Learning Support
The Learning Support Department is led by the Special Educational Needs and Disabilities Coordinator (SENDCo), Fiona Downing who is supported by our SEND Manager, Heather Smith.
The Learning Support Department identifies and works with students who have SEND, EAL or other barriers to learning. As a department we do not work in isolation and collaborate with the pastoral team and safeguarding team regularly to ensure we have a team working around the child.
Where to find us?
The Learning Support Department is based in a suite of rooms in the D block bottom corridor; a location that is in the heart of the school. We have a classroom, the HUB, a physiotherapy room, and a nurture room. In line with our inclusive approach to Learning Support this area is only one aspect of our provision and our staff work across the school supporting students.
SEND:
Identification of and provision for students with recognised Special Educational Needs and/or Disabilities is overseen by Fiona Downing, who holds the National Award for SENd Coordination.
In addition to this we have a team of Learning Support Assistants that support students within lessons and deliver interventions; under the guidance of the SENDCo and SEND Manager. The team are also supported by our SEND administrator; Mrs Selvey.
The SEND Code of Practice makes it clear that all teachers are responsible and accountable for the progress and development of all pupils, including those who have additional needs. The Code of Practice makes it clear that the most effective provision in supporting students with additional needs is High Quality Teaching and therefore this must be the first and most important stage of provision for all our students. We provide teachers with training and information on a range of SEND needs throughout the year and support them through learning walks and student focused meetings where necessary.
All students with an identified need should be receiving High Quality Teaching that is differentiated in delivery and/or outcomes.
A small percentage of our students may require further support based on their specific profile of needs. This may involve sessions to support them with their learning, social skills, language development and supporting them with their well-being.
Access arrangements for GCSE exams are tested for during Year 10 and Year 11 by a qualified assessor. Students are identified for these through staff referral and a normal way of working as evidenced in an ILP. It is rare for students to be awarded exam access arrangements in Year 11 if they have not been on the SEND register in Key Stage 3. Access arrangements remain valid for two years so we would typically need to reconsider access arrangements for students in Year 13.
English as an Additional Language (EAL):
Chiltern Hills Academy has an EAL register which identifies support needs at three tiers. Students at Tiers 1 and 2 can progress with their English through Quality First Teaching strategies. Students at Tier 3 need more focused intervention sessions in small groups or 1:1 and an EAL passport.
If your child is EAL and you feel they need additional support with language acquisition please contact, Lead LSA for EAL, Carina Ghioni cghioni@chacademy.co.uk and copy in your child’s Year Leader.
Physical disabilities:
CHA is a fully accessible site which means we are able to offer places to students with a variety of physical disabilities and accessibility needs. If your child has a known physical disability and you would like to enquire about our accessibility or support please contact Lead LSA for Physical Disabilities, Mel Curtis mcurtis@chacademy.co.uk and copy in your child’s Year Leader.
The Hub:
Within the department we provide provision in The Hub, which provides a calm environment for students requiring some support with regulation or emotional support. The Hub is managed by Mrs. Hare and supported by Mrs. Phillips, a trained Emotional Learning Support Assistant (ELSA). Both members of the HUB team are also trained in delivering Nurture provision to our most vulnerable students. This is an essential part of our provision as an inclusive school and something we are extremely proud o f.
External Agencies:
The school is supported by severalf outside agencies which include educational psychology, specialist teachers, speech and language therapy, occupational therapy, physiotherapy, CAMHS outreach, family resilience and Aspire Pupil Referral Unit.