Introduction to the SEND Department at The Milton Keynes Academy

The Milton Keynes Academy (MKA) is a proudly inclusive school committed to ensuring that every student (regardless of need, vulnerability or disability) can achieve and thrive.

Our SEND Department

The SEND Department is central to MKA’s inclusive ethos. We ensure that students with SEND are identified early, supported effectively and monitored closely throughout their time at the Academy. We work collaboratively with subject teachers, pastoral teams, external agencies and partner settings to ensure high-quality, joined-up provision.

The Department is led by the Director of SEND, a qualified SENCO, and includes:

• Director of SEND
• Deputy SENDCO
• Pastoral Administrator for SEND
• Two specialist Leads
  • SEMH (Social, Emotional and Mental Health)
  • Cognition & Learning
• Four Senior Intervention Assistants
• Two Teaching Assistants

Our principle is clear:
“Every teacher is a teacher of SEND, and every leader is a leader of SEND.”

The Code of Practice states that:- ‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.’ · ‘The class or subject teacher should remain responsible for working with the child on a daily basis, even when interventions involve group or one-to-one teaching away from the main class or subject teacher’

This means that classroom teachers play a key role in providing support, for the pupils they teach. Additional interventions are provided for those with more complex or persistent long-term needs.

The information below is designed to help families understand the provision available at MKA.

What is SEND?

Throughout their educational journey, a pupil or young person may present with a Special Educational Need (SEND). The SEND Code of Practice (2015) defines SEND as follows:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. This applies when they:

• (a) have a significantly greater difficulty in learning than the majority of children of the same age; or
• (b) have a disability that prevents or hinders them from making use of facilities generally provided for others of the same age in mainstream schools.

Where a student is identified as having SEND, MKA provides support that is additional to or different from what is typically available through our Ordinarily Available Provision (OAP) and strong Quality First Teaching (QFT).

When learning needs are not SEND

At MKA, we recognise that some pupils’ progress and attainment can be affected by factors other than a SEND. These pupils may require additional support, but the underlying cause may not be SEND. Examples include:

• Low attendance or punctuality
• Health and welfare concerns
• Having English as an Additional Language (EAL)

These factors are carefully considered when assessing a student’s needs to ensure any support is appropriate. If a child has ongoing medical needs, we work closely with families to ensure appropriate arrangements are in place. Medical care plans are coordinated by Mrs Rambini.

The Graduated Response and Waves of Intervention at MKA

Milton Keynes Academy follows the Graduated Response as outlined in the SEND Code of Practice 0–25 (2015). This approach ensures that support is flexible, needs‑led and using the Assess – Plan – Do – Review (APDR) cycle.

MKA’s Graduated Response is structured across four waves, each building upon the previous, ensuring that support is proportionate, consistent and responsive. Each department has their waves and below is related to SEND.

Movement Between SEND Waves 1-3

At MKA, the Graduated Response is dynamic.
Students can move up or down through the waves depending on:

• Their level of need
• Their progress over time
• The impact of interventions / support
• Recommendations from staff or external professionals

This fluidity ensures that:

• Students are not placed on higher waves unnecessarily
• Support is adjusted promptly when needs change
• Interventions / support are reviewed, remain targeted and proportionate

Students are added to the SEND Register when their needs require Wave 3–level intervention or SEND specialist support.
Likewise, when progress improves and needs can be met through e.g Wave 1 (QFT) or Wave 2, pupils may be moved down a wave or removed from the SEND Register.
This is always done through careful review of interventions, progress (using e.g soft data) and cycles of APDRs.

Wave 1 – Universal Support: Quality First Teaching (OAP)

Wave 1 represents the provision available to all learners through strong Quality First Teaching, which forms the core of MKA’s Ordinarily Available Provision (OAP).

Teachers and Curriculum Leads ensure that reasonable adjustments, adaptations and evidence-based classroom strategies are in place. Examples may include:

• Annotated or intentional seating plans
• Scaffolding and chunking of tasks
• Visual supports
• Clear routines and expectations
• Adaptive teaching strategies

Students at Wave 1 are reviewed  by teachers and Curriculum Leads after completing 2- 3 full APDR cycles at Wave 1 before moving to Wave 2, unless there is a significant concern that warrants earlier escalation.

Wave 2 – Enhanced Monitoring

Some students may not meet expected progress milestones even after Wave 1 support and completed APDR cycles. Wave 2 focuses on additional assessment and short-term, interventions, which may be delivered or supported by the year team, curriculum, behaviour, SG, attendance, EAL, or SEND team. These interventions may address for example:

• Literacy and numeracy gaps
• SEMH needs (e.g., emotional regulation, social skills, positive relationships)
• Executive functioning challenges
• Organisation and study skills
• Attendance
• Behaviour

At Wave 2, there may be a Pupil Passport created by the year team or supporting team / department. This document outlines reasonable adjustments and strategies and is co-produced with:

• The child or young person
• Relevant staff
• Shared with parent / carer

Students at Wave 2 may be placed on the monitoring register and reviewed regularly.

SEND Wave 3 – (3a) Targeted / (3b) Specialist  Support / Individualised Support (SEND Register)

When a child or young person requires longer‑term intervention, or if Wave 2 support has had limited impact following cycles of APDRs, they may move to Wave 3a and 3b.

At this stage:

• Parents/carers are informed.
• The pupil is added to the SEND Register and allocated a K‑code, as they will be getting additional longer-term support from the SEND department.

There may be a need for further involvement from:

• Specialist External agencies

Monitoring at the SEND Wave 3a and 3b is more coordinated directly by the SENDCo and SEND team.
Progress is measured against clear, SMART targets in the Pupil Passport, reviewed regularly in partnership with the pupil and shared with parent / carer.

Wave 3 reviews happen termly and also as often as required, acknowledging that progress may accelerate or slow depending on the relevance and precision of targets, and the wider pressures or circumstances affecting the pupil.

SEND Wave 4 – Education, Health and Care Plan (EHCP)

Wave 4 applies where a child or young person requires significant and ongoing specialist support above the school’s OAP, formalised within an Education, Health and Care Plan (EHCP).

Key points:

• Only the Local Authority can issue an EHCP.
• It requires contributions from multiple professionals beyond the school.
• The SENDCo coordinates the process, ensuring that the pupil and their parents/carers are fully involved at every stage, in line with the SEND Code of Practice.

Students with an EHCP:

• Are placed on the SEND register as E code as remain on the SEND register
• Continue to receive support aligned with their EHC plan
• Have Pupil Passports incorporating EHCP targets
• Are monitored at least termly
• Receive a statutory Annual Review of their EHCP

Working With Families

• We believe strong communication with parents and carers is essential.
• If you would like to discuss your child’s needs or the support they are receiving, please contact us:

📧MKA-Inclusion@miltonkeynesacademy.org.uk

Where to Find Policies and SEND Information

For SEND documents and policies, kindly click on the following link https://www.miltonkeynesacademy.org.uk/about/policies

Links with Other Services

Effective working links will also be maintained with other local services including the Educational Psychology Service and other Local Authority services.

1. The Milton Keynes Local Authority local offer is available on its website by following this link: www.milton-keynes.gov.uk/schools-and-lifelong-learning/SEND

2. Impartial advice is available from SEND Information Advice and Support Service (SENDIAS) through this link:- www.milton-keynes.gov.uk/sendias