Kempston Challenger Academy | SEND Information Report
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SEND Information Report

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.


What is the Local Offer?

The LA Local Offer

  • The Children and Families Bill will come into force in 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) 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 to help them gain an understanding of the range of services and provision in the local area.


The School SEN Information Report

This utilizes the LA Local Offer to meet the needs of SEN pupils as determined by school policy, and the provision that the school is able to meet.

Your Child has Special Educational Needs. What can we at Kempston Challenger Academy offer you?


At Kempston Challenger Academy, we believe that the individual needs of all students should be recognized and that these needs may cover a wide spectrum and vary according to the subject being studied and/or a particular moment of time in a student’s life. We are passionately committed to maximising the potential and expanding the horizons of all our students whatever their ability or personal circumstance. This means providing students with personalised learning programmes from the gifted and talented through to those with other specific learning requirements.

Please click on the 13 questions below for more information about the Local Offer from Kempston Challenger Academy and how we can support your child.

1. Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

Tutor/Head of Learning

  • The Form Tutor should be the first point of contact for help or advice, although it may sometimes be necessary to refer the matter to the Head of Year.


The SENDCo – Mrs K.Haire

Responsible for

  • Developing and reviewing the school’s SEN policy.
  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)
  • Ensuring that you are:
  1. i) Involved in supporting your child’s learning.
  2. ii) kept informed about the support your child is getting.

iii) Involved in reviewing how they are progressing.

  • Liaising with all the other professionals who may be coming in to school to help support your child’s learning, e.g. Educational Psychology.
  • Updating the school’s SEN list (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 Assistant Head Teacher: Miss Anna Craddock

Responsible for

  • Senior leadership responsibility for SEN, overseeing the work of the SENCo.


The SEN Governor: Mr Jeremy Chopping

Responsible for

  • Making sure that the necessary support is given for any child with SEND who attends the school.
2. What are the different types of support available for children with SEND in our school?

a) Subject teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all students in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in the learning in class. This may involve things like using more learning that is practical.
  • That specific strategy (which may be suggested by the SENDCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work

Intervention, which may be:

  • Run in the classroom or a group room.
  • Run by a teacher or a Higher Level Teaching Assistant.

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy


SEN Code of Practice 2014: School Support (SS)

This means a pupil has been identified by the SENDCo/subject teacher/tutor as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Education Psychology Service (EPS).

             What could happen?

You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. Teacher of Autism or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.

The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support


c) Specified Individual support

This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).

Your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

                For your child this would mean

  • The school (or you) can request that Local Authority Services carry out a statutory   assessment of your child’s needs. This is a legal process, which sets out the amount of support that will be provided for your child.
  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
3. How can I let the school know that I am concerned about my child’s progress in school?

If you have concerns about your child’s progress, you should speak to your child’s tutor or Head of Year initially.

• If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENDCo).
• The school SEN Governor can also be contacted for support.

4. How will the school let me know if I have any concerns about my child’s learning in school?

If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:

• Listen to any concerns you may have.
• Plan any additional support your child may need.
• Discuss with you any referrals to outside professionals to support your child.

5. How is extra support allocated to children and how do they progress in their learning?

• The school budget, received from Bedford LA, includes money for supporting children with SEN.
• The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors based on needs in the school.
• The Head Teacher, Deputy Head Teachers and the SENDCo discuss all the information they have about SEND in the school, including:

i. the students getting extra support already,
ii. the students needing extra support,
iii. the students who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

• The school identifies the needs of SEN pupils through fortnightly and termly meetings with the relevant members of staff. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of students are met, and resources are deployed as effectively as possible.

6. Who are the other people providing services to children with SEND within this school?

School provision

  • Higher Level Teaching Assistants responsible for teaching SEN groups/individuals on a part-time basis.
  • Teaching Assistants delivering phonic based literacy programmes with individuals.
  • Teaching Assistants delivering a progressive reading programme.
  • Higher Level Teaching Assistant offering support for children with emotional and social development through our Engagement Hub.
  • School Counsellor.



Local Authority Provision delivered in school

Early Help Team

Autism Outreach Service

Autism Bedfordshire

Carers in Bedfordshire


Educational Psychology Service

Sensory Service for children with visual or hearing needs

SEND Advice

SALT (Speech and Language Therapy)

Social Emotional Behaviour Difficulties (SEBD) area advisor


Health Provision delivered in school

School Nurse


7. How are the teachers in the School helped to work with children with SEND and what training do teachers have?

The SENDCo’s job is to support the subject teacher in planning for children with SEN.

• The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes subject department and whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and Specific Learning Difficulties.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children.
• Induction training on SEND for all new staff.
• Whole school training on quality first teaching and differentiation.

8. How will teaching be adapted for my child with SEND?

Subject teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.

• Support staff, under the direction of the subject teacher, can adapt planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

9. How will we measure the progress of your child in school?
  • On entry to the school, all students will undergo baseline tests in English, Maths and Science to determine your child’s levels. This will allow us to monitor their progress against age expected levels.
  • They will also be tested for reading and spelling levels and this will indicate if intervention is needed to close the gap between chronological age and reading and spelling ages.
  • Your child’s progress will be continually monitored by his/her subject teacher.
  • All of your child’s subject teachers input progress data every term.
  • His/her progress will be reviewed formally with the Head teacher, Deputy Head teachers and SENCo every term in all subject areas.
  • In addition, the progress of children with a statement of SEND/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.
  • Regular book scrutinies and lesson observations will be carried out by the SENDCo and other members of the Senior Management Team with a specific focus on the progress of and support offered to all students on the SEN list. This is to ensure that the needs of all children are met and that the quality of teaching and learning is high.
10. What support do we have for you as a parent of a child with SEND?

The Head of Year or Tutor is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

• The SENDCo/ Head of Year/student support manager are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
• All information from outside professionals will be discussed with you with the person. involved directly or where this is not possible, in a report.
• The student passport will be reviewed with your involvement every term.
• Homework will be adjusted as needed to your child’s individual requirements.

A home-school contact book (planner) will be used to support communication with you. Your child’s tutor on a regular basis checks this.

11. How Is Kempston Challenger Academy accessible to children with SEND?

• The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing.
• Where the school is on two levels, there are lifts in the blocks.
• All blocks have automatic doors and ramps.
• There is disabled car parking.

12. How will we support your child when they are joining the school? Leaving the school? Alternatively, moving into further education?

 We recognize that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.


In Year 7:

  • The SENDCo will discuss the specific needs of your child with the SENCo of the child’s current school. In most cases, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.
  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
  • Where possible, your child will visit their new school on several occasions, and in some cases, staff from the new school will visit your child in this school.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made for them.
  • If your child has complex needs or a Statement of Special Educational Need then the SENDCo will attend a review meeting at their current school. This will help to inform and aid planning and preparation for successful transition.


If your child is moving to another school or further education:


  • We liaise closely with Staff when receiving and transferring students to different schools and further education establishments ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • Careers interviews are provided to help guide and plan next steps for students in years 10 and 11 through our Careers Co-ordinator.
  • Meetings and visits are held for students who are attending further education establishments, such as Bedford College.
13. How will the school support your child’s emotional and social development?

We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative.

All classes follow a structured citizenship curriculum to support this development. However, for those children who find aspects of this difficult we offer:
• An in school nurture provision, Co-ordinated by a Higher Level Teaching Assistant.
• Lunch and break time social club support led by our Counsellor.
• If your child still needs extra support, with your permission the Student Support manager/SENDCO/other pastoral staff will access further support through the Early Help Assessment (EHA) process.