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Brixham Church of England Primary School, is a small school that prides itself on its Christian values and its community feel. We believe that your children come first and in a working partnership with families, we aim to inspire working, playing and learning together. We strive to create an atmosphere where all pupils feel happy, secure and valued, enabling them to be successful learners and make a positive contribution as young people within their community.

Brixham Church of England Primary School is a part of the Academy for Character and Excellence (ACE) multi-academy trust (MAT)

Headteacher: Mr Ben Nelson-Smith

Nursery: Yes (Neighbourhood)
DfEE No: 3103
Type of School: Voluntary Controlled

Who to contact

Contact Name : Mr Ben Nelson-Smith

Contact Position : Headteacher

Telephone : 01803 882575

E-mail : admin.brixham@acexcellence.co.uk

Website: https://www,brixhamcofe.org

Parent Organisation: Academy for Character and Excellence (ACE) multi-academy trust (MAT)

Where to go

Name : Brixham C of E Primary School

Address : Higher Ranscombe Road
BRIXHAM
DEVON

Postcode : TQ5 9HF

Local Offer

SEND | ACE | Brixham Church of England Primary School | Brixham (brixhamcofe.org)

SEN Information

What special education provision is available at our setting?

At Brixham Church of England Primary School we ensure all children have access to ‘quality first teaching’ and emphasise the importance of all staff members delivering this to all pupils.                    

If a child is identified as having additional needs above and beyond those able to be met by a differentiated creative curriculum, then staff (SENDCO, teachers and LSAs) will work with the child to understand what their barriers to learning are and why this may be and then discuss the best way to ensure support and progression for the child, dependant on their needs. During discussion, along with relevant data, staff decide if these needs can be best met within class (through extra support, resources, more specific/adapted work or in class interventions), out of class (in small group or individual sessions) or from outside agencies (e.g. Speech and Language Outreach, Educational Psychologist, School Nurse). Then staff will plan the appropriate interventions into the child’s timetable to ensure the least disruption to the child’s learning and continued access to a balanced and differentiated creative curriculum. 

We believe each child is special and has the right to have their own specific needs met, so an ISP (Individual Support Plan) will be created for children who are identified on the SEN Register, and/or for any child needing support and intervention above and beyond in class support, to best meet their needs, using the interventions, resources and support available. The ISPs set SMART targets (Specific, Measurable, Attainable, Realistic, and Time-Sensitive) which are assessed, reviewed and changed termly (or as and when appropriate) and are a working document which can be adapted when appropriate. Levels and frequency of support are dependent on the child’s needs and are regularly discussed and adapted as and when needed. 

Within our classrooms and in our designated one-to-one and small group areas our trained and specialised staff are able to offer access to:

• Nurture/Pastoral support, as a whole school approach to developing emotional literacy, as well as small group and individual sessions with trained Nurture/Pastoral practitioners in our designated Nurture/Pastoral room.
• SEAL (Social and Emotional Aspects of Learning) whole class sessions, incorporating Circle time activities and techniques.
• Cognitive Behaviour Therapy (CBT)
• Forest School, both within the school grounds and on the schools own land, known as ‘The Arc’.
• Our LSAs deliver Speech and Language Programmes from Speech and language therapists, providing individual and small group sessions inside and outside the classroom.
• Makaton sign language, within the Nursery and for specific children’s needs.
• Literacy and Numeracy interventions (e.g. Precision Teaching, Pre-teaching, Guided Group Reading, Daily Reading, Individual Phonics teaching, Dr Frost Maths, TTRS, MyMaths)
• Specific Learning Difficulties interventions (e.g. as above plus handwriting practice, memory games, spelling support, etc)
• A range of ICT resources (e.g. I-pad, Surfaces, AR Readers computer programme, Big Key keyboards, TTRS, Dr Frost Maths, MyMaths, etc)

We also work closely with outside agencies, who can give guidance and do observations and assessments to support pupils and staff when appropriate, including:

• A Speech and Language Therapist
• A School Nurse and Health Visitors
• An Educational Psychologist
• Specialist teachers (e.g. Early Years Advisors and Inclusion Support)
• Outreach (e.g. Mayfield and Chestnut)
• Social Workers
• Young Carers
• Physiotherapists and Occupational Therapists
• Chestnut Provision

What criteria must be satisfied before children and young people can access this provision/service?

Brixham Church of England Primary School is a single form entry for children aged 3 to 11. We are an inclusive Christian school that believes each child is special and has unique qualities that make each of them an important member of our loving ‘family’, which aims for all our children to reach their learning potential in a supportive atmosphere, whilst also becoming good citizens of the future. All children are valued and their individual skills are encouraged and praised both in class and during assemblies, where we encourage the children to appreciate and support each other’s uniqueness. 

No matter what a child’s Special Educational Need or Disability is, we embrace, encourage and treat children equally, following the 2010 Equalities Act guidance and other relevant documentation. We make appropriate provision for their specific needs to be met to ensure they meet their full potential, academically, emotionally and socially, whilst having access to a broad and balanced creative curriculum, using the resources, support and expertise we have within school or working with our outside agencies if needed. 

We encourage open communication between staff, parents, children and outside agencies to ensure the best provision for all children, especially those with Special Educational Needs or Disabilities, often holding formal and informal meetings with parents and staff to ensure the child is receiving the needed and appropriate care and is achieving their best. 

Children may need to access the school’s SEND support at some point in their school career, whether for a short or prolonged period of time, and therefore staff and appropriate outside agencies will monitor, review and adapt this for individuals or groups as appropriate (through ISPs and other assessments), until it is felt they are able to succeed without it and no longer need the extra provision. This provision may be in the form of individual or small group extra support within lessons, more specific/adapted work, use of relevant resources and on occasions interventions in or outside of the classroom. As having access to a broad and balanced differentiated creative curriculum is so important, both educationally and socially, we try to ensure interventions are out of these designated times, as much as possible and have least disruption for the child.  

How do we identify the particular special educational needs of a child or young person?

When a child is not making the expected progress and/or has barriers to learning, we believe it is important to gather as much information and evidence about the child and their needs to ensure we provide the correct, specific provision through their ISP or through the expertise and guidance given by the relevant outside agencies. Parents will be consulted and informed at all stages.  

Usual steps to identification of children’s SEND needs can include: 

1. Concerns raised by parents, staff, child or outside agencies.
2. Discussions with relevant staff members (SENDCO, teachers and LSAs), parents, outside agencies, if relevant, and importantly the child.
3. Gathering of any of the child’s previous reports both from within school and from relevant outside agencies, including previous schools, health workers, Advisory Teachers.
4. Informal monitoring and observing of the child by school staff and the SENDCO.
5. Strategies put in place and tried for a period of time to see if successful, staff discussions and observations regularly at this point.
6. Advice and guidance sought from Link Professional during SENDCO termly meeting or before it relevant.
7. Use of formal and continuing assessment of the child’s abilities, academically through the use of Teacher Assessment and data tracking to compare to National Levels and expected progress, as well as intervention outcomes, or socially and emotionally through the use of appropriate assessments. 

If deemed appropriate formal observations or assessments by specialised outside agencies. If the child’s needs are not able to be successfully met through school interventions and support alone, then it could be deemed possible to Request a Statutory Assessment (EHC Plan).

How do we consult with parents and/or children and young people about their needs?

All children have two parents meetings a year, in the Autumn term and the Spring term, to discuss their child’s attainment, achievement and needs. As well as these, we encourage open communication with parents, staff and the child throughout the year to ensure the best support, especially during times of stress or upset for the child to ensure we are working as a ‘team’ and showing consistency through the home/school communication.

If a child has been identified with a Special Educational Need and/or Disability, who needs support and/or intervention beyond in class support, their name is firstly added to the class intervention list and, through discussions with staff, parents/carers and the child, the most appropriate form of provision or intervention is put in place. The child’s progress is reviewed regularly by relevant staff (through assessments, data and observations)and the need for continuing, adapting or withdrawing the provision/intervention is decided, depending on whether the educational gap has decreased and/or barriers to learning have been overcome and the child is able to succeed without support. At this point, it may be decided to change or adapt the appropriate provision/intervention, or the length of time or frequency of support may be decreased and again reviewed at a later point. 

If the gap does not decrease and the child’s barriers continue with little progression being made over a prolonged period of time, despite our best endeavours, then the school (in conjunction with the child and their parents/carers) may involve an outside agency for guidance, observations and/or assessment and the child’s name will be added onto the SEN Register. At this point the child will also have an ISP or Care Plan, which is discussed and created with the child (age appropriately) and shared with the parents/carers and relevant staff, then reviewed and adapted at least twice throughout the year in conjunction with the child (age appropriate).

A child with an Educational Health Care Plan (EHCP) will also have an EHC Implementation Plan which is shared with the parents/carers, relevant staff and adapted for the child at the beginning of the year and then reviewed in the child’s Annual EHCP Review.  Through this process both the parents and child’s thoughts and feelings (age appropriate) about the support given to meet their needs is sought, discussed and reviewed. 

Some children identified with SEND have specific adults that discuss on a daily basis the child’s achievements and behaviours with parents/carers, while others may have a home/school book to encourage consistent communication with and co-operation of the child’s significant adults, or weekly meetings/discussions with relevant staff. 

What is our approach to teaching children and young people with special educational needs?

Whether the need is educational, social, emotional or behavioural, as an Inclusive school we believe all children have the right to a broad and balanced creative curriculum, differentiated to meet all needs and to encourage and promote them to reach their full potential. 

Through our commitment to developing Character Education and Metacognition, which are based on developing character and learning how to learn, we plan lessons which provide opportunities for all children to make a positive impact on society and improve their attitude to learning whilst becoming reflective learners. The children develop a clear understanding that we can all be good learners, to the best of our own abilities, and they demonstrate independence and enjoyment of the challenges set understanding that to make mistakes or ‘FAIL’ is not a problem but a learning opportunity (First Attempt In Learning).

Children often work collaboratively in small mixed ability groups so that they have the chance to learn from each other, talk through problems together to seek solutions and deepen their understanding by supporting one another’s learning and play to each other’s strengths in different areas. They have opportunities to ask and answer questions, and to reflect on their work and plan next steps together.

 Our aim is to narrow the academic gap between SEND children and their peers, through teaching, support and interventions, the expectations over the year for SEND children are the same as their peers, as we feel with the correct support, provision and quality first teaching they can and will achieve this.

How can we adapt our curriculum for children and young people with special educational needs?

Our differentiation of the creative curriculum can include:

• Extra support given through adult input and adapted for the individual or group
• Specific and adapted work to meet individuals or small groups needs
• Use of relevant resources
• Achievable outcomes set
• Visual aids and reminders
• Verbal check in with peers or adults to clarify activities and instructions
• Pre-teaching of vocabulary
• Pre-teaching of new skills and methods
• Revisiting and relearning of methods and strategies and addressing any misconceptions
• Individual workstations/focus areas
• Whole class rewards and/or consequences schemes
• If needed, individual rewards and/or consequences schemes
• Additional resources and/or staff training if appropriate

How will we ensure we get the services, provision and equipment that children and young people need?

Each year the SENDCo develops an Action Plan that identifies any relevant whole school or individual training needed to ensure children receive the provision and/or resources they need. If additional needs or other relevant resources or training is required throughout the year this is reviewed. Also on each child’s ISP, Learning Diary, EHC Implementation plan, or Nurture/Pastoral Assessment, additional support and resources are identified and sought out by staff. 

If expertise or resources from outside of school are needed the SENDCO or staff will contact relevant outside agencies to ensure these are accessed. These can include; Health Visitors/School Nurse, Educational Psychologist, Advisory Teachers, Speech and Language, Occupational or Physiotherapist and any other relevant Outreach services.

How is this provision funded?

Each year the Local Education Authority provide each school with a ‘Notional’ SEND budget (taking into account the amount of children with SEND within the school), which goes towards helping the school’s identified SEND children’s needs to be met, alongside some SEND or Looked After Children pupil’s accessing part of the school’s Pupil Premium money. The Head teacher, governors and SENDCO use this money, plus an agreed amount from the whole school budget, to ensure all identified support, provisions and resources are available for SEND pupils. 

Provision takes into consideration the needs of the child and is allocated accordingly, on an individual needs basis.

If a child is identified with a more complex or specific Special Educational Need or Disability then an Educational Health and Care Plan can be requested. This can/may provide some extra funding (Top-up Funding) to ensure appropriate provisions are available to meet the specific needs of the child as identified in their EHCP (possibly including: resources, intervention and/or in class support).  

What additional learning support is available for children and young people with special educational needs and how do they access it?

We have teachers and LSAs that are trained in specific areas, using different interventions and resources, and offer a range of additional learning support for children identified with SEND both in and out of class.

In class:

• Extra individual or small group adult support with learning, understanding and social, emotional or mental health issues (including behaviour).
• Differentiated work to meet individuals or small group needs, adapted specifically.
• Individual or small group interventions for Literacy and Numeracy (Precision Teaching, Pre-teaching, etc).
• Use of relevant resources.
• Visual aids and reminders.
• Verbal check in with peers or adults to clarify activities and instructions.
• Pre-teaching of vocabulary and concepts, in Maths, Literacy and other curriculum areas.
• Revisiting and relearning of methods and strategies and addressing any misconceptions.
• Individual workstations/focus areas.
• Whole class rewards and consequences schemes.
• If needed, individual rewards and/or consequences schemes

Out of class:

• Nurture/Pastoral individual and small group sessions
• Individual and small group Literacy and Numeracy interventions (e.g. Precision Teaching, Pre-teaching, etc).
• Speech and Language individual and small group support.
• Listening and Attention individual and small group support.
• Outdoor learning, including Forest School.

If additional support, which was not already available in school, was required then the SENDCO would contact outside agencies and this would be implemented in school (if possible) or signposted for parents if needed. 

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Brixham C of E we believe in a whole school Nurture/Pastoral approach. All members of staff have accessed elements of relevant training and we have trained Nurture/Pastoral practitioners, including the SENDCO and our Nurture/Pastoral LSA. Nurture/Pastoral strategies are used during individual or small group sessions with a trained member of staff in our designated Nuture or Pastoral rooms, using specific identified activities from the relevant strategy, as well as other relevant social, emotional and mental health programmes/schemes to support. Also, elements are used in whole class sessions. Alongside Nurture/Pastoral strategies we use elements of the Social and Emotional Aspects of Learning (SEAL) programme for class inputs weekly, also elements from Circle-time activities, or other relevant and appropriate schemes or strategies.                                                                                                   

Another area that has helped support and improve the emotional needs and social development of all children, especially the SEND children, is our continued development and embedding of Growth Mindset, enabling learners to develop and improve their attitude to learning, whilst understanding themselves and their needs as learners. These lessons and resources are helping to deepen children’s understanding and acceptance of themselves and others, helping continue to create caring and thoughtful children ready to become good young citizens of the future.

When it is needed, for more specific social, emotional or mental health issues (including behavioural difficulties), we also look to outside agencies for support for specific individuals or groups, including: Chestnut Outreach, Advisory Teachers, Educational Psychologist, Social Workers, Child and Adolescent Mental Health Services (CAMHS), School Nurse, Family Group Workers, Young Carers and Family Support.  

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

All children take part in ‘move-up’ mornings to prepare for the transition into the next class and become familiar with relevant adults and the classroom. As this can be a time of worry for many children, lots of Nurture/Pastoral, SEAL, Circle-time and Growth Mindset activities are planned and used during these sessions and again at the beginning of September to reduce anxiety and create bonds of attachment.

Year 6 pupils also have ‘Induction days’ at their new school and transitional work between primary and secondary schools takes place, as well as meetings and written documentation being passed on between the current teacher and Head of Transition within Year 7. Also the school SENDCO passes on relevant information to ensure the smoothest transition. For Year 6 SEND pupils, extra transition can be arranged if the child and/or parents have concerns or if we feel it would be useful for the child. 

For SEND children transition can be a particular anxiety factor, therefore extra transition activities and tasks are set, during the Summer term, to give them extra time with the adults and in the class to become settled. 

This can include: 

• ‘jobs’ in which they have to visit the new class and staff
• creating and using ‘My new class’ books to use in school and at home so the child can become more familiar with the adults and areas of the classroom,
• working in areas of the new class or with specific class resources to encourage the child into the room,  
• creating questions that the child, group, or another adult can ask and answers given by staff
• discussions or a ‘worry’ head to share concerns so these can be solved before September
• Identifying specific workstations or calm/safe areas for children
• Beginning to work with and become familiar with a specific adult within the new class to ensure they have a bond and feel secure  

If it is felt that a child would benefit from moving to a Specialist School or accessing a specialised provision for a short or prolonged period of time, or return back to our school, then transition will be done over a longer period of time with a trusted adult and will gradually build up until all involved feel a full and successful transition is able to occur.  

