At Place Farm Primary Academy, we strongly believe that through quality teaching all children can be challenged through their learning to make their best progress. We ensure that the needs of all pupils are met through concise planning, use of choice and challenge, and differentiation.
However, there are occasions, when some pupils will need additional support to that which is available in the classroom day to day. This may be to support their next steps in learning or to help them access the curriculum effectively. This provision may be in the classroom or in small groups, led by a teacher or a Learning Assistant. It may be for a short or longer period of time and will be regularly monitored by the class teacher. Parents will be informed about the interventions offered and how their child is making progress.
If a learner’s needs are significantly greater than those of their peers, or if they have a disability which may hinder their educational progress and attainment, then they are considered to have a Special Educational Need.
Special Educational Needs can be categorised as difficulties with;
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory needs and/or physical development
At Place Farm Primary Academy, those children who are considered to have a Special Educational Need will receive support on top of what is provided within the classroom, alongside differentiated learning opportunities to meet their needs. In addition, they will have a Support and Success plan, which the teacher, and, where appropriate, the SENCo, will share regularly with parents and the pupil.
Our SENCo is Mrs F. Brown.
To contact Mrs Beal, either telephone the school on 01440 702836 or email email@example.com.
At Place Farm Primary Academy, we follow national guidance regarding stages of SEND, which is a staggered approach classed as waves. Learners may move up or down the waves as necessary according to their needs alongside consultation with the child or young person and their parents.
Quality first teaching
Teachers plan and deliver learning challenges for all learner groups within the class.
The class teacher will discuss with parents the progress of their child and plan to provide additional support from themselves or from a Learning Assistant within the classroom, to help secure progress and close gaps in learning. Support will be closely monitored. The class teacher will monitor this support, and, if no progress is made, they will discuss next steps with the SENCo. Parents will be informed by the class teacher about any outcomes and next steps.
The class teacher, with the SENCo, may plan extra interventions to support learning, if it is felt that a child needs different or additional support to what is happening within the classroom. This could be in the form of extra support from a Learning Assistant or personalised resources. Parents will be informed about this provision and their child’s progress will be monitored by the class teacher and the SENCo.
If a child continues to make little or no progress over a period of time, the SENCo will seek advice from outside agencies, such as Speech and Language Therapists or an Educational Psychologist. In this case, parents will be consulted in a meeting and asked to give written consent for external agencies to work with their child. The external agencies and school will then work together to devise the best ways to support the child.
In a minority of cases, where the child continues to make little or no progress, or is found to have a specific educational need, then the school and/or parents can request a Multi-disciplinary Assessment. This is where professionals come together from a variety of agencies to discuss current support and the progress of the child. This may then move towards an assessment for an Education, Health and Care Plan. (EHCP)
Education, Health and Care Plan
The Education, Health and Care (EHC) plan is an exciting new way of working that puts parents, children, young people and families at the very centre of the assessment and planning process, to make sure that your views are not only heard but also understood. It is a statutory recognition that a learner needs specific support in their learning. The EHC plan is for children and young people who have special educational needs and disabilities and where an assessment of education, health and social care needs has been agreed by a multi-agency group of professionals.
Nurture Provision at Place Farm Primary Academy
For those children who find it hard to access the curriculum alongside their peer group and who require additional support around social and emotional needs, as well as specific learning barriers, they are able to access their learning in the Rainbow Class. Learning is highly differentiated to meet the individual needs of the children. Learning is led by our Nurture Teacher and a Learning Assistant, who is a Dyslexia specialist. The environment is very much nurture-led and has a multisensory approach.
In addition to the Rainbow Class, we have the Rainbow Room. This is an area that children will come to if they have difficulties surrounding social and emotion issues or behaviour.
Who should I talk to about my child’s Special Educational Need or Disability?
If you have a concern about your child’s learning and progress the best person to speak to first is your child’s class teacher. They may consult with other members of staff who work with your child and the SENCo.
You can always make an appointment to talk to the SENCo (Mrs Feakes) about any concerns or advice by calling 01440 702836.
What types of support will be available to my child?
There is a range of support available for SEND at Place Farm Primary Academy to meet children’s individual needs.
Some of the SEND support we can offer at Place Farm Primary Academy includes:
- ELKLAN Speech and Language Therapy (following targets set by a Speech and Language Therapist)
- Gym Trail (a programme designed to support children to develop their gross motor skills)
- Bear Necessities (a reading and spelling programme designed to boost literacy)
- Write from the Start (a fine motor skills programme)
- Talk Boost (to develop social skills and speech)
- Acceleread/Accelewrite (a reading and phonic intervention)
- Toe-by-Toe (an intensive spelling and reading programme)
- Plus 1/Power of 2 (1:1 intensive Maths intervention)
- Launch into reading Success
How will I find out about my child’s progress?
- Class teachers provide consultations in the Autumn and Spring Terms.
- Parents and children are involved in the setting up and target setting of Support and Success Plans, which are reviewed on a termly basis, or before, if required.
- Parents may be asked to meet with their child’s class teacher at any time to discuss their child’s progress.
How does Place Farm Primary Academy support transition?
At Place Farm Primary Academy, we are experienced at receiving and saying goodbye to our children. Our aim is to make transition as smooth as possible, as we understand that transition can be a stressful time for families.
We have a comprehensive and effective transition programme for children joining Place Farm Primary Academy from preschools and nurseries. In addition, we ensure a smooth transition between year groups, and when children leave Place Farm Primary Academy to move on to secondary school.
How good is the progress of children with SEND at Castle Partnership Academy Trust?
Children with SEND at Place Farm Primary Academy make good progress. Progress is monitored closely by class teachers and members of the Leadership Team, to ensure that children are able to reach their full potential.
What training is available to staff in relation to SEND?
The school’s SENCo keeps staff up to date with how best to support pupils with special educational needs and/or disabilities. Staff may receive specific training from external agencies such as Speech and Language Therapy Service, Educational Psychology and County Inclusive Resource.
How does Place Farm Primary Academy Allocate SEND Funding?
A majority of the Academy’s Higher Tariff Needs Funding (HTN) is used to provide high quality Learning Assistants in the classroom, a Nurture Teacher in the Rainbow Class and delivering interventions (wave 2/3 provision). Some of the money is used to provide Educational Psychology assessments and additional resources to enhance specific aspects of the curriculum to support children.
How is support allocated to children with SEND?
Support is allocated by the SENCo in conjunction with class teachers, the Interventions Coordinator and Learning Assistants. Various factors are considered before the allocation of support:
- The child’s progress over a period of time and attainment within age related expectations
- The current level of in-class support given
- Identified gaps within children’s knowledge
- Expertise of school staff
- Time available
- Any professional advice given
Where can I find the Local Offer?
Suffolk’s Local Offer can be found via the following link: http://infolink.suffolk.gov.uk/kb5/suffolk/infolink/localoffer.page?localofferchannelnew=0
What do I do if I’m not happy?
If for any reason you have a concern about your child, the first point of call is always your child’s class teacher. If they are unable to solve the issue for you, please make an appointment, via the school office, to speak with the SENCo or the Headteacher.