Leeds City Academy


SEN Information Report

Leeds City Academy: SEN information report.

The SEN information in this document marks our contribution to the Local Offer by Leeds Local Authority (which can be found at http://www.leeds.gov.uk/residents/Pages/Leeds-Local-Offer.aspx). It will be updated throughout the year, as its content is further developed through consultation with staff, students, parents and carers.

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Ms N Duffy is the SENCo at Leeds City Academy. Click here to email.


Leeds City Academy has an inclusive ethos where every child, regardless of any potential barriers to learning, is supported to attain their full potential.  We believe that outstanding first wave teaching is fundamental to achieving this, so we ensure that carefully targeted differentiation is evident in all planning.  We also believe that targeted withdrawal interventions provide a powerful tool for supporting students and enabling them to access the curriculum.  We work closely with SENSAP based at Adams Court and the Educational Psychologist, as well as a range of other outside agencies, to ensure that provision is in place for students with higher level needs. 


The SENDCo at Leeds City Academy is a qualified teacher with extensive experience of planning for and teaching students with additional needs.  She manages a team of seven Student Support Workers, who are all experienced in working with students with SEND.  The staff members in these roles support students identified as SEND within the classroom and provide intervention for literacy, numeracy and strategies to improve social, emotional and mental health to individuals and small groups.  We monitor, review and evaluate our SEND provision every term and amend accordingly.  Education, Health and Care Plans are applied for when deemed appropriate for individual students and those with statements are converted to EHCPs in line with government and local authority guidance.  Annual Reviews are held in accordance with statutory guidance, and emergency reviews take place when it is felt by parents and/or professionals that amendments need to be made to a Statement of Special Educational Needs or Education, Health and Care Plan.  Person Centred Reviews are held on three occasions throughout the year for all students on the SEND register.  The SEND register is checked weekly and amended if necessary.  Students on the register have a ‘Portable Support Plan’, which sets out individual needs and agreed short term targets, as well as advice and strategies for staff in regard to differentiating appropriately and supporting the individual student.  Annual reports are shared with the Governing Body, showing what provision looks like across school and how children with SEND are performing.


The SEND budget in the Academy is used in a number of ways to support students with additional needs.  A proportion of the budget is spent on staffing, which includes Student Support Workers, all of whom support small groups or individuals with additional needs.  Additional resources are purchased using the SEND budget.  These include overlays for dyslexic students, resources to support the literacy, numeracy and social and emotional interventions, and assistive technology; for example laptops for students identified as Dyspraxic.  It is also used to provide Wave 2 and 3 interventions such as Ruth Miskin Phonics, Talking Partners literacy intervention, Closing the Gap numeracy intervention, PATHS (Pupil Access to Home Study) and break/lunch time club for students with SEND.  In addition, it funds a Nurture Group Provision supporting our most vulnerable students through the transition from primary to secondary education. Our budget is also used to fund a Service Level Agreement with the Educational Psychologist and the Speech and Language Team (SALT), who attend the Academy to assess, and carry out, programmes with individual students.


 The following policies are reviewed annually and are available on our website: View All Policies

Anti-Bullying Policy

Admissions policy

Attendance Policy

Teaching and Learning Policy

SEND Policy

Child Protection Policy

Disability Policy

Homework Policy

Literacy Policy

Safeguarding Policy

Pupil Premium Policy

Student behaviour policy

Curriculum, teaching and learning 

Our curriculum at Leeds City Academy ensures that every student achieves their potential and has the opportunity to engage with subjects that interest them, from Year 7 upwards.  In Years 9, 10 and 11, students are given the opportunity to focus in on areas of interest by taking option subjects in addition to their core subjects ensuring that their education is rich and varied, whilst allowing them to achieve a significant amount of GCSEs in line with national expectations. We have effective teaching across the academy which is monitored closely by Heads of Department and Senior Leadership.  Portable Support Plans are reviewed termly, and new targets set.  We have a nurture group provision in Years 7 and 8 and a pathway provision in Years 9 and 10.  The SEND department supplies key information and support to all teachers of students with SEND and shares good practice and advice from outside agencies.  We provide an extensive transition programme for Year 6 students, including a summer school and taster day, as well as additional days for our more vulnerable students.


Assessment is on-going and takes place within every lesson.  Teachers use the marking policy and formative assessment to inform their planning.  Regular progress checks are carried out by staff, and the outcomes shared with parents and pupils.  Quality First Wave Teaching is a minimum, with work differentiated to meet the needs of all children.  Where additional support needs are identified through assessment, teachers inform the SEND team, who will initiate appropriate interventions, monitoring their impact termly. 

Assessment is also carried out to identify those students who require access arrangements in line with guidelines set out by the Joint Council for Qualifications, JCQ.