What other support is available for children and young people with special educational needs and how can they access it?

Other support available for SEND children within the school, not including in class or out of class interventions and provision, include the use of designated areas for unstructured times (e.g. going to the ‘quiet’ court yard, the library, Lunchtime Club, or Nurture room during playtime and/or lunchtime), or accessing relevant adults if needed (Nurture/Pastoral LSA, one-to-one adult, mealtime assistant). Children know if they need extra support then they can ask a member of staff who will either help the child themselves, or pass the message on to a specified staff member (Nurture/ Pastoral LSA, SENDCO, specific trusted adult).

If support is sought that the school cannot provide, staff will provide relevant information (through leaflets and emails) or pinpoint places where such support could be sought (relevant websites or people).

What extra-curricular activities are available for children and young people with special educational needs?

As we are an inclusive school, all extra-curricular activities are available to all children no matter what their needs and we actively encourage all children to be part of these, including clubs (e.g. football), trips, in school visits, residential visits, peripatetic lessons, breakfast and after school club.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All children within the school have Literacy and Numeracy targets which are adapted regularly and agreed, shared with children and parents and then follow the Plan-Do-Review-Assess cycle. These targets are specifically taught to the children and their outcomes towards these are discussed informally with the child throughout the time set to ensure they meet this target. If a child is struggling then extra support for this will be put in place, possibly through a specific appropriate intervention in class or an ISP target being set specifically if appropriate and/or the target reviewed. The success of the child achieving these targets is shared at the two parents meetings or through formal and informal discussions with parents, as we encourage parents and children to have an open dialogue with us about their progress and any barriers to learning.

In addition those children who have been identified with Special Educational Needs or a Disability are either on the class intervention list or SEN Register (depending on their level of need) and their progress is regularly reviewed through assessments, observations and data, as well as through the specific provision or intervention provided (e.g. Precision Teaching, Pre-teaching, etc). If on the SEN Register, they will have an ISP, with personalised targets that are created, worked on and reviewed in conjunction with the pupil, relevant staff, the SENDCO and any involved outside agencies. These new ISPs are shared and discussed with parents in parents meetings and/or through formal (ISP meetings) and informal discussions throughout the year. If a child is taking part in an intervention their progress is regularly reviewed using specific related assessment tools, as well as analysis of their Levels/Bands and the progression made towards their targets. If a child with an ISP is seen to be making the expected progress and successfully achieving their targets, after provision and intervention has been used for a fixed short term or prolonged period of time, then the additional support may no longer be needed and the child may cease to have an ISP.

For those children with an EHCP these targets and the outcomes of their longer term objectives are also discussed in the two parents meetings, as well as in their Annual Review meeting.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

The SENDCO, Head teacher and teacher monitor the effectiveness of SEND provision throughout the year, using verbal feedback from those delivering the intervention or provision, as well as from the child and parents, along with data analysis and diagnostic assessments if appropriate. The effectiveness of the provision for the child is discussed regularly between staff and the SENDCO, as well as staff and the child (age appropriately) and if it is deemed ineffective or not having the most impact, then it is adapted or changed for another relevant provision and this is discussed with parents.

Children that have an EHC plan have set long term aims and objectives which are used to create their Learning Diary and these are reviewed in Annual Reviews, by parents, staff, SENDCO and outside agencies, and their effectiveness discussed. 

We also use the School Self Evaluation tool annually to monitor the SEND provision and its effectiveness within school.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

At Brixham C of E we believe that it is essential for both staff and child development that continued professional development opportunities are given, especially within the area of SEND.

All staff, teachers, LSAs and Mealtime Assistants attend relevant courses either internally or externally, through their own identification of an area of particular interest or by the Strategic Leadership Team (SLT) that feel it is an area the school or relevant staff would benefit from, and will move children’s learning forward. If appropriate this will then be fed back to whole school or staff meetings and improves and enhances our practices with all children, but especially those identified with SEND.

Children with an EHC Plan may receive top-up funding and part of this is included to ensure relevant staff have the specific training needed to meet that child’s needs. 

The SENDCO in conjunction with the Headteacher create a yearly Action Plan which identifies any relevant training that is needed for whole school or specific staff, as well as any additional training being identified as and when needs of the children occur or training opportunities arise throughout the year. Also she attends regular SEND conferences and forums, CP and SEND specific courses to continue to build on her own professional development, so she is kept up to date with changes to SEND and best meet the needs of the children these impact within the school. She then shares this information with whole school or relevant staff through INSET, staff meetings or discussions with relevant staff. Regularly she discusses SEND guidance with colleagues, sharing knowledge or seeking it elsewhere if appropriate; to ensure all children receive the high quality inclusive teaching they are entitled to and we strive to give them. Our SENDCO is Thrive trained and is also the Deputy Designated Safeguarding Lead, Looked After Child Designated Teacher and the Attendance officer within the school.

Working closely with the SENDCO are some SEN trained members of staff, ranging from LSAs in class, as well as our Nurture/Pastoral LSA and Literacy LSAs. Our Nurture/Pastoral LSA works with children individually or in small groups in and out of class, as well as offering support and guidance to parents if needed.  Whilst our Literacy and Support LSAs work within KS1and KS2 to provide support for elements of Literacy to those that are identified with needs, as well as delivering relevant intervention to groups of children. Also the school has LSAs who implement Speech and Language programmes in conjunction with Speech and Language therapists and works with individuals and small groups on their speech, language and communication skills, and gives advice to staff and parents when needed.

We are lucky to have a wealth of expertise within the staff, including trained adults in areas such as;

• Emotional, Social and Behavioural, using Nurture/Pastoral strategies and techniques and SEAL
• Speech, Language and Communication,
• Autistic Spectrum Disorders
• Specific learning difficulties, including dyslexia and dyscalculia
• Attachment issues

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

The school has a SEN system in which, when children are firstly identified with special educational needs, they are listed on the class intervention list, where some element of provision or intervention is provided and this is shared with children (age appropriately) and their parents/carers through a meeting or discussion. Also children, parents and carers are informed of any success and progression or changes to their provision/intervention when it is assessed in the Plan-Do-Review-Assess system.

If the child’s SEN issues are on-going, even after periods of provision and intervention, or are deemed as needing greater input/support (often from outside agencies) then the child’s name will be added to the school’s SEN register, and from this children identified with educational needs have an ISP (Individual Support Plan) which is planned alongside the child (age appropriate) to best meet their needs through support, resources and intervention. These are agreed and worked on with the child and then discussed with the parent/carer in the two parents meetings, ISP meetings or Annual Reviews throughout the year, as well as during informal discussions between staff and parents (including home/school diaries, weekly check ins and verbal exchanges at the beginning and ends of a day).

On occasions formal meetings may be arranged by staff or parents if there are concerns raised about the child’s progress, or other barriers to learning, above and beyond the set meetings.

How can parents, children and young people make a complaint about our provision?

At Brixham C of E we encourage an open dialogue between home and school and feel it is important to work as a consistent ‘team’ for the child, but if a parent has a concern or complaint then the first step would be arranging a meeting with the class teacher to resolve any issues.

If further support and advice was sought then parents are welcome to arrange a meeting with the SENDCO, Miss Tyrrell, or the Head teacher, Mrs Neslon, to solve difficulties or address any issues. This can be done through our Administrative staff in the office, by emailing admin FAO Miss Tyrrell or by phoning the school on 01803 882575.

How can parents, children and young people get more information about the setting?

If your child has been identified with Special Educational Needs or has a Disability and you would like more information about our school and how we could meet your child’s needs, we would encourage you to phone the school on 01803 882575 to arrange a visit. Also you could visit the school website https://www.brixhamcofe.org/website or email us on admin.brixham@acexcellence.co.uk.

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

When appropriate the school liaises with other bodies/agencies, depending on the needs of the child and/or those identified in a child’s ISP. On occasions this may include the involvement of the Educational Psychologist, to do a need analysis for the child, or support and guidance from our Advisory Teacher for SEN. We regularly involve health bodies, when appropriate, including Speech and Language Therapists, School Nurse, Health Visitor, Occupational Therapists and Physiotherapists. Outreach support is also available, which provides support, advice, guidance and strategies and therapeutic work with children who have Social, Emotional and Mental Health Difficulties or communication difficulties, including; Chestnut Outreach Support; Play Therapists and CAMHS. Support can also be provided if appropriate by using an Early Help referral, which will coordinate the organisations required in order to support a family. At this point Social Workers, as well as named representatives from appropriate services (CAMHS, School Nurse, Health Visitor, etc) will be involved to ensure the best support is put in place and followed up at regular intervals.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

At Brixham C of E Primary School children who are looked after are supported through EPEPs (Electronic Personal Education Plans), which are completed by the school’s Designated Teacher for Looked After Children, with parents/carers, children and the Torbay Virtual School, which monitors the plans termly and ensures Looked After Children are receiving appropriate provision.  If the child has been identified with SEN needs and are at SEN Support, they will access the above along with having SEN related ISPs termly, which are also reviewed and monitored. If the child also has an EHC Plan then they would access all of the above along with their Annual Review, which we try to arrange at the same time as other meetings for convenience.

Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.

It is a large inclusive community in which everyone is encouraged to respect each other and the things around them. The school is an open, friendly and happy place where everybody works together to achieve their best.

Our two and three year old nurseries provide rich, varied, engaging experiences where children are at the centre of their learning. We are focused on developing children’s curiosities, giving them time to explore and actively engaging them in their learning. Our belief is that children are at their highest levels of engagement when playing, therefore a play-based approach is at the heart of our Early Years curriculum. We give children time to play in an environment with endless possibilities balanced with adult-led teaching in phonics, writing and maths.

All of staff are highly experienced and qualified.

Parental involvement is valued within our nursery. We offer home visits, free settling in sessions, meeting with parent regularly and use a designated key worker system.  

As well as paid sessions, we also offer 15 hours free childcare for 3 and 4 year old (also the extra 15 hours for those who meet the criteria) and funded childcare for 2 year olds under the local scheme.

Visits are warmly welcomed, please contact the school to arrange.

Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.

Executive Headteacher: Mrs Jessica Humphrey

Head of School: Victoria Carter

Early Years Provision: Nursery

DfEE No: 2002

Type of School: Academy

Who to contact

Contact Name : Jessica Humphrey

Contact Position : Executive Headteacher

Telephone : 01803 557726
Fax : 01803 664857

E-mail : admin@cs-academy.com

Website: Curledge Street Academy, Curledge Street Academy

Notes : Facebook page: https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts

Parent Organisation : Bay Education Trust

Where to go

Name : Curledge Street Academy

Address : Curledge Street
PAIGNTON
DEVON

Postcode : TQ4 5BA

Childcare Information

Funded Places

3 & 4 year old funding : Yes

2 year old funding : Yes

3 & 4 year old 30 Hour funding : Yes

Local Offer

For specific information about what Curlege Street Academy offers in relation to SEN, please see:

Special Educational Needs and/or Disabilities | Curledge Street Academy

Eden Park believe that their school is a happy school, with high expectations, a caring atmosphere and an exciting challenging curriculum, but above all, a school that children really want to come to.

We have a well-equipped, purpose-built Foundation Stage area which includes our
Frogs Nursery. Children start school in this enclosed, nurturing environment with its
inviting outdoor learning area.

Eden Park Infants’ School and Nursery is a part of Connect Academies.

Headteacher: Ben Wallis (bwallis@eppsa.org.uk)

PTA contact: Ben Field (bfield@eppsa.org.uk)

Nursery: Yes

Early Years Provision : Nursery
DfEE No: 3751
Type of School: Academy

Contact Details:

Telephone : 01803 854011
Fax: 01803 852678

E-mail : admin@eppsa.org.uk

Website : www.eppsa.org.uk/

Notes : Executive Head: kkies@coastacademies.org.uk

Parent Organisation : Coast Academies Multi-Academy Trust (MAT)

Where to go

Name : Eden Park Primary School

Address : Eden Park Primary School Academy
Eden Park
BRIXHAM
DEVON

Postcode : TQ5 9NH

Other Details

Availability

Age Ranges : From 3 years to 11 years

Related links : Tadpoles Nursery (Brixham)

Local Offer

SEND at Eden Park Primary & Nursery School (eppsa.org.uk)

SEN Information

What special education provision is available at our setting?

Across the Connect Academy Trust we have a shared philosophy of high quality teaching and learning for all pupils, this isn’t just about the classroom but also the range of clubs and enrichments we offer children to further enhance their ability to confidently interact with the World. As a Trust we have a vision based around a set of values which underpin everything we do. These values differ slightly in their terminology but the outcome remains the same. A high quality environment with shared values and a place for children to thrive.

At Eden Park the values are: Respect, Teamwork, Creativity, Independence and Wellbeing.

We have a team of staff who may be involved in supporting your child in addition to their class teacher and class/intervention based teaching assistants. When a child is identified as having a special SEND which requires a more bespoke provision, the trust can offer:

• Communication and Interaction:
  • A newly commissioned outreach service for autism.
  • A fully trained Early Bird Practitioner as part of the team.
  • A cygnet trainer as part of the team.
  • Expertise in strategic leadership of the management of autism as a school/trust.
  • An enhanced provision for autism with space for 16 children who are capable of joining mainstream.
  • A designated autism champion
  • The Trust is currently working towards the award for being a Makaton friendly environment.
  • Many of our adults use makaton on a daily basis. Use of visual prompts and resources tailored around each individual child’s needs, including how to design and use Social Stories.
  • TA’s able to deliver a wide range of speech and language interventions, some of whom have enhanced qualifications such as the Elkland training.
  • Expertise in the use of the speechlink programme of assessment.
  • Close working links with the authority SALT Team.
  • Access to specialist EAL Services.
• Cognition and Learning:
  • Staff who have spent time researching around ideas such as “growth mindset” which empowers children to help themselves.
  • Expertise in scaffolding learning to gain the best from everyone.
  • An excellent understanding of the P scales and how to track them.
  • Well-rehearsed strategies which help children to organise their learning in a way which suits them.
  • A very successful method of enabling ADHD children to succeed, for example the use of planned brain breaks and the use of food to prolong medication.
  • Use of APPS to enable children to remember their learning and reuse it. Dragon Dictate APP, “Tell me everything”, Clicker 6, named resource.
• Social, Emotional and Mental Health:
  • Fully trained Thrive practitioners.
  • A Pawsb teacher who models the strategies throughout the Trust.
  • All staff are trained in basic CBT.
  • Links with the CAHMS PMHW’s.
  • Members of the pastoral staff who have more in depth training of CBT, attachment therapy and nurture programmes.
  • Some members of the pastoral team are also bereavement trained.
• Physical and or Sensory:
  • Accessible well-lit classrooms and corridors. 
  • Ramps, steps and lifts in certain areas, highlighted edges of steps in yellow, upright posts are wrapped in rope to create a different texture.
  • Excellent links to a wide range of external support services including:
    • The hearing support teacher,
    • the outreach teacher from WESC in Exeter,
    • bowel and bladder service,
    • diabetic nurse,
    • community nurse team, school nurse team,
    • disabilities support workers (accessed via the Early Help Referral process),
    • occupational therapy team,
    • physiotherapy team,
    • acquired brain injury nurse.

What criteria must be satisfied before children and young people can access this provision/service?

We aim to include every child in all that the Trust has to offer. Therefore where possible we will assess and adapt activities to meet the specific needs of a child with SEND alongside their peers.

All teachers expect to see a broad range of ability within each class and recognise that slow progress is not always an indicator of SEND. Before identifying a specific SEND we would consult with parents/carers and consider factors relating to gaps in education (perhaps due to changing schools, traveller lifestyles or refugee children seeking asylum). We will also explore difficulties that could be experienced by a child in care, a young carer, a child at risk of exclusion, a cross-gender transition, a child with English as an additional language (EAL), a child with a physical disability or medical need or even families seriously disadvantaged by poverty or social isolation.

Whatever difficulty a child is having, the Trust will endeavour to initiate a strategy, intervention, enrichment or appropriate form of support to meet that need. Where children are mainly functional within a class environment and making progress they would not be considered to have a SEND, but would continue to access the support they needed wherever possible. If individual needs are identified as having a significant impact on a child’s ability to function or access learning then they could be recognised as having a SEND and further advice from external agencies would be sought in partnership with the parents.

How do we identify the particular special educational needs of a child or young person?

The MAT adheres to the graduated response as identified in the SEND code of practice: assess, plan do review. It is our intention that each cycle or stage becomes more and more focussed on improving outcomes as we drill further down into the child’s specific needs.

