate to all stakeholders that the school provision complies with current legislation and the SEND Code of Practice, and is effective in achieving good outcomes for all pupils.
What are our targets?
- Ensure Quality First Teaching for all students
- Ensure our school is fully inclusive.
- Ensure all teachers use and participate in the graduated approach (assess, plan, do, review).
- Involve students and parents in all aspects of SEND.
- Demonstrate that the school’s provisions for SEND are effective in achieving good outcomes for all attending Thorns Collegiate Academy.
Objectives of SENDIA
- The school demonstrates a commitment to achieving and maintaining the SEND Inclusion Award, including informing relevant stakeholders.
- The school’s SEND policy and practice is compliant with legislation and DfE guidance and promotes and inclusive ethos.
- There is a strong and effective leadership and management of SEND provision.
- Everyday teaching for pupils with SEND is good or better.
- There is an effective system for identifying pupils’ special educational needs.
- Pupils are actively involved in decision-making about, and the delivery of, their own SEND provision/support.
- Parents are actively involved in decision-making about, the delivery of, their child’s SEND provision/support.
- The school is committed to providing high quality, ongoing continuing professional development (CPD) on SEND.
If you would like any further information, please contact Deb German, Assistant Principal, dgerman@tca.shirelandcat.net
Lego Groups
Zones of Regulation Intervention
The Zones of Regulation is an internationally renowned intervention which helps students manage difficult emotions, also known as self-regulation.
Self regulation can also be referred to as self-control, impulse-management, or self-management. It is best described as being in the most appropriate state of alertness for a given situation. For example, a student taking part in a sports game would need a higher state of alertness than when working on a laptop.
From time to time, everyone (including adults) struggles to manage strong feelings such as worry, anger, restlessness, fear or tiredness. These emotions can make it hard to focus, learn or function effectively throughout the day. For students, this can lead to difficulties in the classroom, where their emotions and resulting behaviour may overshadow their strengths and potential.
The Zones of Regulation uses a cognitive behavioural approach to help students recognise, understand and regulate their emotions so that they can get back to feeling calm, focused and ready to learn.
Feelings can be complex – they vary in size, intensity and energy and are experienced uniquely by each individual. To make these emotions easier to recognise, talk about and manage, the Zones of Regulation helps organise our feelings into four coloured zones – blue, green, yellow and red.
It’s important to note that all zones are normalised and that there is no ‘bad’ zone.
WYSA - Your Mental Health Coach
Dudley Special Educational Needs & Disability Information, Advice and Support Service
Dudley Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) will be hosting a number of workshops and sessions throughout the year.
All sessions are delivered on MS Teams.
Further information can be found on the Dudley SENDIASS workshops and events page.