More information can be accessed using the following link: http://www.jcq.org.uk/

Identification of SEN

Some students’ SEND will be apparent on admission to the Academy.  For others, the need may become apparent at a later time. There are several ways a need might be identified:

  • Data from previous school
  • Students will be tested for their reading age when they come to the academy and those with a reading age below age related expectation will access suitable reading interventions. All students will access the Accelerated Reading programme.
  • Initial assessment by subject teacher(s).
  • Concerns raised by parents or the student themselves.

Once concerns are raised, the SEND team will offer advice and support which will list agreed short term objectives and suggest strategies to help the student access the curriculum.  At this stage, appropriate interventions may also be identified, implemented and monitored.   Relevant outside agencies may be contacted for support and, where there is need, an EHC plan can be put in place.


Teachers are encouraged to develop their own expertise, and are offered training in areas that will support the learning of students.  Working groups such as the Teaching and Learning Leaders research ideas and deliver sessions to all staff, demonstrating good practice.  The SEND team attend regular SENDCo Forums and Networks, as well as a range of courses provided by the Local Authority to ensure they are up-to-date with current policies / procedures for students with SEND.


Leeds City Academy is part of the White Rose Academies Trust and work collaboratively with Leeds East Academy and Leeds West Academy; hosting joint training sessions for teaching staff, pastoral staff and within the SEND departments. We engage with a number of agencies including the Children’s Social Work Service, the Deaf and Hearing Impaired Team (DAHIT), SENSAP, SENIT, CAMHS, School of Nursing, the STAR team to support Children with Autism, and the Speech and Language Therapy team.

Frequently Asked Questions:

What do I do if I think my child may have special educational needs?

Contact the SENCo (Miss N Duffy). Click here to e-mail.

If we feel further support is appropriate, we will refer your child to the Integrated Children’s Services based at Adams Court.


How will school support my child?

Leeds City Academy will support your child in all aspects of academic and social development.  We have a highly skilled team of teachers who provide quality first wave teaching in fully inclusive classrooms.  To further support students who are identified as requiring additional support, we also have a team of Student Support Workers, who have experience of working with students with SEND.  Our Student Support Workers deliver a number of intervention groups providing additional support for students.  They also deliver 1:1 sessions and small group interventions for a range of targeted areas of need such as handwriting, phonics, social, emotional and mental health strategies and exam practice amongst many others.  The SEND team oversees interventions and evaluates their impact termly. 


How will the curriculum be matched to my child’s needs?

The curriculum would be matched to your child’s needs through, in the first instance, Quality First Teaching and appropriate differentiation.  Certain resources might be allocated to support and make learning easier, e.g.  a Visual Timetable, coloured overlay or a laptop computer. Additional interventions might be appropriate – this might be 1:1 or as part of a small group.


How will I know how well my child is doing and how will you help me support my child’s learning?

In addition to normal reporting arrangements, there would be opportunities to discuss your child’s progress with the SENDCo – how often this would take place would depend on the needs of your child – a plan would be drawn up, in order to keep you fully informed.  We offer a number of opportunities for you to be involved with school life – these include Meet the Coach Days, Enrolment Days, Open Days, and Parents’ Evenings.


What support will there be for my child’s overall well–being?

We place your child’s well-being at the centre of our school.  This is reflected in the fact that we have invested in an effective and extensively trained Pastoral Team.  We have implemented a Positive Discipline system and have all appropriate policies in place.


What specialist services and expertise are available or accessed by the school?

Our staff can offer a variety of support.  Our Pastoral/Inclusion team and Student Support Workers are fully trained to deliver a variety of social, emotional and mental health support and the Academy has access to a wide variety of off-site services who can provide additional support for a child who might need it.


What training are the staff supporting children with SEN having/had?

Training is on-going and revisited on a regular basis.  Staff have been trained to support children with a range of additional needs, including dyslexia and autistic spectrum disorders.  Staff who support children with SEND are also trained in the interventions they deliver.  If further support with an individual student is needed, we can request referral to the relevant service, e.g. STAR team, SALT, CAMHS, etc.


How will my child be included in activities outside the classroom?

All children take part in activities and school visits.  Planning and consultation with parents/carers would ensure all the appropriate support and resources are in place so that any child can access what the school has to offer.


How accessible is the school?

The Academy has excellent disabled access and facilities.  If additional facilities and equipment were needed, we would seek support and advice from the Local Authority.


How will the school help my child on transfer to the next phase of education?

Transition arrangements and plans will be in place – this might be at an Annual Review or a Person Centred Review meeting and the parents/carers and child would be fully involved in this. 


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

If your child needs additional support and resources, then the SENDCo, Head Teacher, Parent/Carer and, if necessary, advice from SENSAP will be sought in order to make sure the correct amount of support is in place.  


How are parents involved in the school and how can I be involved?

Just come in and ask or contact reception and ask Ms Duffy to call you to make an appointment. E-mail Ms Duffy here.


Who can I contact for further information?

First point of contact would be the school administration team.  If you wish to discuss your child further, then a meeting can be arranged with the relevant member of staff.  This might be your child’s Coach, Subject Teacher, School Manager, School Leader or the SENDCo.



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