Stage One:

• Parent or school staff raise concern over progress or a specific difficulty.
• Child is discussed at weekly team meeting, phase share ideas about what could be done.
• Specific class based interventions are put in place. These could be English or maths based or Thrive based if it is an emotional need. It could also be use of a particular computer based programme for example Clicker 6.
• Situation is monitored over time at the beginning and the end to see if there is a difference to the child’s confidence and understanding.
• The child will not be on the SEND register at this point as this is all part of everyday practice.
• Staff use the flow chart below to help them to focus on the needs of the child.

Stage Two:

• If after a period of time, this is usually at least a term, the child is still making little or no progress, then we move to stage two.
• The child is now recognised as “SEND support” this means that their name will be held on the school SEND register and the child will have a personalised provision map which will be monitored termly by the SENDCO and SEND Support Assistant.
• This document is also a joint document between home and school. We want to have parent views on it as we are a team. We ask parents to sign these as we may need to share information with the hospital or external agencies.
• We may ask for specific external services such as outreach or the Speech and Language Service to come in and the reports they write will form part of the child’s provision and be recorded on the map.
• These children are more closely monitored by the SEND Team and provision is checked in on for quality and kept under review.

Stage Three:

• The child may have been referred to the John Parkes unit, specialist medical services or specialist educational provision for further investigation.
• The child will have been seen or about to be seen by the Educational Psychologist.
• The child will have had some access to outreach provision depending on their needs.
• The family may have been referred to Early Help.
• There is a large and growing evidence bank of specific things being tried and monitored over a long period of time.
• A multi-agency meeting may have been called to look at the child in detail.
• An application for an EHCP plan will be considered for action.

How do we consult with parents and/or children and young people about their needs?

Our schools are open and friendly. We recognise that parents have a crucial role to play in their child’s education and are always willing to talk with you about the best ways we can help make your child’s experiences at school happy and successful.

Staff welcome and will initiate dialogue about the children in their care and take pleasure in contacting parents to share examples of how a child has excelled during the day. If a child have been involved in an incident during the day, we may contact parents to share this information or invite them in for a meeting if their child is experiencing a persistent difficulty or if we have noticed an unusual change in their attitude or behaviour. Where a parent has raised a concern for their child, we will always endeavour to fully investigate or explore this in order to resolve the issue for their child.

For difficulties arising outside of the school day families could be directed to Torbay services that they can access for themselves such as:

• http://www.torbaydirectory.com/kb5/torbay/enterprise/family.page

Sites dedicated to supporting families with online safety:

• http://parentinfo.org/ (CEOP)
• http://www.net-aware.org.uk/ (supported by NSPCC)

The children themselves are offered opportunities to share their views or worries with trusted members of staff either on a 1-1 basis or within their classes or small groups. Where children find communication difficult, we would try to find an appropriate means for them to share their ideas and support them in achieving their goals or resolving a difficulty.

What is our approach to teaching children and young people with special educational needs?

Teachers plan for individual pupils and differentiate within their planning for the full range of abilities in their class. During School Development Meeting (SDMs at Preston/Eden Park and Team Meetings at Cockington) sessions children are discussed within each phase group and SEND and potential SEND children are highlighted and discussed. They are then flagged up to the SENDCO through this process and suggestions made of interventions, resources or particular programmes to try. Constant feedback and dialogue is encouraged between the class teacher, SENDCO and the parents so a full understanding of the child’s needs can be gathered. A Provision Map will then be put in place (Individual Support Plan at Cockington). This is the place where the list of everything that has happened or is happening with the child is recorded. The teacher is responsible for updating the child’s provision map, the map will be shared with parent’s every time it is updated. If further professional advice needs to be sought that is the role of the SENDCO.

Support Staff are expected to use the teachers planning and adapt it for the specific needs of the child. This could mean the use of identified physical resources or breaking down the task into smaller chunks, providing brain breaks or using a visual prompt that promotes independence. Support staff are expected to annotate planning to reflect how much progress a child made, suggest next steps and deliver interventions to support further progress.

As a MAT we promote independence in children through our core values and would only provide a 1:1 support assistant in exceptional circumstances and this would be kept under constant review as our aim would be to build the child’s independence and resilience so they do not become over-reliant on constant adult intervention.

How can we adapt our curriculum for children and young people with special educational needs?

We try to make children’s learning exciting, fun, meaningful and challenging. We insist on high standards which we are then proud to share.

Our projects start with an exciting experience or challenge to capture the children’s interest and generate enthusiasm. Learning skills, curriculum skills and knowledge are taught rigorously through a range of engaging and challenging activities which are adapted at the point of learning if a child’s response to it is unexpected. A high quality outcome brings together the children’s learning, at their level of ability, in a meaningful way and is shared with parents and the community. Children with SEND are expected to work alongside their peers for as much of the learning experience as is applicable and activities will be differentiated to enable them to contribute and achieve.

By creating these opportunities, the areas of the curriculum are fully covered ensuring that the children’s learning is always given a context and allows our children to become immensely proud of their own achievements. However, dedicated skills sessions run alongside our “Learning Experiences” to ensure full and regular teaching of areas that are not being covered within that learning experience.

How will we ensure we get the services, provision and equipment that children and young people need?

Under the Equalities Act (2010) a condition which is long term (defined as a year or more) is considered to be a disability. This would include children with a hearing or visual impairment or long term health conditions such as asthma, diabetes, epilepsy, cancer. Sometimes, in the instance of a child having a medical condition, the Health Service will create health care plans and the MAT will coordinate recommended provision to best meet the needs of the child. These children may be held at SEND Support or have an EHCP depending on how significant the need is and how able the child is able to manage that need. This process will allow the MAT to plan ahead in order to prevent disadvantage or discrimination. We will always endeavour to make reasonable adjustments and provide resources which will allow the child to flourish and succeed.

At Eden Park the buildings can be accessed at different levels and are suitable for wheelchair access. Ramps and lifts have been provided to aid manoeuvrability. There are designated disabled toilets and a shower room on each site.

Our schools take advice from specialist practitioners to ensure that children who are partially sighted can use either sites with a good degree of independence. For example, coloured markings on the steps and in the playgrounds ensure that everyone accessing the school grounds can see the edges of steps and posts and can anticipate shifting levels. Textured ropes have been secured around posts to ensure that they can be spotted more easily. We try hard to provide good acoustic conditions in all of our classrooms so that the effects for children with hearing difficulties are minimised for example, they have carpeted areas, curtains and quiet areas. We have also used the specialist hearing loop system when recommended for particular children.

How is this provision funded?

The school’s budget includes designated money for supporting children with special educational needs. Children with an Education & Health Care plan are allocated an additional amount of funding to meet the provision needed that is over and above what is required by their peers. Some funding may come from the Pupil Premium – a set of funds allocated to schools to work with children registered for free school meals at any point in the last six years. Schools also receive funding for children who have been looked after continuously for more than six months and children of service personnel. Schools are made accountable for how this money is spent and all resources and support are reviewed regularly and changes made as needed.

What additional learning support is available for children and young people with special educational needs and how do they access it?

The amount of support your child receives will depend on their age, ability and barriers to learning.

All classes have general TA support which is used strategically for any child who needs help or intervention.

We allocate TA support on a needs led basis and each child is planned for to support these needs. We want all of our children to have a good degree of independence and to learn skills which will equip them for future life. However there may be certain times or lessons where extra support will be necessary. We may also consider putting in more intense TA support if needs are significantly impacting upon a child’s learning, but this would normally be for a short period of time and kept under review. We have access to a wide range of technology and resources to help our children to access their learning in a way which suits them. We make good use of iPad apps and writing programmes such as clicker 6.

We will also use the support of specialist external services if it is needed.

How do we support and improve the emotional and social development of children and young people with special educational needs?

Spiritual, moral, social and cultural (SMSC) development will take place across all curriculum areas. Teachers will inspire in pupils an enthusiasm for learning. All adults will model and promote expected behaviour, treating all people as unique and valuable individuals and showing respect for pupils and their families.

Teachers will use creative strategies and challenging questions to engage pupils in their learning and relate it to their own experiences.

This can be achieved through maximising both planned and spontaneous opportunities to:

• Talk about personal experiences and feelings.
• Express and clarify their own ideas and beliefs.
• Speak about difficult events, e.g. bullying, death etc.
• Share thoughts, belongings, equipment and feelings with other people, listening to others.
• Explore relationships with friends/family/others.
• Show empathy.
• Develop self-esteem and a respect for others, accepting and embracing difference.
• Develop a sense of belonging.
• Develop the skills and attitudes that enable pupils to develop socially, morally, spiritually and culturally – e.g. empathy, respect, creativity, sensitivity and critical awareness.
• Being able to agree and disagree.
• Providing opportunities to work together and alone.

Children with social and emotional needs will have access to a large pastoral team who are able to offer support which is designed around the individual. Our schools have fully trained Thrive practitioners who also manage specific lunchtime provision.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

We welcome and encourage families who would like to consider sending their child to our schools to book a tour of the school. This will give parents an opportunity to ask questions about their child and find out how specific SEND can be supported.

On initial entry into school we encourage parents to let us know if their child has any already identified particular needs so that we can begin to have conversations around how we can meet them.

When moving from class to class, all children are given an opportunity to meet their new peers and class teacher in July during a class swap day. This is when photo books and any specific resources and health and safety issues can be identified and planned for. For children who need an enhanced transition plan, this can be co-ordinated by a member of our pastoral team.

Children are prepared for the move into the next part of the school when moving between phases by having tours of the building, joining the next phase for playtimes and working in different parts of the building at different times of the day. This is done with the support of familiar adults so the child can discuss their concerns and ask questions as necessary.

At the end of KS2, arrangements are made for parents to meet the SEND Team from the local secondary schools at the beginning of the school year prior to transfer. In some cases the SEND/Pastoral Team will liaise with school and arrange additional transition sessions for children who will find the move stressful or difficult. All SEND records and reports are transferred to the secondary schools at the end of KS2 or to the receiving school if the child leaves before this.

What other support is available for children and young people with special educational needs and how can they access it?

Safeguarding children is taken very seriously at our schools. All new and existing members of staff at Academies have a safeguarding overview of Trust procedures on or as close to day one as is possible. All new members of Academy Staff are sent on the basic level one safeguarding training provided by Kulinda Solutions at the local teaching school. All existing members of staff have a level 1 refresher safeguarding course once every three years. All level 3 trained staff attend a refresher course every two years provided by the TSCB.

The Academy Council member with the responsibility for Safeguarding and the DSL meet every term. From this meeting a report is written and evidence is provided, this is then shared with the academy council and directors.

Keeping children safe online is promoted in lessons as well as through specific age appropriate e-safety sessions which are delivered by specialist visitors to the schools.

The link below allows you to access a brilliant resource which gives you guidance on how you can help your child to stay safe whilst they’re online. It gives specific information surrounding cyber bullying, coping with peer pressure, social media and on-line gaming.

http://www.vodafone.com/content/digital-parenting/learning-and-fun/digital-parenting-magazine.html#

What extra-curricular activities are available for children and young people with special educational needs?

Our schools are delighted to be able to offer an extensive range of clubs that provide all children with the opportunity to gain confidence, self-esteem and new skills in a variety of situations. The clubs are mainly free and are run by volunteer members of staff and are run before and after school as well as lunchtimes.

The comprehensive list of clubs varies and often includes: Football, Choir, Dance, Computers, Lego, Sewing, Netball, Art, Media and many more. The school runs the Children’s University scheme which rewards children for their attendance at clubs and activities. We issue the passports free to encourage greater participation and have reward assemblies to receive certificates. Those with enough signatures in their passport get to “graduate” at Plymouth University!

The school will endeavour to make all extra-curricular clubs accessible to any pupil who wishes to participate. Children with SEND will not be discriminated against and will make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

The progress of all children is discussed and planned by teachers on a regular basis and monitored by designated members of the senior leadership team. SEND Support children are regularly discussed with the Educational Psychologists (with parental permission) employed by Torbay Council and this helps us to be clear about what the child’s needs are and whether there is anything else we need to put in place.

Children who have a target and provision map, Thrive or SALT programme will have their progress reviewed regularly throughout the year in partnership with their parents. The child will be consulted as part of this process and where possible, their views will be considered in setting next step targets. The SENDCO and members of the pastoral team will co-ordinate and monitor the provision being made for pupils on the SEND support record.

For children who have an EHCP or Statement, we invite a member of the Torbay SEND team to annual review meetings. Alongside this all of our annual reviews are monitored, a report written and fed back to us by a designated member within the Torbay SEND Team.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

The Trust’s SENDCO is part of the senior leadership team at both Trust Schools, whilst at Cockington the SENDCO reports directly to the pastoral lead, who is part of the SLT.

It is the role of the SENDCO to:

• Oversee the day-to-day provision for children with SEND, at Coast this is done through, observations of children, looking at provision, identifying specialist resources, involving and liaising with external agencies, checking and approving provision maps.
• Advise on the deployment of the schools dedicated budget and other resources to meet pupils’ needs effectively. At Coast this is done through discussion of the child’s needs with the entire team around the child, including teacher, TA, parent and child (if applicable)
• Be a key point of contact with external agencies. At Coast we have built positive relationships with a wide range of health and specialist SEND professionals and we make good use of their services and advice.
• Update and review the SEND policy.
• Report to the allocated SEND designated member of the Academy Council and hold termly meetings with said member.
• Line Management of the Pastoral Team.

We will also monitor and review our SEND Policy and Provision by:

• Ensuring accountability by placing ultimate responsibility for SEND and the implementation of this policy with the CEO.
• Ensuring that the Designated Academy Challenge Team member for SEND and the SENDCO have regular meetings, in order to monitor and assess the effectiveness of the school’s response to SEND and promoting welfare, in line with this policy. As necessary, action plans will be formulated to address areas for development. This will happen as required or in any case, as a minimum, once every term.
• Identifying and responding to new/revised guidance issued by government bodies and the Local SEND TEAM, leading to review of this policy on an annual basis.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

The Trust places high value on good quality training.

We have links with the AET and all our staff have had the basic Autism training, we also have a number of staff with the advanced training for this who are our school autism champions. We place high value on developing professional development around SEND by enabling SENDCO’s and aspiring SENCO’s to gain the national SEN award.

The Trust also places high value on the use of JPD (Joint Practice Development) to enhance teacher pedagogy that develops their ability to deliver high quality lessons. This ultimately improves outcomes for all children including those with SEND. Alongside this we run more bespoke training for members of staff for certain children or groups of children e.g. Makaton, PIPS, Talk Boost, Read Write Inc, Counting for Calculating to name a few. Our staff have access to a number of assessment/diagnostic tools, e.g. dyslexia portfolio and dyscalculia assessment and a variety of high quality interventions. New Staff have a specific induction that involves Safeguarding and SEND information alongside opportunities to meet staff from other schools to share best practice.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Once a child is identified as having SEND the parents are invited in for a review meeting and a target and provision map is set up and refined with input from home as well as from school. In this meeting various members of the pastoral team as well as the class teacher and parent(s) talk through what the needs are and set smart, achievable targets designed to improve the outcomes and measure progress. As part of this process the parents sign the provision map to state that they understand that their child will be added to the SEND register and they are happy for us to share information with other external agencies who we might call in to support the child. This is then reviewed termly with the parents.

If a child demonstrates sustained progress over time, including during times of transition, within their identified areas of need and no longer need specialised individual support and planning, we would look to take them of the SEND register. This would be celebrated and shared with the child and their parents and may involve a light touch monitoring to ensure progress is maintained.

Where, despite the MAT taking relevant and purposeful action to identify, assess and meet the SEND of the child and they have not made expected progress, the MAT or parents may recommend initiating a request for an EHCP assessment.

Where children do have an EHCP (or statement) these are reviewed annually in addition to the termly update meetings.

How can parents, children and young people make a complaint about our provision?

Families need to contact the class teacher in the first instance to seek advice and support for their child. Where a need is identified, this will always be passed to the Pastoral Team who would then be able to offer in house services or signpost families to relevant external services. Where parents and carers feel that a situation has not been dealt with effectively they will need to follow the MAT complaints policy which can be found on the schools websites. We are happy to listen to and reflect upon the suggestions and views of parents and would always encourage them to come and talk to us.

How can parents, children and young people get more information about the setting?

A copy of the individual school offers can be found in the SEND Policy appendix and SEND School offer documents which can be found on our websites.

If more information is required or parents have any specific enquiries they should contact Mrs Deb Mawbey on the direct pastoral line: 01803 855300 or you could email the team at: pastoral@eppsa.org.uk

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

At Connect Academies we work closely with all partner agencies to promote quality outcomes for children. Within Torbay we have excellent links with the Torbay SEND team and make very good use of their expertise. We also work with the hospital team and have made strong links with the various departments used by our children e.g. paediatrics, speech and language, occupational therapy, physiotherapy, CHAMS etc. Our children also benefit from various outreach services provided within the Bay for example, Chestnut Outreach for behaviour/emotional support, Mayfield Outreach for Learning Needs and our newly commissioned in-house autism outreach service, which is Bay wide.

