All Ebor Academy Trust schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the local authority (LA) to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. 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.
What is the local offer?The LA Local Offer
- The Children and Families Bill was enacted in 2014. From this date, Local Authorities and schools are required to publish and keep under review information and services they expect to be available for the children and young people with Special Educational Needs (SEND) 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 in an important resource for parents in understanding the range of services and provision in the local area.
Our EnvironmentAt patrington CE Primary Academy, we are committed to providing our pupils with a broad, balanced and enriched curriculum which is accessible to all and promotes inclusion. All our pupils are included in all aspects of school life and are equally valued in school. We create environments that are safe and calm so that our pupils feel comfortable to be in school and to enable them to flourish. Our staff work closely with a team to provide consistency of approach and strategies that we have in place for our pupils. Because all children learn in different ways, we have tailored our classroom environments so that they can meet a range of needs. Where needed, our classrooms provide:
- Visual supports (including dyslexia friendly, speech and language friendly and autism-friendly approaches)
- A distraction-free learning zone
- Sensory Processing strategies (movement breaks, move and sit spots, fiddle toys etc)
- Access to multi-sensory and hands-on learning
- Use of IT and alternative methods of recording where needed
- Use of de-escalation strategies
- A Restorative Practise Approach with daily check-ins and Affective Questions
- A preventative rather than reactive approach
- Positive praise – and lots of it!
- Staffing ratios appropriate to the level of support needed.
Identification and InterventionEvery teacher here at Patrington is working towards the achievement of every child through excellent quality first teaching. We call this our Universal offer. If any child is struggling in class for any reason, strategies and or intervention will be put in place at a Targeted level to support with this after discussions with parents/carers. Advice would be sought from the SENCO team and progress would be tracked to see if these strategies were proving to be successful. If a child is still struggling in school and needs additional support, it may be that they need more Specialist level intervention and resources putting in place. Again, parents would be very much involved in this discussion and would work with the school to plan this. At this stage, your child would be receiving ‘SEND Support’ and the SENCO Team would be closely involved to support staff, your child and the family. The majority of children at this level with have some Assistant Teacher Support. Each child’s support package will look different depending on their level of need. As we are keen to promote independence and develop young people’s life skills for the future, where a child has AT support, we discourage the concept of 1:1 ‘velcroed’ support. Through careful planning, we will ensure that each child’s needs are met through a balanced approach of 1:1, group work and monitored independent time.
SEND Support DefiningThe new SEND Code of Practice (2014) defines children as having special educational needs (SEND): 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 him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or 16
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
- CAMHS (Child Adolescent Metal Health Service)
- Speech and Language Therapists (both in school and in clinic)
- Occupational Therapists
- Physical and medical
- Early years
- Hearing Impairment
- Speech and Language outreach support
- Educational Psychologist
By clicking on each area below you will see more detail and examples of interventions that we run for our pupils. Some children will need support in more than one area of need so we will personalise their learning to encompass this. At Patrington, we strive to support children with a wide range of special educational needs in each of these areas.
1. Communication and Interaction6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. 6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Communication and Interaction Interventions
- Delivery of individual speech and language programmes
- Talking Partners
- Lego Therapy
- Pre teaching vocabulary
- Extra processing time
- Using Images
- Breaking down activities
2. Cognition and Learning6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Learning and Cognition Interventions
- Phonics Boosters
- 1:1 reading
- Bug Club
- Reading/writing/ Sentence and punctuation boosters
- Handwriting intervention - multi-sensory or alternative methods
- TT Rockstars
- Same day intervention
- Pre Teaching
- Use of specialist equipment – ICT equipment, coloured overlays and books, pencil grips etc.
3. Social Emotional and Mental Health difficulties6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. 6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link. Social, emotional and mental health interventions
- The Rainbow Room
- ELSA provision
- Chat & Chill
- Friendship Groups
- Daly check-ins
- Play Leaders
- Worry Box & Worry Monster
- Use of visual prompts and timetables
- Children's Centre
- Wellbeing Lead
- Self-esteem groups
4. Sensory and/or Physical needs
- Handwriting intervention
- Fine motor skills
- Gross motor skills
Family and pupil engagementCommunication is key We pride ourselves on strong links with parents/carers and the child. We will always keep you in the loop when planning provision and intervention for your child. We have introduced comprehensive documentation for all our pupils receiving SEND Support that is written and reviewed jointly with parents and pupils. We know that by working together, we have a much greater chance of getting it right for your child. There are dedicated sections of your child’s plan for parents/carers and pupils to complete. We welcome yours and your child’s input into their plan, not just at their review meeting, but on a more regular basis as things arise.
WorkforceAs part of Ebor Academy Trust, we are committed to providing high-quality training and support to all our staff. We have an experienced Academy Specialists for SEND who has dedicated time to work with our schools and our workforce. Our staff access in-house specialist training as a well as a wide range of external courses from other professionals and agencies. There are also ELSA trained staff in school to support children with social and emotional aspects of learning and speech-language and communication strategies. Our Senior Leadership Team carry out weekly learning walks in all of our classrooms which ensure that advice and support is given regularly to staff which means we are confident that our pupils are receiving the best possible support and teaching. All staff in school are made aware of individual children’s specific needs and training/ support will be put in place as needed. This helps ease transitions from different teachers and into new year groups in September. The careful transition is also planned with Secondary Schools for those pupils in Year 6.
SENCO TeamMrs Marshall SENDCO Mrs Ashwell Wellbeing Lead
Get in touchEmail: email@example.com Tel: 01964 630315
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