SEN Information Report

Policy details

• Date created - 03/11/2025
• Next review date - 01/09/2026
• Policy owner - Co-op Academy Rathbone

Co-op Academy Rathbone

Bankfield Road, L13 0BQ

0151 330 5121

http://rathbone.coopacademies.co.uk/

SEN Information Report

2025/2026

SENCO:  Hayley Gorman                                        

Contact: 0151 330 5121                                              Email:hayley.gorman@coopacademies.co.uk

Dedicated SEN time: 6 hours                                      Website: rathbone.coopacademies.co.uk 

Our Approach as a School:

At Co-op Academy Rathbone we are a Specialist Social, Emotional and Mental Health Needs School.  We support children from year 1 until Year 6 with 70 pupils currently on roll. As a special school we focus on every pupil feeling safe, being encouraged to be helpful, and supported to thrive. These principles underpin everything we do, shaping a positive culture that nurtures personal growth, academic progress, and emotional well-being. These principles are underpinned by the four Ways of Being which we all aspire towards- Do What Matters Most, Succeed Together, Be yourself always, Show you care.

We are passionate about working closely with families, professionals, and the wider community to ensure that each pupil receives the support and opportunities they need to reach their full potential. Our open-door approach means we welcome conversations and collaboration with all stakeholders, and truly value the strong partnerships that help our pupils succeed.

As a special school in Liverpool we are commissioned by Liverpool City Council to support many of the children in receipt of an Education, Health and Care Plan (EHCP), this allows us to provide high quality teaching and additional interventions that are defined through our person-centred planning approach across the school contributing to our provision management arrangements.

These processes help us to regularly review and record what we offer all children in our care and what we offer additionally as stated within Section B and F of their ECHP.

All our staff have high expectations and a personalised approach to teaching and learning, whilst taking into account the needs of each and every one of the children in our care.

For our children we follow the graduated approach cycle of:

All teachers are responsible for every child in their classroom, including those with special educational needs.

Assess:  The local authority will contact Rathbone and send over the child’s EHCP, if Rathbone feels they can meet the child’s needs the child and parents will be invited to a pre-placement interview. This is usually carried out by either the Head of School, Mr Sean Jones or the Deputy Head, Mrs Hayley Gorman. The child and parents will be shown around the school and will have the chance to see classrooms, facilities and speak with other pupils and staff. During the pre-place Interview, Mr Jones/Mrs Gorman will explain how the school runs and will answer any queries or questions the child and parents have. If the school, parents, child and Local Authority feel Rathbone is the correct setting for them, a transition plan will be put in place for the child to start as soon as possible. When the child starts Rathbone, initial assessments will happen during the child’s transition period. These assessments will include a baseline assessment of the child’s learning as well as looking at what additional support pupils may need in line with their EHCP targets and outcomes.

Plan: The child will be given a Pupil Passport, that they will complete with a member of staff, this states what the child likes and dislikes, stage of learning, any class support that is needed and targets for English, Mathematics and any additional needs. The Pupil Passport is reviewed and updated throughout the year. The Pupil Passport supports the class staff to ensure lessons meet individual needs and help the child to participate in all areas of the curriculum.

Do: Once the child has been assessed and the Pupil Passport is completed, class staff and outside agencies (if any) will set up targeted intervention plans to support the child in meeting targets and filling any gaps in learning. Teachers will use the plans to support planning of lessons, support staff ensure interventions are suited to the child’s needs and outside agencies (if any) work 1:1 or in small groups with children to meet their targets. 

Review: All targets and learning is summatively assessed three times a year and children’s learning progress is sent home in a report. Formative assessments are carried out every day so staff are aware of how a child is progressing, from this staff can identify children who may be struggling and extra support or interventions are provided for these children. 

Having consulted with children and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach (linking the EHCP) and these are discussed with the professionals that offer the support to your child and hold both our internal/external providers and ourselves to account.  We capture this through the use of Pupil Passports.

SEN Needs:

Even though we are a setting to meet the wider needs of children with SEMH we also support other various SEND.

• Communication and interaction  - this includes Speech and Language needs and Autism

• Widgits
• Check in and Check out
• Visuals
• Slow start mornings

• Cognition and learning – MLD, SpLD (Dyslexia/Dyspraxia)

• Interventions- Math and English overlearning
• Quality Teaching
• Adapted learning
• Small group lessons and interventions

• Social, emotional and mental health  -

• Cognitive Behaviour Therapy
• Mindfulness
• Sensory room and circuit
• Talking and drawing
• Walk and talk
• Sand tray therapy
• Seedlings
• Restorative practice
• Zones of Regulation

• Sensory and/or physical needs

• Sensory rooms
• Ear defenders
• Weighted blankets
• Peanuts
• Wobble boards

We have internal processes for monitoring quality of provision and assessment of need.  These include learning walks, book moderations and data analysis.