The Trust SEND teams have to work with several Local Authorities and has to tailor its approach to this dependent on the authority. We will always look to hold multi agency meetings wherever possible as this is the most efficient way of getting to the crux of the child’s needs. However, if some external professionals are unable to attend we will always ask for a report to be written so their views can be considered. If requested, the schools will accompany parents to external agency meetings.

Across the Connect Academies Trust, we have SEND teams who work to support staff members to carry out their duties and it is this team’s responsibility to liaise closely with other services and agencies such as Torbay SEND, School Nurse etc. Within the Pastoral Team there is expertise in various areas including autism, ADHD, Attachment disorders and learning difficulties and nurture.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

CLA children are closely planned for and monitored using an E-PEP system if they are a Torbay child. Any out of county CLA children are monitored using the procedures provided by their home Local Authority. The CLA designated teacher and deputy attend all centralised training and report to the Academy Council Safeguarding Lead as part of the Safeguarding meeting.

Other related Information: Anti-Bullying, SEND and Behaviour policies are available to view on the school website.

Our vision at Ellacombe is for every child to be confident and happy as we nurture their development and strive for success. We are very much a school family, and have a fantastic relationship with our parents and families, working together to ensure the very best for each and every child.

To compliment our engaging and aspirational curriculum, we have a purpose built Early Years Foundation Stage unit and playground, separate KS1 and Year 6 units, a newly refurbished IT suite and a dedicated Thrive room.  We also have a newly refurbished nursery, Little Stars Childcare Centre, that offers high quality provision for 2 – 4 year olds with extended opening hours from 7.30am – 5:30pm weekdays during term time.

We are proud to be a member of the Learning Academy Partnership – a values led family of exceptional schools. Our schools work together within a Multi Academy Trust, currently consisting of 8 primary schools and All Saints Teaching School Alliance, to support school improvement across the South West.

Headteacher : Mrs E Semmens
Nursery : Yes
DfE No : 880/2000
Number on Roll : 370
Type of School : Academy

Who to contact

Contact Name : Mrs E Semmens

Contact Position : Head of Academy

Telephone : 01803 293040
Fax: 01803 215343

E-mail : ellacombe@lapsw.org

Website : https://ellacombe-lap.co.uk/

Notes : Executive Head: tcleverley@lapsw.org

Head of School: esemmens@lapsw.org

Business Manager: kbarnett@lapsw.org

Parent Organisation : Learning Academy Partnership Multi Academy Trust (MAT)

Where to go

Name : Ellacombe Academy

Address : Ellacombe Church Road
Torquay
Devon

Postcode : TQ1 1TG

Childcare Information

School Pickups

Offers pickups : No

Local Offer

Links : SEND – Ellacombe C of E Academy (ellacombe-lap.co.uk)

SEN Information

What special education provision is available at our setting?

Within the Learning Academy Partnership, all teachers are accountable for the progress and development of all children in their class, including those identified with Special Educational Needs & Disabilities (SEND). All staff track those at risk of underachievement or slow progress so that rapid appropriate intervention can be put in place.

Additional structured and tailored intervention is provided by trained members of staff in addition to high quality teaching. Specialist teaching assistants, within the school, deliver interventions to accelerate progress in targeted areas of need.

Such interventions include:

• Designated staff deliver social skill support groups
• Specialised interventions, devised to suit individual needs
• Access to a range of agencies and support services, when required, such as:
  • Educational Psychologist
  • Speech & Language Therapists
  • Social Care professionals
  • Early Years Advisory Support
  • Portage Workers (home-visiting educational service for pre-school children with additional support needs and their families)
  • SEN Advisory teacher
  • Bereavement therapy – children and families in grief
  • Primary mental health workers:
    • CAMHS
    • Hearing Impairment Support
    • Visual Impairment Support
    • Chestnut Behaviour Outreach Team
    • Occupational Therapy

Furthermore, members of staff may receive additional training to enable them to support specific pupils with additional needs, for example, PECS (picture exchange communication system) training to support children with communication needs.

What criteria must be satisfied before children and young people can access this provision/service?

We are an inclusive academy trust and consider placements for any child across our academies and nurseries. We adhere to the guidance laid out in the Equalities Act 2010. Children with SEND are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage.

For us to provide a successful provision for children with additional needs, we ensure we work in partnership with families and that families sign up to this agreement of building a team of support around the child. This may involve other outside agencies. We have clear induction meetings to ensure a child makes a successful start in our learning environments.

Through the regular monitoring of attainment and progress, children who may require additional support have their needs identified and become part of our ‘QFT – Assess, Plan, Do, Review’ process. Parents are consulted and encouraged to participate in partnership with the school.

How do we identify the particular special educational needs of a child or young person?

We have a clear system in place across the academies to identify potential special educational needs for a child. We consider early identification of SEN to be vital.

• We follow the SEND Code of Practice (January 2015)
• All class teachers track and monitor the data of children’s progress and attainment. Where a child is making limited progress, or achieving below age related expectations, the class teacher monitors to ensure this is not due to any underlying special educational need.
• Classroom observations and learning walks by school leaders are standard practice, to ensure that children’s barriers to learning are not an issue that can be dealt with through the development of teaching strategies (quality first teacher). Any concerns are shared with the SLT and/or SENDCo.
• The SENDCo subsequently uses appropriate assessment tools to further investigate concerns raised through the observation and monitoring processes.
• Where needed, we refer to outside agencies to provide support in the identification and assessment of any barriers to learning.
• We support parents in liaising with medical professionals where an underlying medical condition is causing barriers to learning to aid the process of identification.
• Where behaviour is causing barriers to learning, we work closely with families to identify what the cause might be, such as parenting support, housing, bereavement or friendship issues.

How do we consult with parents and/or children and young people about their needs?

We recognise that it is essential we work in partnership with parents. We do this in many ways:

• Individualised processes in place between nurseries and academies to ensure smooth transition.
• Individualised transition processes in place between the school and Secondary schools.
• Home Visits on entry for children transferring from nursery
• Open days
• Tours of the school by the Senior Leadership Team.
• Staff visible and present on the playground at the beginning and the end of the day to communicate with parents and carers
• Termly parent consultations
• EHCP (Educational Health Care Plan) Annual Reviews
• Termly Individual Support Plan reviews
• Family Support Team
• Home/school communication books when required
• Regular ‘check in, check-ups and check outs’ (opportunities for teacher/pupil communication)
• Invite parents to observe and build awareness of the structured educational interventions their children are receiving e.g. Read Write Inc and Numbers Count
• Subject leaders provide parent advisory/information sessions for key areas of children’s learning e.g. approaches to calculation, or reading development.
• SEND Clinics

What is our approach to teaching children and young people with special educational needs?

Our academies are inclusive learning environments and we value each child as an individual.

All children are treated with equity, and we ensure that when additional needs are identified a team is built around the child. This team is inclusive of the parents/carers who know the child best, the class teacher and SENDCo and any additional outside agencies who may be involved in providing specific objectives and supportive advice (including health and social care).

The information from the team provides a clear identification of the child’s needs. Teachers then use this information to ensure the child’s needs are recognised and planned for within the classroom environment. Teachers are responsible for ensuring quality first teaching is adapted to meet the needs of any children with SEND.

Some pupils may require individual assessment by the SENDCo. The assessment will determine whether the pupil requires a bespoke programme of support. The programmes are devised to suit individual needs of the child and using evidence based research. Children identified with a higher level of need will also have an ISP (Individual Support Plan) with individualised targets.

How can we adapt our curriculum for children and young people with special educational needs?

We adapt the curriculum by:

• Adaptation of class teaching – quality first teaching – ensuring access for all learners
• SENDCo identifies children who need tailored intervention, in liaison with SLT, SENDCO and parents.
• Individual Support Plans provide key targets and provision
• Engaging parents to support home learning
• Resources and specialist equipment provided and tailored to support children with special educational needs to progress within the classroom
• Any interventions (in addition to class teaching) are reinforced and consolidated in the classroom

How will we ensure we get the services, provision and equipment that children and young people need?

At times we need to call on the advice of professionals to ensure that we have identified and provided for a child’s needs effectively, this might include:

Gaining support from external professions (e.g. the Communication & Interaction Team) for expert guidance to better support a pupil’s needs.

There may be times when we may not always have the resources and facilities to meet the specific needs of an individual child. Although we make every reasonable effort to do so, when this occurs we take advice from the Local Authority Special Educational Needs Team and signpost parents/carers for advice.

• Advisory Teacher for SEN
• Educational Psychology Service
• Torbay Information Advice and Support (SENDIASS – free and confidential for parents)
• Speech and Language Therapy Service
• Hearing Impairment Service
• Visual Impairment Service
• School Nurse Team
• Paediatrics
• CAMHS
• Social Care
• Mayfield Chestnut (behaviour)
• Combe Pafford Outreach

How is this provision funded?

Across our academies, provision for meeting the needs of pupils with special educational needs is funded by the academies’ notional SEN budgets. Some pupils with special educational needs may also be eligible for Pupil Premium funding if they are in receipt of Free School Meals, are Looked After by the Local Authority or if their parents work in the Armed Forces. (For details of this please see the Pupil Premium Annual Report available on our website.)

Pupils with complex special educational needs and/or a disability who have an Education, Health and Care (EHC) plan may also receive additional Element 3 funding from the Local Authority according to the complexity of the child’s needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As outlined below under “What other support is available for children and young people with special educational needs and how can they access it?”, we may need to draw upon additional support from outside agencies.

The Family Support Worker and SENDCo will be able to signpost parents and carers to appropriate agencies and can offer to support through the referral process.

How do we support and improve the emotional and social development of children and young people with special educational needs?

• All members of our PSED team are trained in Boxall.
• Our Nurture Lead and PSED Lead are both Level 3 attachment aware trained.
• A range of pastoral interventions based on the identification of need e.g. Boxall programmes.
• The academies follow our Positive Behaviour Policy to ensure a consistent approach to behaviour management in every classroom.
• Professional Development for all staff focusing on positive behaviour management.
• Meal Time Assistants training and support for lunchtime positive behaviour management.
• Guidance for parents in the emotional and social development of children (which may manifest as behavioural difficulties) with signposting to appropriate support through Early Help.
• A Nuture Group is available for children who require additional emotional and social support – access is via a specific Nuture assessment. (This provision is only currently accessible at Ellacombe Academy)
• Where social care is supporting a family, designated members of staff liaise with the case workers.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Nursery to KS 1

• Personalised tours for potential parents
• Open day for potential parents
• Home visits
• SENDCo and Family Support lead liaison with children who may require extended transition
• Opportunities for nursery children to spend time at the setting, meeting staff etc.
• School Entry Plans are implemented with children already identified with a high level of SEND. These plans are reviewed following entry to the Academy

Key Stage 1 to Key Stage 2

• Transition sessions for children to spend time with their next teacher prior to moving year group
• Extended transition plans for children who may require additional transition days
• Class teacher handover to include sharing of SEND information

Key Stage 2 to Key Stage 3

• Open day for parents and children hosted by the KS3 provision
• Year 5 opportunities to visit local secondary settings
• Assisted transition for vulnerable children or those who would benefit from additional transition
• Transition meeting between SEND Leads and class teachers and child in both setting environments

What other support is available for children and young people with special educational needs and how can they access it?

There are many avenues of support to explore in regards to SEN. The SENDCo can aid parents and children in accessing the following (which is not an exhaustive list):

• Social, Emotional and Mental Health:

• Family Support Team liaise with Social Care and oversee Child Protection, Child In Need & Early Help
• Pastoral interventions – identified by need
• Liaison with outside agencies for advice and support – Educational Psychologist, Child Adult Mental Health Service (CAMHS), Chestnut Outreach
• Implementation of the Academy’s behaviour policy
• Behaviour concern may be referred to SENDCo which may result in referral to Chestnut Outreach
• South West Family Values
• Communication and Interaction

• Speech & Language concern may result in referral for Speech and Language Therapy
• Liaison with Speech and Language Therapist. Recommendations implemented by allocated members of staff.
• Use of resources such as: Talking Postcards, whiteboards
• Request to outside agencies for advice such as Coombe Pafford, Chestnut, Coast Academies (ASD)
• Makaton
• Cognition and Learning

• Concern forms may be referred to SLT and SENDCo from staff with concerns for progress or achievement using our graduated response paperwork
• Specific tailored interventions: 1:1 Phonics, Read Write Inc, Counting to Calculating (Reading and Maths)
• Battery of 1:1 assessment may be undertaken by SENDCo to determine barriers to learning followed by the implementation of appropriate bespoke intervention
• Physical and Sensory

• Outside agencies for advice such as Visual and Hearing Impairment Advisory Teachers
• Implementation of recommendations by Occupational Therapist or Physiotherapist by an allocated member of staff
• Outside agency referral to Occupational Therapist for assessment and intervention
• Provision of support resources as advised (wedges, specialised equipment)
• Medical

• Regular meetings with SENDCo, Family Support Team and School Nurse
• Liaison with medical professionals for children with ongoing treatment
• Implementation of medical plans as advised by medical professionals

What extra-curricular activities are available for children and young people with special educational needs?

Our Academies have extra-curricular activities available to all children, such as:

• A range of After School Clubs
• Regular school visits that are fully inclusive – we complete full risk assessments where children with specific difficulties may require additional support.
• Residential Experiences for KS2 children
• Breakfast and After School Club available for all children (fees apply)
• Peripatetic teachers offer music tuition (fees apply)
• Family Support Team will signpost service to provide guidance on where parents could access extracurricular facilities outside of school.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

A graduated approach to SEND is used across the school, following the Assess, Plan, Do, Review process.

As soon as an SEND concern is raised, the school will seek the viewpoint of parents and children involved. Your voice as a family is extremely important in ensuring we have a full and broad picture of your child and that we have all relevant information to support the assessment and support process.

We may use the advice of professionals such as Educational Psychologists and/or Speech and Language Therapists, to agree desired intervention that is recorded as part of a child’s Individual Support Plan. If your child has an Individual Support Plan (ISP), Parents/carers will be invited to a review meeting at least 3 times a year and your views (Child and Parents) taken into consideration in planning next steps. Parents will be aware of outside agency involvement with their child and will be provided with relevant reports detailing intervention and progress.

Termly tracking of data and other evidence of progress is recorded on children’s records to ensure we can monitor the impact of additional support and intervention.

An Education Health and Care Plan (EHCP) is reviewed annually, twice if the recipient is under five years of age. The Annual Review enables provision for the pupil to be evaluated and, where appropriate, for changes to be made. Parents and pupils are consulted and encouraged to give their views as part of this review process.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

All intervention and provision implemented across the Academy is regularly reviewed to measure impact. If the intervention hasn’t been effective in ensuring progress within the targeted area of need, the child’s needs will be reassessed and interventions modified accordingly. The review process varies depending on the area of need: Cognition and Learning, Communication and Interaction, Physical/Sensory and Social, Emotional and Mental Health. This may be in conjunction with outside agencies, for example, occupational therapy reviewing impact of a support plan they have provided and the Academy has implemented.

As part of our practice, we collect information and feedback from parents and pupils using parental and pupil termly reviews.

Expertise is shared across our Trust. We carry out cross Academy moderation, which ensures that we have secure assessments of all children in the Partnership.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Quality First Teaching, is the key to ensuring the best progress for all children. We invest in our staff to provide a learning environment where high quality interventions are run by trained staff, rather than deploying a Teaching Assistant in each class room. 

• Class teachers and Learning Support Assistants are trained in the delivery of the systematic phonics programme Read, Write Inc.
• Numbers Count trained teacher
• Staff Trained in the mathematical intervention programmes: From Counting to Calculating, Numbers Count, Number Sense and Success at Arithmetic. Each of these is a well-researched intervention programme for different key stages of the primary curriculum.
• Staff trained in the delivery of Boxall and working alongside specialist advisory teachers to update skills
• Across the Trust the SENDCos meet monthly to ensure best and consistent practice
• SENDCo attends regular SENDCo Forums where there are opportunities to network and share good practice with local SENDCos in Devon and beyond.
• Termly SEND Clinics/Inclusion Meetings held with class teachers and SENDCo to share expertise.
• SENDCo consults with professionals from a range of services where required to ensure children with additional needs are best supported with recommendations from all professionals involved with the child.
• The SENDCo has additional qualifications in SEND.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Pupils with more complex and significant needs have Individual Support Plans (those with an EHCP will have an Implementation Plan). These documents are produced in consultation with parents and the pupil. A summary of the Special Educational Need is recorded, and targets set.

A review meeting is held to measure the impact of the support provided and to consider whether changes to that support need to be made. These meetings are held termly and the pupil, their parents, the class teacher and the SENDCo can all contribute to the review.

Where staff are concerned about a potential special educational need, parents will be involved fully in the process of assessments and any outside agency involvement.

Once a barrier has been identified through the graduated response and liaising with teaching staff and other professionals (such as Speech and Language Therapists or Educational Psychology) an Individual Support Plan may be put in place. We recognise that families hold a wealth of information and it is essential we work as a team to ensure best outcomes for children.

Teachers are available in the mornings and afternoons for direct contact to support home/school communication. Parent Consultations are held termly, where progress and concerns are shared.

Other communication documents may be used, based on the child’s individual needs, such as: home/school reward or behaviour chart and medical care plans.

How can parents, children and young people make a complaint about our provision?

We endeavour to work with parents at every opportunity, with staff available to speak to before and after school and a visible presence on the playground to build a collaborative relationship.

However, at times a complaint may be raised. If this is the case, there are many ways of gaining a positive resolution.

• Initially parents/carers should seek a consultation with the class teacher and see if matters can be resolved
• If the concern persists or is unresolved, an appointment to see a member of the senior leadership team can be made through the office.

How can parents, children and young people get more information about the setting?

If you would like to gain more information about Ellacombe C of E Academy and the Learning Academy Partnership (South West), to find out more about what we can offer children and families, please:

• Contact the academy office 01803 293040 or via email ellacombe@lapsw.org
• Arrange a parent tour
• Visit the academy website for up to date newsletters and information

http://www.lapsw.co.uk

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How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The Academy can arrange visits from the School Nurse Team to discuss pupils’ medical needs.

If a pupil has been referred to the Paediatric team the school will be contacted for information and consultation.

The Designated Safeguarding Lead has access to Multi Agency Safeguarding Hub (MASH).

The Academy has access to additional support through Torbay SEND Team and an Educational Psychology Service. Planning and review meetings are held during the year to discuss pupils with SEND prior to engaging their involvement or to discuss progress. SENDIASS is available to attend meetings to support parents.

The Partnership could access the services of a bereavement counsellor to support bereaved children.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

The Looked After Children Coordinator will liaise with the SEND Team with regards to accessing appropriate support and provision for identified SEND children. This will follow the Assess, Plan, Do, Review model.

Furzeham Primary School’s first priority when new children start their school is to make sure that they feel relaxed and confident in their new environment, so that they can all begin to work together to create the best all-round educational experience that they can.

Our 2 year old provision is now open!

Dedicated Breakfast and Afterschool clubs.

DFE : 2407

Who to contact

Contact Name : Mr Paul Adams

Contact Position : Headteacher

Telephone : 01803 853347
Fax: 01803 853377

E-mail : admin@furzehamprimary.org

Website : Furzeham Primary and Nursery School, Furzeham Primary and Nursery School

Notes : Headteacher: padams@furzehamprimary.torbay.sch.uk

Where to go

Name : Furzeham Primary & Nursery School

Address : Higher Furzeham Road
Brixham
Postcode : TQ5 8BL

Other Details

Availability

Age Ranges : From 3 years to 11 years

Related links : Furzeham Primary Breakfast & After School Club – Family Hub (torbayfamilyhub.org.uk)

Local Offer

SEND, Furzeham Primary and Nursery School

SEN Information

What special education provision is available at our setting?

Furzeham Primary School has high expectations for all of its pupils and believes that all children should have ‘quality first teaching.’ All teachers and teaching assistants support inclusion for all children. In addition we can also offer:

• 1:1 or small group work
• SENDCo support, advice and referrals to outside agencies
• THRIVE approach
• Talk Boost Speech and Language programme
• Lego Therapy
• Pastoral Support
• Access to Outreach Services
• iPads/ other ICT access technology
• Range of Literacy and Maths Interventions
• Autism friendly

What criteria must be satisfied before children and young people can access this provision/service?

Furzeham School is a friendly and caring Local Authority maintained school with children ranging from 3 -11. Every child is an individual, with their own specific needs and each child is valued in our school. We want children and their parents to feel relaxed and secure in our environment and we all work together to create the best all-round experience and achieve the best outcomes for life for the child.

All children are welcomed into our school, regardless of any special need and we realise that for almost all children, the amount of support that they need will vary throughout their time at school. We work with children, parents and outside agencies to make accurate assessments and to put in place the most effective arrangements for the child once this has happened.

How do we identify the particular special educational needs of a child or young person?

We know when pupils need help if:

• Concerns are raised by parents/carers, teachers or the child
• There is a change in the pupil’s behaviour, emotional presentation or progress
• We receive information on transfer from another school, pre-school setting or from another agency.

Furzeham School gives all children a broad and balanced curriculum with ‘quality first teaching’ expected from all class teachers.

• Each pupil’s education programme will be planned by the class teacher so that it best meets the pupil’s individual needs and we will take into consideration the academic, emotional, behavioural and pastoral needs of the child.
• Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential issues, in order for further support to be planned. 
• When progress and attainment is lower than expected there will be a discussion with the SENDCo and extra support will be offered. This could be: small group interventions, 1:1 support, additional adult support from Teaching and/or Pastoral assistants or the use of additional equipment. We adopt a continuous cycle of Assess, Plan, Do and Review.
• Occasionally a pupil may need more expert support from Outreach Services, Health Professionals or an assessment from an Educational Psychologist. A referral will be made, with your consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school.

How do we consult with parents and/or children and young people about their needs?

All new children entering Furzeham School are invited to visit the school with their parents. The Head teacher will have an initial discussion to explore the special need of the child. This information is then passed to the SENDCo and class teacher.

All parents are encouraged to contribute to their child’s education. This may be through:

• Discussions with the class teacher. Your child’s class teacher will be available at the end of each day if you wish to raise a concern.
• Making an appointment to speak in more detail to the class teacher, SENDCO or Head by visiting the school office.
•  Parents’ evenings.
• Annual reports are given to all parents/carers and feedback welcomed.
• Children, when at an appropriate age, play an active part in the discussions about their progress.

What is our approach to teaching children and young people with special educational needs?

Furzeham is a mainstream school and believes in inclusion so that pupils are taught alongside their peers. When a pupil has been identified with special needs, their work will be adapted and personalised by the Class Teacher and Teaching Assistant to enable them to access the curriculum more easily.

• Other adaptions might include: varying the pace of the teaching, varying the expected outcome, use of ICT, visual timetables, personal reward systems and the use of specialist equipment such as slopes, pen/pencil grips, seat adaptations, fiddle toys.
• Teaching Assistants may be allocated to work with the pupil on a 1-1 basis or in a small focus group to target more specific needs.
• When appropriate a Plan would be written identifying specific activities and learning objectives. School, parents, child and any agency involved would develop this.

How can we adapt our curriculum for children and young people with special educational needs?

A broad and balanced curriculum is delivered at Furzeham, where all children can access the lessons across the full range of National Curriculum subjects, extra-curricular clubs, school visits and residential visits. This is facilitated by the use of differentiation of tasks, activities, outcomes and resources suitable for the individual. We liaise with Outreach Agencies to ensure we understand the needs of the individual child and cater for them.

Practical facilities we have at present to assist integration include:

• An internal lift in the Key Stage 2 building, a stair lift in KS1 and an external lift outside the reception classroom
• A medical room
• Hand rails for stairs in Key Stage 1 building
• Wheelchair Access, including playground ramps
• Disabled toilets and shower room
• Access to the ` Lighthouse`

How will we ensure we get the services, provision and equipment that children and young people need?

The Head teacher, Senior Leadership Team, including the SENDCo, and the SEND governor, work together with Class Teachers and Teaching Assistants to monitor provision and pupil progress. Where a pupil is not making expected progress, despite extra interventions and support, Furzeham will consult and liaise with other agencies to receive their more specialised expertise. These include:

•   Advisory Teacher for SEND
•   Educational Psychologist
•   Outreach Teams from Special Schools
•   Torbay outreach for Speech and Language Impaired Children in Mainstream
•   Early Years Advisory Team
•   EMA/EAL Consultant
•   Advisory Teachers supporting pupils with Hearing/Visual Impairment
•   Torbay Hospital (Paediatricians)
•   School Nurse
•   Specialist Nurses (e.g. Diabetic)
•   Health Visitors
•   Speech and Language Therapy Service
•   Occupational Therapy
•   Physiotherapy
•   Safeguarding Hub
•   CAMHS (Child & Adolescent Mental Health Service)
•   Social Services including, Early Help support, Team Around the Family and access to the Torbay FIS
•   Attendance Service
•   Local Police Community Support Team
•   Parenting Support programmes
•   Young Carers Service

How is this provision funded?

• The school’s budget includes money for supporting children with SEND. It is allocated each financial year and monitored by the Head teacher, Finance Officer, Governors and SENDCo.
• Pupil Premium funding will also be made available to support children who may be particularly vulnerable as a result of the financial status of the family. Please see information about how pupil premium is spent on our web site or ask at the school office.
• Additional provision for a child may be allocated after discussion with the class teacher at pupil progress meetings or if they have raised a concern at another time during the year. It is used to provide additional support or resources.
• Pupils with complex special educational needs and/or disability, who have an Education, Health and Care Plan (EHC plan), previously a Statement of Educational Needs, have a “top-up” budget monitored by the Local Authority for additional support to meet identified needs

What additional learning support is available for children and young people with special educational needs and how do they access it?

All classes receive additional support from Teaching Assistants. However the Teaching Assistants are deployed flexibly so they do not always work with children with SEND.

Other support includes:

• Targeted small group support both in and out of the classroom for phonics, English and maths.
• Use of practical resources to ensure learning is multi-sensory and practical.
• Speech and Language groups
• Reading support from volunteers.
• Use of Laptops for recording written work when handwriting causes difficulties.
• Use of iPads.
• Bespoke timetable and learning breaks when appropriate.
• Overlays and adaptations of font size, seating position,
• Ear defenders , individual work stations, personal resource box
• Safe place identified for pupils feeling anxious.
• 1: 1 or small group THRIVE or Pastoral interventions in the `Lighthouse`. 
• Lunchtime activities and clubs for those who find unstructured times a challenge.

How do we support and improve the emotional and social development of children and young people with special educational needs?

Our School values all children for their own unique qualities. We have a positive approach to Behaviour Management that takes into account the individual needs of the child and is reflected in our policy and practice. We offer:

• Pastoral staff who offer a wide variety of pastoral support for pupils who are encountering emotional difficulties.
• THRIVE room with sensory resources available.
• Access to the `Lighthouse` where there is a sensory room, kitchen and Lounge area.
• Members of staff such as the Class teacher, Teaching Assistant, Head, Deputy, and SENCO who are readily available for pupils wishing to discuss issues and concerns.
• Quiet places.
• Organised lunchtime activities and support are available for those who find lunchtimes a challenge.
• THRIVE programme managed by 2 qualified practitioners
• Small focus groups according to need.
• Individualised support programmes for children with complex needs
• A systematic approach to identifying vulnerable pupils using the Torbay Behaviour Threshold materials

For pupils with more complex emotional and social needs Furzeham will seek advice from the Educational Psychology Service, School Nurse, Paediatrician, Social Workers, Chestnut Outreach, Mayfield and Child and Adolescent Mental Health Services. (CAMHS)

Pupils with medical needs

• If a pupil has a medical need then an Individual Health Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff that are involved with the pupil and involve rigorous risk assessment processes.
• Some staff have received Epipen training for children who may have an extreme allergic reaction
• Some staff have received training for the understanding of Diabetes and the administering of Insulin.
• Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
• Many staff have basic first aid training.
• The implications of some medical conditions are fully discussed with staff so they have a better understanding of the needs of the child.
• We have a room to use for Physiotherapy and individual staff are trained when necessary.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

• Home visiting from the Staff or a special induction meeting prior to starting in the Nursery.
• Discussions between the previous or receiving schools or the pre-school setting, prior to the pupil joining/leaving and transfer of supporting materials.
• Discussions with the School Nurse, Health Visitor or Portage worker when appropriate.
• Discussions between class teachers prior to children moving classes.
• All pupils attend a Transition session where they spend some time with their new class teacher.
• Secondary school staff visit pupils prior to them joining their new school and staff exchange important information.
• Additional visits are arranged for pupils who need extra time in their new secondary school
• Where a pupil may have more specialised needs, a separate meeting may be arranged with our SENDCO and the secondary school SENDCO, the parents/carers and, where appropriate, the pupil.
• Written information regarding the pupil is passed on.
• Transition books for children with autism or who struggle with anxiety around change.

What other support is available for children and young people with special educational needs and how can they access it?

Social, Emotional, Mental Health and Behaviour

• Pastoral Support, THRIVE, PSHE in school (Jigsaw intervention)
• Access to the ` Lighthouse` provision
• Referral, when necessary to Chestnut Outreach, Mayfield Outreach, Educational Psychologist or CAMHS
• Daily overseeing of behaviour by staff
• Implementation of the school’s behaviour policy
• Health assessment referrals

Physical 

• Referral to Occupational Therapist/ Physiotherapist for assessment and intervention.
• Implementation of recommendations from Occupational Therapist or Physiotherapist by a staff member
• Support resources e.g. writing slopes, pencil grips, seat wedge, foot support, adaptation to furniture
• Differentiated curriculum access.

Speech and Language

• Referral for assessment and intervention from a Speech and Language therapist.
• Implementation of Speech and Language programmes by TA

Medical

• Meetings between Head, SENDCo, school nurse.
• Teaching assistants and midday meals supervisors trained in First Aid.
• Individual protocols for children with significant medical needs.

What extra-curricular activities are available for children and young people with special educational needs?

All pupils at Furzeham are invited to attend extra-curricular clubs, school trips, residential visits, peripatetic lessons, Breakfast Club and After School Club.

• Risk assessments are carried out and procedures are put in place to enable all children to participate.
• If it is deemed that an intensive level of 1:1 support is required and that it would be best for the child or the class as a whole, a parent or carer may be asked to accompany their child during the activity.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

The Deputy, Class Teachers and SENDCO monitor the progress of all pupils receiving Interventions regularly. Adjustments to the interventions offered are made when required to ensure the best progress possible. Some pupils on the SEND register, who have received advice from an outside agency, have a plan, which is reviewed termly and discussed with the Class Teacher, SENDCo, parents/carers and child. Parents/Carers are made fully aware of the content of the Plan and asked for their contribution to it. The provision is reviewed and new targets set, based on the progress and attainment of the child. Data is collected for the school target tracker so that school and parents can track pupil progress and review the effectiveness of the plan.

When pupils are achieving in line with their peers, additional support may no longer be needed.

For pupils with an EHC plan, long term aims and specific objectives are reviewed each year at the Annual Review. EHCP implementation plans are a working document and reviewed termly. Weekly targets are set.

The SEND Governor meets with the SENDCo to monitor the provision within the school and reports to the full governing body.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

Parents/carers are always encouraged to share feedback about their child’s progress with Class Teachers, the SENDCo and Head teacher. The SENDCo, together with the Head and Deputy, monitors the impact of interventions and how effective they are regularly. Parents have the opportunity to complete a pupil questionnaire on Parents Evenings and also have the opportunity to comment on their child’s individual plan as well as regularly attending ‘come and share afternoons’, assemblies and open days.

Pupils are given opportunities to:

• Self asses
• Take part in child conferences
• Attend review meetings (where appropriate)
• Suggest personal targets
• Be part of the School Council and other pupil voice groups
• Complete questionnaires about their general safety and well-being

Our Parents say:

“I am delighted how—— is doing, both socially and academically”

“I cannot fault the school and the extra provision at all”

“His transition had been successful because of the efforts of all the adults connected with—–

“The targets in his plan were exactly as I would wish”

“A positive review where everything was considered”

“He has got on perfectly since having extra support from an assistant”

“The support, knowledge and understanding of ——-needs have been recognised, worked with and a successful outcome has been achieved by everyone working together.”

Our Children say:

“I like seeing Miss Ford and I feel safe in the Lighthouse”

“I like the tent and sensory garden. It makes me calm. I like the lights upstairs and the toys.”

“I like the Lighthouse because it makes me feel safe and I know I can talk with Miss Ford if I need to. It makes me feel calm.”

“There are great teachers and assistants who give you a smile and help”

“I think I have improved because of the extra help and push”

“When I am in a small group it helps me to concentrate and I stop fiddling with things”

“I like getting extra help. I learn a lot more .A small group stops me messing around.”

“I think the extra support was necessary and has helped with everything.”

“Using a laptop stops me worrying about my writing and makes me quicker”

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Our teachers, teaching assistants and mealtime assistants have a wide range of qualifications, training and experience of working with children who have varied needs.   