At Rathbone we offer a holistic curriculum meeting children’s academic and emotional needs, this provides the children with the tools or skills to access learning throughout their lifetime.  We tailor our curriculum to be inclusive to the individual children, avoiding the integration of children into a set rigid curriculum path.  

We do this through whole school teaching, family teaching, whole class teaching, targeted group interventions, paired interventions and 1:1 interventions.  Underpinning the formal academic curriculum are developmental needs which are met through interventions.  The key academic drivers are Mathematics and English, these then provide the skills for other learning.  Specific and group learning allows pupils to meet developmental milestones, to self-regulate and to motivate themselves as learners.

All staff are provided with training to ensure they are able to meet the individual needs of pupils, staff are encouraged to request training if they feel they need support with different areas. All staff receive frequent CPD from subject leaders from the trust which ensures pupils receive a high quality education.

Co-producing with children and their parents

Involving parents and learners in the dialogue is central to our approach and we do this through:

• Review Meetings
• Parent Groups
• Family Learning Days
• Coffee mornings
• Parents evenings

Staff development and Qualifications

We are committed to developing the ongoing expertise of our staff. This year, we have put additional training into English (writing), Read, Write Inc, developing the curriculum and Supporting SEND pupils with Reading.

Staff deployment

Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, this includes for them to gain independence and are prepared for adulthood from the earliest possible age. All our staff have yearly performance management (teaching staff) and appraisal (support staff), this process informs what training needs our staff require and the SENCO analyses any areas of development that are specifically related to SEN.

Our LSA’s, support teachers and help children with their educational and social development, both in and out of the classroom.  Initially LSA are deployed to classes  based on their own skill set however during their time at Rathbone, support staff have the opportunity to work with different age groups which not only develops staff professionally but helps build relationships with pupils which is a crucial aspect of their role.

Pastoral and Extended-curricular opportunities

Our aim is to be available to support you and your children when difficulties arise over behaviour or other concerns at home or at school.

At Rathbone, we pride ourselves on the excellent pastoral care and support we provide, ensuring that every pupil is happy, safe and settled in their environment, and that all students develop into confident, hard-working, respectful and ambitious young people.

 Our strong pastoral support includes Family support worker, Cognitive Behavioural Therapy, Sand Tray, Seedlings, Social interventions, Friendship groups and transition. We cater to the individual needs of each and every pupil at Rathbone.

We also offer a wide range of extended- curricular opportunities such as:

• Trips- Chester Zoo, Museums, Theatre, Knowsley Safari
• Outdoor learning/ Forest schools
• Cooking
• LSSP
• Tennis

School External Partnerships and Transition Plans

Rathbone work closely with a number of external partnerships, Rathbone feel in order to fully meet children’s individual needs external partnership work is vital. Rathbone work alongside:

• Educational Psychologist
• Cognitive Behaviour Therapist
• ADDvanced Solutions
• CAMHs
• Local Authority
• Sand tray therapist
• Seedlings
• School nurse
• Social Care

We closely monitor children and destination data and work with destinations to support the transition of the children. Transition plans are put in place in September if we are aware a child will be moving schools at the end of the academic year. Social stories, interventions and visits take place throughout the year to ensure pupils are fully aware and ready for the move.

Evaluation of effectiveness

Our strategic plans for developing and enhancing SEN provision in our school next year allows the SENCO and Senior Leaders to evaluate the quality of provision across the curriculum. This is complete by planned lesson observations, learning walks, learning and behaviour forums with pupils, evaluation of data, pupils and parent feedback and collaboration and how this impacts on development.

Complaints

Our school’s complaints procedure is on the school website, please use the link provided to access it. rathbone.coopacademies.co.uk

If you have a complaint regarding aspects of your child’s EHCP then you should discuss this directly with Liverpool City Council by contacting the SEN Assessment and Placement Team on 0151 233 5973

Relevant school policies underpinning this SEN Information Report include:

• SEN Policy
• Teaching and Learning Policy
• Marking Policy
• Equal Opportunities Policy
• Accessibility Policy
• Equality Policy

Legislative Acts taken into account when compiling this report include:

• Children & Families Act 2014
• Equality Act 2010
• Mental Capacity Act 2005