• How to identify children with Special Needs and Vulnerable pupils
• How to support pupils on the Autistic Spectrum.
• Supporting children with ADHD
• How to support pupils with Social and Emotional needs including the accreditation of a THRIVE practitioner and an awareness of the importance of Attachment Issues.
• How to support pupils with Speech and Language difficulties.
• How to support pupils with Physical and Co-ordination needs.
• How to support children with General and Specific needs including Dyslexia.
• How to use different resources including computer technology to deliver specific SEND activities.
• Inset by both internal and external staff is arranged, particularly if a child enters school with a specific need.
• The SENDCo attends the SEND forum meetings within Torbay and cascades relevant information.
• The staff resource area of the website has a SEND area where relevant literature is to be found.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Furzeham school has a SEND register and parents are informed if their child is placed on this. There is opportunity given to discuss this.. Some children on this register have a personal plan which is reviewed termly with class teacher, SENDCo, parent and where appropriate the child.. Parents have a copy of the plan. If Outside Agencies or the Educational Psychologist has been involved, suggestions and programmes are normally provided that can be used at home.

Parents can readily access wider support through discussion and may be signposted to other Torbay services and self-help groups.

How can parents, children and young people make a complaint about our provision?

If you have a concern or complaint the first person to meet with is the class teacher. For further support and advice, please arrange an appointment with the SENDCo or Head teacher by phoning 01803 853347 or asking at the school office.

In the event of a dispute the Head, School Governors and LA will work closely with you to resolve the matter. Information about procedures for making a formal complaint can be found on the school website or via the school office.

How can parents, children and young people get more information about the setting?

If you would like more information on what Furzeham can offer children with SEND ,please contact us on 01803 853347 to arrange a visit, or visit our website www.furzehamprimary.org or e-mail us at admin@furzehamprimary.org

Paul Adams, Head Teacher

Nikki Shuttleworth, SENDCo

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

Every termthere is an Inter-Agency meeting at the school where the needs of the whole child are discussed. The SENDCo, Advisory Teacher, Educational Psychologist, School Nurse, Health Visitor, and CAMHS may attend this.

Early help for families can be identified with support from school and referrals and self-referral systems can be accessed. Wider services can be sign-posted through the Torbay Family Information Support www.fis.torbay.gov.uk.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

All children who are Looked After by the Local Authority have a Personal Education Plan in place which is reviewed and up-dated termly and Looked After Pupil Premium funding may be requested to help deliver the planned targets. A trained Designated Teacher for Looked After Children is on-site. The SENDCo is the designated teacher for children looked after at Furzeham.

Attendance and pastoral matters are carefully monitored and the school works closely with carers and social care services to ensure the best all-round support for the child and family.

Hayes Primary School is committed to creating and maintaining a happy and rigorous working and learning environment where everybody tries to become the best that they can be in everything that they do.

Nursery : Yes
DfEE No : 5200

Type of School : Academy

Headteacher : Mr Mark Hanbury

Who to contact

Contact Name : Mr Mark Hanbury

Contact Position : Headteacher

Telephone : 01803 557336
Fax: 01803 664829

E-mail : admin@hayes.torbay.sch.uk

Website : Hayes School – Home

Notes : Head Teacher: headteacher@hayes.torbay.sch.uk

Business Manager Sean Hindle: shindle@hayes.torbay.sch.uk

Where to go

Name : Hayes School

Address : Hayes Road
PAIGNTON
DEVON

Postcode : TQ4 5PJ

Other Details

Availability

Age Ranges : From 3 years to 11 years

Related link : Hayes Primary Breakfast Club

Local Offer

Hayes School – Special Educational Needs and Disability

SEN Information

What special education provision is available at our setting?

At Hayes, we have high expectations for all of our children. We believe in the importance of ‘quality first teaching’, which is provided for your child in order that they develop and progress as far as they are able.

All of our teachers and learning support assistants support inclusion for all children. Where children are identified as needing additional support, extra provision is planned. The following interventions may be used to provide targeted support:

• 1:1 or small group work
• SENDCo support (Our SENDCo has the National Award for Special Educational Needs – coordinates the provision for SEND at Hayes and liaises with external agencies)
• SEAL and Baby SEAL (Social and Emotional Aspects of Learning) small group work
• THRIVE (reparative play therapy) individual/small group work to support social/emotional development
• Counselling (Our THRIVE Manager holds a Diploma in Counselling)
• Pastoral/family support (We have a full time Pupil/Family Pastoral Support Worker)
• Forest School (We have a teacher who is a qualified Forest School Leader Level 3)
• School nurse advice available
• Speech and Language programmes
• Specific learning plans devised by the class teacher/SENDCo
• Specific Learning Difficulties (SpLD) interventions
• A range of literacy/numeracy interventions
• Tablets/other ICT access technology
• Access to Outreach Support

What criteria must be satisfied before children and young people can access this provision/service?

At Hayes Primary we follow the guidance as laid out in the Equalities Act 2010. All children are welcome regardless of any special educational needs. We discuss with parents how we will meet a child’s special educational needs or disability, working in partnership with other agencies. If there is a waiting list, we follow procedures as outlined in our admissions policy. Please see our admissions policy for further information. https://www.hayes.torbay.sch.uk/

How do we identify the particular special educational needs of a child or young person?

At Hayes, we follow the guidance set out in the SEN Code of Practice 2014.

We know when pupils need help if:

• Concerns are raised by parents/carers, teachers or the child
• There is a change in the pupil’s behaviour or progress
• We receive information on transfer from another school or from another agency identifying a particular need

Hayes School provides all children with a broad and balanced curriculum with ‘quality first teaching’ expected from all class teachers.

• Each pupil’s learning programme will be planned by the class teacher so that it best meets the pupil’s individual needs, with academic, social, emotional, and behavioural needs of the child being taken into account.
• Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with members of the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential issues, in order for further support to be planned.
• When progress and attainment is lower than expected there will be a discussion with the SENDCo and extra support will be offered. This could be: small group interventions, 1:1 support, additional adult support from Teaching and/or Pastoral Assistants or the use of additional equipment. We adopt a continuous cycle of Assess, Plan, Do and Review.
• Occasionally a pupil may need more expert support from Outreach Services, Health Professionals or an assessment from an Educational Psychologist. A referral will be made, with Parental consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school.

How do we consult with parents and/or children and young people about their needs?

Parents/carers who wish their child to come to our school will be invited to view the school so that they can see for themselves the provision in action. We will discuss the child’s needs with parents/carers and gather appropriate information to help the transition process to go as smoothly as possible.

• If the child is already receiving support from other agencies, a multi-agency meeting will be convened so that information sharing takes place.
• Parents/carers will receive regular feedback on the progress of their child from both the class teacher and the SENCo, and have the opportunity to discuss their child’s progress and the provision
• they are receiving. Where a child has an Individual Support Plan, these will be shared with parents/carers each term.
• The ways in which parents/carers can make a contribution to the delivery of the agreed targets will be discussed and agreed at these meetings.
• The school has high expectations that parents/carers will be actively involved in the education of their child. Interventions/additional support must be fully understood by parents/carers, in order that they can fulfil their commitment to supporting their child.
• Targets will be discussed with the child and they will be encouraged to give their opinion on what help they think they need to achieve their full potential. Parents/carers and pupils’ views are also sought through questionnaires.
• Parents of children with an EHCP are invited to contribute to the annual review which will, wherever possible, also include other agencies involved with the pupil.

What is our approach to teaching children and young people with special educational needs?

• We will provide a caring, stimulating environment where children gain confidence and self-esteem and consider themselves as valued members of the Hayes community.
• We identify children with Special Educational Needs as early as possible in order to ensure that extra intervention is put into place as early as possible.
• We support children with SEND in accessing the curriculum, particularly where they have difficulties with making progress in english and maths. We have intervention programmes for both these subjects and children are taught in both small groups or on a 1:1 basis.
• We will monitor your child’s progress and review it regularly.
• We will ensure that your child has equal access to a broad, balanced curriculum which is differentiated to meet individual needs and abilities. We will ensure you are informed of your child’s Special Needs, and promote effective partnership to involve outside agencies when appropriate.
• We will refer to the various outside agencies when necessary. We will liaise with you to ensure your understanding of the support your child is having.
• We will provide you with information so that you can continue to support your child at home.
• We will maximise the opportunities for students with SEND to join in with all the activities of the school.
• We keep a Special Educational Needs file with details of every child on the Special Needs Support Register. This Information is reviewed/updated regularly.

How can we adapt our curriculum for children and young people with special educational needs?

When a child has been identified with special needs:

• Their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
• Teaching Assistants (TAs) may be allocated to work with the pupil in small groups or 1:1 to support the child and to target more specific needs.
• They may be given an Individual Support Plan (ISP). Specific targets will be set according to their area of need, which will be regularly reviewed by school staff, including the SENDCo, and shared with parents each term.
• If appropriate, specialist equipment may be provided. For example, writing slopes, pencil grips, coloured overlays.

How will we ensure we get the services, provision and equipment that children and young people need?

The school calls on the support of a variety of outside agencies and professionals, including local authority advice, to gain access to expert guidance and specialist equipment. However, there may be times when the school does not have resources and facilities to meet a particular need. Where this occurs, although the school will make every reasonable effort to do so, there may be occasions when it is not possible and the school will not be able to meet a specific need.

How is this provision funded?

• The school’s budget includes money for supporting children with SEND. It is allocated each financial year and monitored by the Head Teacher, Governors and SENDCo.
• Pupil Premium funding will also be made available to support children who may be particularly vulnerable as a result of the financial status of their family. Please see information about how pupil premium is spent on our web site or ask at the school office.
• Additional provision for a child may be allocated after discussion with the class teacher at pupil progress meetings, or if they have raised a concern at another time during the year. It is used to provide additional support or resources
• Pupils with complex special educational needs and/or disability, who have an Education, Health and Care Plan (EHC plan), previously a Statement of Educational Needs, have a “top-up” budget monitored by the Local Authority for additional support to meet identified needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

At times, it may be necessary for us to consult with outside agencies

in order to access more specialised advice/expertise. If additional support is needed, the school will seek support from other professionals such as:

• Educational Psychology service (at present the school has a ‘buy back’ agreement with regular visits booked in throughout the school year for referred pupils to access)
• Speech and language therapy/outreach service (at present the school has a service level agreement with this service which provides regular in school reviews of referred pupils by a therapist and a programmes of work is provided for school staff to implement)
• School nurse 
• Paediatricians
• Outreach services
• CAMHS (Child and adolescent mental health service)

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Hayes, as an inclusive school, we believe that:

• Every child needs to feel that they belong, that they matter and that they are valued for their unique qualities.
• Working in partnership with parents is vital, and that parental contributions are welcomed and valued.

We believe that the healthy emotional and social development of all our pupils is at the heart of them being successful at school  – making children ready and able to learn and make progress. As a result, many staff at Hayes are THRIVE trained (an approach to supporting healthy emotional and social development). We offer 1:1 and small group THRIVE interventions, as well as lunchtime THRIVE support. We also have a Parent/Pupil Family Support Worker who works with both pupils and parents in school, and can signpost parents to help and support available in the wider community.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Many strategies are in place to ensure that transition is as smooth as possible. These include the following:

• Home visits from our Foundation Stage staff, as well as an induction meeting prior to starting Nursery.
• Liaison between the previous or receiving schools prior to the child leaving/joining.
• Discussions with the School Nurse, Health Visitor or Portage worker, as appropriate.
• Liaison between class teachers prior to children moving classes.
• All children have a transition session where they are able to meet their new teacher/spend time in the classroom.
• Enhanced provision arrangements in the form of extra visits are arranged for children who will benefit from additional time prior to moving to secondary school.
• Secondary school staff visit children here and liaise with our staff at Hayes prior to them joining their new school.
• Where a pupil has more specialised needs, a separate meeting may be arranged with our SENDCo and the SENDCo of the secondary school, including the parents/carers and the child where appropriate.
• Written information regarding the child is passed on to the next school.

What other support is available for children and young people with special educational needs and how can they access it?

School staff and the SENDCo can signpost parents and carers to other services available and we support and encourage parents to engage with these services. In addition, the Torbay Family Information service directory is a good online source for ideas on available support and services (http://fis.torbay.gov.uk/kb5/torbay/fsd/home.page)

SENDIASS Torbay provides free impartial advice, support and advice for parents and carers of children with SEND. They can be contacted on: 01803 212638 Website http://sendiasstorbay.org.uk

What extra-curricular activities are available for children and young people with special educational needs?

We have various different clubs running at different times throughout the school year. These are either run by internal school staff or outside visitors, subject to the necessary safe-guarding checks. As an inclusive school, all clubs are open to all pupils regardless of ability or specific needs.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All pupils on the SEN Support Register have an Individual Support Plan which is reviewed termly and discussed with the class teacher, SENDCo, parents/carers and child. The provision is reviewed and new targets are set, based on the progress and attainment of the child. Termly data is collected from school target tracker, and school and parents can track pupil progress and review the effectiveness of the plan. When pupils are achieving in line with their peers, additional support may no longer be needed. For pupils with an EHC plan (Education and Health Care Plan), long term aims and specific objectives are reviewed each year at the Annual Review Meeting.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

All teaching and learning is regularly reviewed through monitoring of lessons by senior staff, using OFSTED guidance. The impact of specific interventions used in the school is monitored through analysis of pupil progress data at half termly meetings. Individual interventions are monitored through regular data review meetings, where staff are able to discuss the needs, progress and attainment of individual pupils, including those with SEND. Parents are encouraged to comment on provision through termly parent/teacher consultations or by making an appointment to see the teacher or SENCo.

Parents also have the opportunity, and are encouraged to complete a parent questionnaire at Parents Evenings.

Children with SEND are given regular opportunities to comment through: self assessment, pupil conferencing and contributing to the School Council.

What our parents say:

“My son struggles in most areas of the curriculum and has considerable issues with concentration. He has been fully supported by the TA who has worked with him on an individual, group and class basis. This has

given him confidence in tasks, and allowed him to reach his maximum potential.”

“My daughter has been really well supported through THRIVE and counselling. She has built up a great relationship with members of staff.”

“Since my daughter has been diagnosed with Meares Irlen Syndrome, the school have been really supportive and have made all the necessary changes to suit my daughter’s learning. I am overwhelmed by the change in her attitude towards reading and writing, and her confidence has flourished overnight.”

What our children say:

“I like school a lot, it’s fun! The teachers help me when I am stuck.”

“I get help with my sounds and reading. I really like maths and literacy.”

“Mr X helps me and it’s fun! I like school, I actually love school!”

“I like reading because it tells a story. I love school because I like being here and I like working.”

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Training for all staff is regarded as an important part of school improvement at Hayes. All staff are encouraged to seek out or are signposted to relevant training to support and improve their role through our performance management/appraisal process.

Different members of staff have received training related to SEND, based on the needs of the children they are working with.

Examples of training include the following:

• Whole staff THRIVE training to support pupils with social and emotional development
• Speech and Language training to support pupils with speech, language and communication difficulties
• Whole school positive behaviour management training to support pupils with challenging behaviour

The SENCo attends to the local SEN Network meetings which informs us of relevant training/updates and allows schools attending to share examples of good practice.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Hayes maintains a Special Needs Support register, and parents are informed of any identified needs or difficulties.

Parents are encouraged to comment on provision through termly parent/teacher consultations/review meetings, including information about Individual Support Plans, or by making an appointment to see the teacher or SENDCo.

Where more regular contact is considered appropriate, arrangements can be made for more regular contact. For example, a child may have a home/school book for daily contact, or there may be regular  review meetings with parents of children on a pastoral support programme or who may be on a part-time timetable.

How can parents, children and young people make a complaint about our provision?

At Hayes, we would always do our very best to work closely with parents and pupils to resolve concerns before it got to the stage of a complaint. If any parent has a concern they would be encouraged to meet with the class teacher initially, and then with the SENDCo or Head Teacher.

In the event of a dispute, the School Governors, Head Teacher and Local Authority will work closely with parents to come to an agreed resolution. Parents are able to download the school’s complaints procedure from the school website, or it can be requested from the school office.

How can parents, children and young people get more information about the setting?

If you would like more information about what Hayes can offer children with SEND, please contact us on 01803 557336 to arrange a visit, or visit our school website www.hayes.torbay.sch.uk or email us at admin@hayes.torbay.sch.uk

Homelands overarching purpose is to help all our children to fulfil their potential. We do this by nurturing in our children a love and enthusiasm for learning, by encouraging them to become confident and independent learners and by helping them develop care and respect for each other.

DFE : 2455

Who to contact

Contact Name : Mrs Angela Urquhart

Contact Position : Headteacher

Telephone : 01803 328264
Fax: 01803 325244

E-mail : office@homelandstorbay.org

Website : www.homelands.torbay.sch.uk

Notes : Headteacher: aurquhart@homelandstorbay.org

Where to go

Name : Homelands Primary School

Address : Westhill Road
TORQUAY
DEVON

Postcode : TQ1 4NT

Other Details

Availability

Age Ranges : From 3 years to 11 years

Local Offer

SEND (Special Educational Needs and Disabilities) | Homelands Primary School

SEN Information

What special education provision is available at our setting?

At Homelands, we believe that the first approach to meeting a child’s special educational need or disability is through ‘quality first teaching.’ We consider ourselves to be an inclusive environment where every child is supported to access the curriculum. 

For children who find this more difficult, we can make provision for every kind of frequently occurring special educational need with or without an Education, Health and Care plan (EHCP), for instance Dyslexia, Dyspraxia, Speech and Language needs, Autism, Learning Difficulties and Social, Emotional and Mental Health needs. 

There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can also be met. 

We have allocated Special Educational Needs and Disabilities Coordinator (SENDCo), Pastoral and Parental Engagement roles.

Members of the teaching and support staff have the training and/ or qualifications in the following areas:

• ‘Thrive’ approach
• Boxall Profiling
• Makaton training to support children’s communication
• Speech and Language training
• Team Teach
• Attachment Awareness
• Autism Awareness 
• NASENCo Award

We have built up strong relationships with the Local Authority, Health and Social Care. This includes the Educational Psychologists, SEN Advisory Teacher, Speech and Language Therapist, School Nurse, Torbay Education Safeguarding Service and Social Workers. 

There are additional services and provision that your child may have access to at Homelands, including:

• Outreach support from services such as Mayfield at Chestnut, or Mayfield Autism Outreach
• Outreach support from the Visual or Hearing Impairment Team 

The school also has experience of pupils with an Education, Health and Care plan with the following kinds of special educational need:

• Autism
• Speech, Language and Communication Needs
• Complex Medical Needs
• Sensory and/or Physical Disabilities
• Moderate Learning Difficulty
• Severe Learning Difficulty
• Visual Impairment
• Social, Emotional and Mental Health Needs

There is a table in the downloadable version of this document that sets out dada relating to our experience.

The SENDCo is responsible for the day-to-day operation of the SEND Policy and coordinates provision to support individual children at SEN Support or who have an Education, Health and Care Plan. Mrs Shirley Fowler and Mrs Carolyn Brend are the SEND governors who provide a link between the SENDCo and the governing body.

What criteria must be satisfied before children and young people can access this provision/service?

We are an inclusive provider and will consider placements for any child aged between 3 and 11 years whose parent(s)/carer(s) wish them to access our provision. 

All children are welcome to attend our school, regardless of their needs and we follow the guidance as laid out in the Equalities Act 2010. We will discuss the individual needs of a child with their parent(s)/carer(s) and identify how we will be able to support them, working in partnership with appropriate outside agencies as necessary. 

The admission arrangements for pupils without an Education, Health and Care plan are administrated by Torbay Local Authority and do not discriminate against or disadvantage disabled children or those with special educational needs. 

Decisions on the admission of pupils with an Education, Health and Care plan are also made by the Local Authority. 

Once a child’s needs have been established, we can access additional training and resources to ensure that we are able to make every reasonable effort to enable a child to access our school and curriculum. 

The school Admissions Policy can be found on our website: http://www.homelands.torbay.sch.uk/policies/

How do we identify the particular special educational needs of a child or young person?

At Homelands we monitor the progress of all pupils at least half termly to review their academic progress. We also use a range of assessments with all the pupils at various points e.g. Y1 phonics screening, spelling assessments and reading assessments, etc. Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support include additional reading, small group or one to one support, booster sessions, etc. We follow the graduated approach to supporting children with additional needs as detailed in the Code of Practice using the ‘assess, plan, do, review’ cycle.

Some pupils may still fail to make adequate progress, despite high-quality teaching targeted at their areas of difficulty. For these pupils, in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty. At Homelands we are experienced in using the following assessment tools: 

• British Picture Vocabulary Scale (cognitive ability) 
• Dyslexia Portfolio (literacy difficulties) 
• York Assessment of Reading Comprehension list of individual assessment tools (reading difficulties – comprehension)
• Progress in Understanding Mathematics Assessment (PUMA)
• Progress in Grammar, Punctuation & Spelling Assessment (GAPS)

We also have access to external advisors such as the SEN Advisory Service who are able to use additional assessment tools such as the Sandwell Maths Assessment for numeracy difficulties.

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a SEN support plan, reviewed regularly and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil, which is additional to and/ or different from what is typically available.

If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. Parents will be notified when any change in identification of SEN is made.

We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.

How do we consult with parents and/or children and young people about their needs?

Here at Homelands we recognise that parent(s)/carer(s) are the first educators of their children and know them better than anyone; we work in partnership with them to support their child’s personal and academic development. 

Families are welcome to view the school if they wish their child to join us from another setting or school. If they do choose Homelands, we will make every endeavour to ensure we are made fully aware of the child’s needs via discussions with the previous setting, where appropriate, parents and any other professionals involved. This could be through an arranged transition meeting. 

The school operates an ‘open door’ policy for parent(s)/carer(s) to speak to staff when they need to do so. Additionally, formal Parents’ Evenings, daily informal dialogue and conversations at either the request of the parents or the teacher, or communication through a Home-School diary allow opportunity to discuss any questions or queries. Parent(s)/carer(s) will also receive annual written reports. There are opportunities for parent(s)/carer(s) to give feedback about aspects of the school on a regular basis to ensure needs are met. 

For parent(s)/carer(s) of children with Special Educational Needs there will be additional opportunities to discuss their child’s progress and development through the likes of SEN Support Plan review sessions, Annual Review meetings if their child has an EHCP, reports from outreach services and additional SEND questionnaires. 

If an EHCP is in place, wherever possible other agencies involved with the pupil will be invited to contribute to and attend an Annual Review. Information will be made accessible for parents. 

Children play an active part in their own development at Homelands. Children may well take part in pupil conferencing, complete a pupil questionnaire or can discuss any issues or concerns with a teacher or teaching assistant. There is also a School Council made up of pupils representing each of the year groups from Reception to Year 6 to enable children’s views to be heard.

What is our approach to teaching children and young people with special educational needs?

Every pupil, including those with special educational needs receives quality first teaching from all teaching and support staff. Homelands is an inclusive school, so all pupils learn together with a differentiated curriculum aimed to meet their individual needs and abilities. This approach enables the pupils to progress and attain to their full potential; narrowing the attainment gap between those pupils who are behind age related expectations and those that are at or above. 

Teaching is adapted in a range of ways to suit the variety of needs of our pupils; this may include using different or additional resources, such as: visual timetables or personalised reward systems; the pace and pitch of the teaching being adjusted; using additional adult support; or using technological aides.

For those children that quality first teaching is not enough and an additional need has been identified, extra support in the form of supplementary resources and/or interventions will be offered to support these needs. These are delivered by additional staff partly funded by funding provided to the school as ‘notional SEN funding.’ 

For pupils with highly complex needs that require specialist support or equipment to enable them to access their learning, we may need to contact specialist support agencies from the Local Authority or other specialist provision. Where this is necessary, we would have regular discussions with parent(s)/carer(s), the pupil and the Local Authority.

At Homelands the quality of teaching was judged to remain good at our last inspection (May 2018).

How can we adapt our curriculum for children and young people with special educational needs?

At Homelands we adapt the curriculum and the learning environment for pupils with special educational needs so that all children, including those with additional needs, are able to receive a broad and balanced curriculum with access to the full range of National Curriculum subjects, extra-curricular clubs, out of school experiences and residential trips. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity. 

We also incorporate the advice provided as a result of assessments, both internal and external and, the strategies described in Education, Health and Care plans.

We are a fully accessible site, with no stairs and have an accessible toilet and changing area for children with additional mobility difficulties.

As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, we have recently made the following improvements as part of the school’s accessibility planning: 

• Upgraded the lighting in all rooms and corridors from fluorescent lighting to LED Daylight lighting.
• Upgraded the Induction Loop system

This year we have identified that there are no current accessibility aspects of the school that need to be improved.

A recently applied for government capital funding grant was successful and we now have a repurposed space in school that is a designated sensory room – we will develop the use of this space over the coming year.

How will we ensure we get the services, provision and equipment that children and young people need?

The Senior Leadership Team (SLT) including the SENDCo, work collaboratively with parents, class teachers and support staff to monitor provision. We also have the support of a variety of professionals throughout Torbay for expert guidance and specialist equipment. Where external advisors recommend the use of equipment or facilities that the school does not have, we will purchase it using notional SEN funding or seek it by loan. There may be rare occasions when we do not have the resources or facilities to meet the specific needs of an individual child; where this occurs, we may suggest a more appropriate, alternative setting.

How is this provision funded?

Provision for meeting the needs of pupils with special educational needs is funded by the school’s Notional SEN budget, Pupil Premium funding and the High Needs Block.

The Notional SEN budget is monitored by the Headteacher, Governors and SENDCo, with resources being allocated according to need. This could be in the form of staff training for current staff, appointing additional staff to meet an individual’s needs, or purchasing new equipment.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support. The amount of support required for each pupil to make good progress will be different in each case, dependent on their need.

In a small number of cases, a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs and, above that amount the Local Authority should provide top up to the school as required in line with the Childs’ Education, Health and Care Plan.

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Homelands, we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching, for instance through the PSHE (Personal, Social, Health and Emotional) curriculum and, indirectly with every conversation adults have with pupils throughout the day. Additionally, we have several historically trained ‘Thrive’ practitioners – an emotional development programme – who can support children individually, in small groups or within the classroom. We have now started using the Boxall Profiling tool, which is of a similar nature to Thrive. If an emotional need is highlighted, then differentiated support will be put into place, working alongside the pupil and with parents as appropriate. For example, a child might have access to a quiet space that they can go to whenever they are agitated or upset.

For some pupils with a higher level of need, we have staff trained in attachment awareness, as well as access to external support through the Educational Psychologist and CAMHS.

Every child at Homelands is valued for their individuality and uniqueness. “Similarities Unite; Differences Enrich.” We strive to support positive behaviour in school and work alongside the children with their parents to achieve this together. Pupils in the early stages of emotional and social development, because of their special educational needs, will be supported to enable them to develop and mature appropriately in line with their developmental stage. This may require additional and different resources, beyond that required by pupils who do not need this support.

All clubs, trips and activities offered to pupils at Homelands are available to pupils with special educational needs either with or without an Education, Health and Care Plan. Where it is necessary, we will use the resources available to us to provide additional adult support to enable the safe participation of all pupils in the activity.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

At Homelands, we work closely with the educational settings used by the pupils before they transfer to us, in order to make the transfer as seamless as possible. Children set to join the Foundation Stage in September will be invited to attend Homelands in June and July to meet the staff and see the environment that they will be using when they start. Our Early Years Foundation Stage Lead has built up good relationships with several local nurseries and contacts them to ascertain any additional needs that the new children might have. In addition, staff carry out home visits in September and the children have a phased start that builds up to full time in the first few weeks of term.

Transition for existing pupils between year groups or Key Stages starts in the summer term, where children get the opportunity to meet their new staff and learning environment. This transition work can be carried out either on a 1 to 1 basis or in small groups for children with additional needs. These children may benefit from a transition booklet containing key photos of new people and places, to support them over the summer. We now also provide ‘welcome’ videos for each class that can be viewed on our website.

Children leaving Homelands that have additional needs benefit from the SENDCo meeting with the SENDCo of their new school to discuss their needs, to ensure consistency of approach as they move on. Children with high level needs may benefit from an additional transition meeting with all professionals involved to develop a bespoke package.

What other support is available for children and young people with special educational needs and how can they access it?

School staff and the SENDCo are able to signpost parents and carers to other services that might be available and will support them to access these wherever possible.

In addition, SENDIASS Torbay provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-25). They empower parents to play an active and informed role in their child’s education. They can be contacted on: Office:

• 01803 212 638 / 210 371
• E-mail: info@sendiasstorbay.org.uk
• Website: http://sendiasstorbay.org.uk/

The Local Authority’s Local Offer is published on the Torbay Family Information Service’s website, found at http://fis.torbay.gov.uk/kb5/torbay/fsd/home.page; this is a good online source for parents and carers to find out about and access additional local services.

What extra-curricular activities are available for children and young people with special educational needs?

All pupils at Homelands are welcome to attend any extra-curricular clubs (some are on a first come, first served basis), residential visits, peripatetic music lessons and school trips. This includes Breakfast Club, depending on availability. Where it is necessary and practical, the school will use the resources available to it to provide additional adult support to enable the safe participation of pupils in an activity or visit; however, this may not always be possible for extra-curricular clubs or activities.

A full list of clubs available each term can be found on our school website at http://www.homelands.torbay.sch.uk/school-clubs/.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Every pupil in the school has their progress tracked 6 times per year by class teachers and the SLT. It is at these Pupil Progress Meetings that progress is monitored and reviewed alongside any targeted interventions or specific support that has been carried out.

Progress is shared with parents and carers through written reports, verbally at Parent’s Evenings or more informally through the Foundation Stage Learning Journals or a home-school book if in use.

In addition to this, pupils with special educational needs may have more frequent assessments of reading age, spelling age etc. The assessments we use at Homelands are listed in Section 3 of this document, as well as accessing additional assessments through the SEN Advisory Service.

Parent/carer meetings are held termly to discuss progress for children at SEN Support, via SEN Support Plan review meetings. Similarly, children with an Education, Health and Care Plan also receive termly meetings with the class teacher, one of which will be the Annual Review meeting. At both SEN Support or an EHCP, the children work with staff to review targets and set new ones. The SENDCo monitors that targets are regularly reviewed and reflect the needs of individual pupils. If these assessments do not show that adequate progress is being made the SEN support plan will be reviewed and adjusted. 

Parents or carers with additional concerns can make an appointment to discuss their child’s needs and progress with the SENDCo. These meetings may sometimes involve other professionals involved with the pupil e.g. an Educational Psychologist or the School Nurse.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

Each review of the SEN support plan or EHCP will be informed by the views of the pupil, parents and class/subject teachers; the assessment information from teachers will show whether adequate progress is being made.

The SEN Code of Practice (2015, 6.17) describes inadequate progress as thus:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers
• Widens the attainment gap

We also measure each child’s progress against their prior attainment data at previous Key Stages to ensure a consistent progress profile.

Classroom observations take place regularly and pupil conferencing and parent questionnaires are completed occasionally in order for us to gain feedback from children and parents/carers about the provision in place to meet their/their child’s needs. Any additional resources or provision and interventions are reported to the governing body on a termly basis through the Headteacher’s Report and through the annual SEND report.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

All teachers and teaching assistants take part in a programme of continuing professional development and have received training in the following areas: 

• Staff twilight on Trauma Informed Practice (16th March 2020)
• Quality First Teaching to support every child to access learning
• The school is working towards the Carnegie Mental Health in Schools Award

Targeted staff have received training in: 

• Support from Autism Outreach Team on strategies to support engagement and progress
• Support from ICT and Communication Outreach Team on topics such as Use of Picture Exchange Communication System (PECS) or picture cues 
• Support from Chestnut Outreach Team on topics such as attachment and behaviour support 
• Makaton sign language to support speech
• Homelands SENDCo and Whiterock SENDCo networking re: EHCPs and SENS plans

In addition, some staff have received the following specialist training: 

• Attachment Awareness Lead training with Brighton University
• National Award for Special Educational Needs Coordination
• Assistant Head teachers attendance at Trauma Briefing
• Second SEND audit with Karen Gannon (5th November 2019)
• Autism training (24th September 2019)
• Autism in girls (11th March 2020)

We regularly review our training needs and address gaps through ongoing professional development.

Where a training need is identified beyond this, we will find a provider who is able to deliver it. Training providers we can approach include Mayfield Special School, Educational Psychologist, SEN Advisory Service, Speech and Language Therapist, Occupational Therapist and Physiotherapist and, Babcock (Devon County Council). The cost of training is covered by the notional SEN funding where applicable.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

All parents of pupils at Homelands are invited to formally discuss the progress of their children twice a year at Parent’s Evenings and receive an annual written report. In addition, parents are kept informed of their child’s progress through informal discussions with the teacher or SENDCo on a daily basis where necessary, additional parent-teacher meetings and/ or home-school communication books.

As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not necessarily mean that the pupil has a special educational need. All such provision will be recorded, tracked and evaluated at progress meetings and will be shared with parents at Parent’s Evenings.

If, following this typical provision, improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs more effectively. From this point onwards the pupil will be identified as having special educational needs, because special educational provision is being made; the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.

How can parents, children and young people make a complaint about our provision?

At Homelands, we always aim to resolve any issues informally and we positively encourage parents or carers to communicate any concerns verbally in the first instance. If you are unhappy about anything to do with our school or the support that you or your child are receiving from us, your child’s class teacher is the first point of contact.

Additionally, the SENDCo and/ or the Headteacher are also very happy to meet you to discuss any queries or concerns. Please make an appointment to see them via the school office.

If concerns remain, our Complaints Policy outlines the procedure to follow. This document can be downloaded from our school website (https://primarysite-prod-sorted.s3.amazonaws.com/homelands-primary-school/UploadedDocument/59aaa63eb788470cad7a62868d7c72b3/complaints-procedure.pdf) or a printed copy can be requested from the school office.

If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service may be contacted, depending on the nature of the complaint. If it remains unresolved after this, the complainant may be able to appeal to the First–tier Tribunal (Special Educational Needs and Disability) if the case refers to disability discrimination or to the Secretary of State for other cases.

There are some circumstances, usually for children who have an EHCP where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.

How can parents, children and young people get more information about the setting?

If your child does not currently attend Homelands and you are considering applying for a place, you are most welcome to visit us for a tour of the school and have a discussion with the Headteacher, Assistant Heads and/ or the SENDCo.

If you wish to find out further information about Homelands, then you can contact us in the following ways: 

• Come in to see us, telephone us on 01803 328264 or email us at office@homelandstorbay.org to raise a query or request a Parent Information Pack; 
• Visit our website for additional information: http://www.homelands.torbay.sch.uk; 
• Our address is:

Homelands Primary School, Westhill Road

Torquay, Devon

TQ1 4NT

You may also wish to read our OFSTED inspection reports on the OFSTED website: http://www.ofsted.gov.uk.

Our SEND Policy is available at: https://www.homelands.torbay.sch.uk/policies/ .

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

Homelands has a Designated and Deputy Designated Safeguarding Lead (DSL/ DDSL) who are the main points of contact for Children’s Services, Social Care, Targeted Help and other agencies such as Young Carers. These services sometimes contact us following a concern raised either by the parent/ carer or someone else; or we contact them for support and advice if a family is experiencing difficulties. We also subscribe to TESS (Torbay Education Safeguarding Service).

The DSL or DDSL attend all meetings with Social Care (Core Groups, Child In Need meetings and Child Protection Conferences / Reviews) and organises TAF meetings (Team around the Family) with other agencies if appropriate. The SENDCo liaises with medical professionals via telephone, letter or face to face meetings to support children with medical and/ or mental health needs.

The governing body have engaged with the following bodies: –

• A Service Level Agreement with Torbay Educational Psychology and SEN Advisory Service for 12 days per year
• A Service Level Agreement with Torbay Speech and Language Therapy Service
• Access to the Local Authority’s Service Level Agreement with Occupational Therapy Services / Physiotherapy Services for pupils with a requirement for direct therapy or advice
• Ability to make ad hoc requests for advice from Outreach Teams, etc.
• Membership of professional networks for SEND e.g. Termly SEND Network Briefings and SENDCo Forum and the Torbay Teaching Alliance.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

The Headteacher, Mrs Angela Urquhart, is our Designated Teacher for Children Looked After (CLA). The Designated Teacher attends all review meetings, works with the Social Worker on the child’s PEP (Personal Education Plan) which is updated termly, liaises with Torbay Virtual School for additional support for pupils who are CLA and attends regular training and updates provided for Designated Teachers. Where a Child Looked After has SEND, they would be supported in exactly the same way as any child with regards to the SEND Code of Practice.

Breakfast Club and After School Club

For information on our Breakfast Club and After School Club, please go to: Breakfast and After School Club for pupils of Homelands Primary School only. – Family Hub

Kings Ash Primary School is a large primary school catering for approximately 400 children, based in a residential area. The school also has a nursery attached catering for up to 52 children aged 4 and over.

The children come from a diverse community, many living very close to the school and others arriving by car from further afield. Parents are increasingly supportive of the work the school do and they consider it a priority to keep them informed at all times. Formal parents’ meetings are offered regularly throughout the year, but they also make the most of informal opportunities to develop these relationships.

Kings Ash Academy & Nursery is part of the Bay Education Trust

Who to contact

Telephone : 01803 555657
Fax: 01803 555657

E-mail : admin@kingsashacademy.org

Website : www.kingsashacademy.org/

Parent Organisation : Bay Education Trust

Where to go

Address : Pimm Road
PAIGNTON
DEVON

Postcode : TQ3 3XA

Other Details

Availability

Age Ranges : From 3 years to 11 years

Local Offer

For specific information about what Kings Ash Academy & Nursery offers in relation to SEN, please see:

Special Educational Support (kingsashacademy.org)

Our primary school years lay the foundation for a life time of learning. We recognise the importance of knowing every child and work hard to foster the vital partnership between home and school.

We aim for every child to have a happy and active primary education in an environment that is caring and supporting. We aim to provide a stimulating and structured environment in which every child will be encouraged to reach their full potential.

We treat all pupils individually, developing their sense of worth and confidence and encourage unique talents to flourish in every child.

Lift Barton Hill is part of Lift Schools.

DFE: 2001

Who to contact

Telephone : 01803 327161

E-mail : contactus@bartonhillacademy.org

Website : www.bartonhillacademy.org/

Parent Organisation : Lift Schools

Where to go

Name : Barton Hill Academy

Address : Barton Hill Road
TORQUAY
DEVON

Postcode : TQ2 8JA

Other Details

Availability

Age Ranges : From 4 years to 11 years

Related links : Barton Hill Academy Breakfast Club
Barton Hill Academy – Enhanced Speech & Language Provision

Childcare Information

Funded Places

3 & 4 year old 30 Hour funding : Yes

Ofsted Information

Ofsted URN: 138369

Link to latest and historical ofsted inspection reports 

Local Offer

For specific information about what Barton Hill Academy offers in relation to SEN, please see:

SEND & Inclusion (google.com)

Little Stars Childcare Centre has undergone a major £800,000 refurbishment and re-opens in September 2018, offering high-quality childcare for 2 – 4-year-olds. From September the opening hours are extended from 7.30am until 5:30pm weekdays, term time, to offer wrap around care.

Hot meals will be available for a small charge of £2.45 or free to those eligible for Free School Meals.

Our fully qualified staff are committed to providing a safe, happy and stimulating environment where children thrive, grow and have fun!

2 year olds

Families who meet the criteria can apply for 2-year-old funded places.  Funding is available from the term after their 2nd birthday. Further information can be found be found via Childcare for 2 year olds – Torbay Council

3 – 4 year olds

Funding is available for all 3 – 4-year-olds for up to 15 hours per week before they reach statutory school age.  Funding is available from the term after their 3rd birthday until they reach compulsory school age. Further information can be found be found via 15 hours childcare for 3 and 4 year olds – Torbay Council

30 hours free childcare for 3 – 4 year olds

Working parents of 3 – 4-year-olds will be eligible for an additional 15 hours a week childcare (known as 30 hours free childcare).  You can check your eligibility or apply for 30 hours free childcare via 30 hours childcare for 3 and 4 year olds – Torbay Council

Additional sessions (beyond the funded hours) are also available for a small charge – contact us for details.

Who to contact

Contact Name : Mrs Davey

Contact Position : Administrator

Telephone : 01803 293040
Option 4

E-mail : littlestars@lapsw.org

Website : Nursery – Ellacombe C of E Academy (ellacombe-lap.co.uk)

Where to go

Name : Little Stars Childcare Centre

Address : Ellacombe Church Road
Torquay
Devon

Postcode : TQ1 1LW

Childcare Information

Vacancies

Details : Contact provider for vacancy details.

Local Offer

SEN Information

SEND – Ellacombe C of E Academy (ellacombe-lap.co.uk)

Oldway is a popular school which serves the local community in Paignton and is part of the Riviera
Education Trust. As a large primary school, we have an extensive and experienced staff, a great deal of
expertise and provide a vibrant learning experience. The facilities at Oldway are excellent, with a
swimming pool, dedicated spaces for art and music, extensive grounds for outdoor learning and easy
access to both the grounds of Oldway Mansion and the beach.

In The Shells Nursery at Oldway, our focus is on providing high​ quality learning opportunities across all
areas of the Early Years curriculum, tailored to each child’s interests and needs.

At Oldway, we understand that every child is unique, with different starting points and experiences.
That’s why we strive to create a supportive atmosphere that fosters strong partnerships between our
staff, children, and families. Communication is key, and we value the relationships we build with
parents and the community to ensure that every child feels valued, safe, and has a sense of belonging.

Our curriculum, guided by the Early Years Foundation Stage Framework and Development Matters,
emphasises both prime and specific areas of learning, including communication, physical
development, literacy, mathematics, and more. Through hands​on experiences and child​led
exploration, we lay down solid foundations for lifelong learning.

In our ‘Oldway Wild Learning’ environment, children engage in a range of activities that ignite their
curiosity and love for learning. From planting and building camps to exploring the properties of water,
we encourage a sense of awe and wonder in every lesson.

We prioritise oracy and reading, embedding them throughout our curriculum to develop effective
communicators and foster a lifelong love of reading. Additionally, we focus on health and self​care,
offering daily supervised toothbrushing sessions and promoting healthy eating habits.

By the end of their time in the nursery at Oldway, our aim is for every child to possess a positive attitude
towards learning, effective communication skills, healthy habits, and a strong foundation for future
success. We want to inspire curiosity, nurture creativity, and instil a love of learning that lasts a lifetime.
Join us as we embark on this journey of discovery and growth together.

Head of School: Mrs Emma Bamber
Nursery: Yes
Oldway Primary School is a part of Riviera Education Trust: https://www.rivieratrust.co.uk/

Who to contact
Telephone: 01803 557190
E​mail: oldwayoffice@rivieraet.co.uk
Website: Oldway School

Where to go
Name: Oldway Primary School
Address: Higher Polsham Road
PAIGNTON
DEVON
Postcode: TQ3 2SY

Availability
Age Ranges: From 2 years to 11 years

Related links:
The Shells Nursery

Local Offer

For specific information about what Oldway Primary School offers in relation to SEND, please click here

SEND (Special Educational Needs & Disability) | Oldway Primary School (oldwayschool.co.uk)

Sacred Heart RC Nursery and Primary School is a Voluntary Aided Catholic School and has a vast community which includes children, parents, carers, staff, parishioners, other schools within Torbay and people from different parts of the world. As well as welcoming new families to our school and watching them become an important part of our ‘family’, we continually strive to provide our children with a learning environment that values their individual needs: spiritually, academically, physically, morally and socially.

The very youngest children begin their learning journey at Sacred Heart RC Nursery. In our nursery we believe that children learn at their best when they are able to explore in a safe, stimulating and exciting learning environment. We provide children with a variety of ‘hands on’ learning experiences that enable them to develop their early exploratory and enquiry skills. 

Sacred Heart RC Nursery & Primary School is part of Plymouth CAST

Our door is always open!

Head Mrs Nichola Day

Who to contact

Contact Name : Mrs Helen Brown

Contact Position : Headteacher

Telephone : 01803 558298

E-mail : admin@shrcps.org

Website : www.sacred-heart-primary.torbay.sch.uk

Parent Organisation : Plymouth CAST (MAT)

Where to go

Name : Sacred Heart RC Nursery and Primary School

Address : Cecil Road
PAIGNTON
DEVONPostcodeTQ3 2SH

Other Details

Availability

Age Ranges : From 3 years to 11 years

Local Offer

Sacred Heart RC Nursery & Primary School – Special Educational Needs (sacred-heart-primary.torbay.sch.uk)

SEN Information

What special education provision is available at our setting?

The Governors, CAST (Catholic and Anglican Schools Trust), Local Authority, Headteacher and all staff at Sacred Heart RC Nursery and Primary School aim to work together with parents and carers to provide a broad and balanced education to meet the individual needs of each child. We believe in the importance of ‘quality first teaching’ so that all teachers and support staff are inclusive practitioners.  In addition, facilities and support includes:

• An effective range of interventions for Reading, writing and maths across all key stages
• Talk Boost  – speech and language intervention
• Ready Steady Read – an intensive, 1:1 wave 3 reading intervention
• First Class Number – a 1:1 and small  group wave 3 maths intervention
• Social and Emotional Aspects of Learning (SEAL) small  group work
• Thrive intervention 1:1 and small group work to support emotional and social development
• Pastoral Support Team to include our school funded Family Support Worker and Attendance Officer
• Play therapist
• Educational Psychologist and SEN Advisory teacher
• Advice and support from  the School Nurse and Speech and Language Therapist
• Access to outreach from Mayfield Special School, Chestnut special provision, Combe Pafford Special School, Speech and Language department at Barton School, West of England School for the Visually Impaired.
• We liaise closely with the Early Years Advisory Support to ensure early identification and intervention and Portage workers to ensure a smooth transition into our Foundation Stage.
• ICT equipment – Microsoft Surfaces, Laptops and ipads
• Outdoor learning – sustainable Jubilee garden (Winner of the Bay in Bloom)
• Jubilee Lodge to support whole school emotional wellbeing
• A curriculum that is fully accessible to all children.
• Parental support programmes, for example, ‘Understanding Your Child’s Mental Health’.

What criteria must be satisfied before children and young people can access this provision/service?

Sacred Heart Roman Catholic Nursery and Primary School, for children aged 3 to 11, is an inclusive school and our mission statement is ‘Everyone is Sacred’.

We continually strive to provide our children with a learning environment that values their individual needs: spiritually, academically, physically, morally and socially.

We believe that happy children are successful learners. We respect each other, appreciate differences and understand the importance of good manners. We believe we have a responsibility to be good citizens that live the Gospel values in our daily lives.

Whilst we are a Catholic school, where space is available, we also admit children whose parents wish their children to receive a Catholic education.

To ensure our children’s individual needs are met, at times they may need additional support for a short or a longer period of time to fully access the curriculum and classroom learning. When barriers to learning are identified, after discussion with parents and carers, support is planned by class teachers in liaison with the Special Educational Needs and Disabilities Coordinator,   Pastoral Support and subject leaders. When needed we access the support and advice of external agencies and professionals. Parents and carers are always part of this process.

How do we identify the particular special educational needs of a child or young person?

In line with the Special Educational Needs and Disabilities (SEND) Code of Practice 2014 the special educational needs of our children are identified through a range of means.

These include:

• A visit by parents/carers to our school to have a look around and a discussion with the Head teacher or class teacher.
• An individual induction meeting for foundation stage parents and children prior to starting school.
• Liaison with previous school or Nursery  to transfer all relevant information.
• Continual assessment against Early Years Foundation Stage and other school based assessment procedures.
• Six weekly Pupil progress meetings with the class teacher, Head teacher, Maths and English subject leaders and SEND coordinator where children who are not making expected progress are discussed and interventions planned.
• Class teachers raise a concern and after speaking with parents and carers, will put an appropriate programme of support in place keeping parents and carers informed at every stage.
• Should it be considered appropriate to look more closely at a child’s specific needs an informal assessment will be carried out by the SENCO or a formal assessment by an Advisory Teacher or the Educational Psychologist.
• A meeting is held weekly to discuss children whose barriers to learning may be due to external factors where pastoral support is planned.

How do we consult with parents and/or children and young people about their needs?

We have an open door policy at Sacred Heart RC Nursery and Primary School where we encourage parents and carers to come in and discuss their child’s progress and any concerns they may have with us. We also have two planned and one optional parent consultation meeting across the year.

Parents and carers are always consulted if a special educational need is identified and their views are sought. If a parent or carer has a concern the class teacher will arrange a meeting with the SENCO who will arrange for outside advice and support if necessary.

If a child has an Individual Support Plan (ISP) this is reviewed at the end of each term with the child and their parents or carers and next steps are planned and agreed.

If a child has an Education, Health and Care Plan, in additional to the above, a formal review is carried out with the child and their parents or carers annually in the term the statement was finalised.

What is our approach to teaching children and young people with special educational needs?

At Sacred Heart RC Nursery and Primary School we believe in inclusion and all of our children with SEND are fully included in all areas of the curriculum and school life.

Through quality first teaching, class teachers and support staff differentiate and personalise the curriculum to meet the range of needs and abilities within each class.

We aim for all our children with special educational needs or disabilities (SEND) to be able to reach their full potential in school.

Alongside our quality first teaching we plan and evaluate interventions based on our children’s individual needs.

How can we adapt our curriculum for children and young people with special educational needs?

Each class teacher adapts the curriculum planning to ensure all children have equal access to their  learning, taking advice from subject leaders and the SENCO where appropriate.

Extra support is planned based on need and expertise and may include, for example, small group support within the class by the teacher or teaching assistant or additional intervention groups focussing on specific areas of need. It may include appropriate resources for example, laptops or magnifiers.

All children will have access to a full range of national curriculum subjects which are enriched by themed weeks and extra curricular activities.

All children have an opportunity to go on three residential visits (Year 3/4 Forest and Beach, 5 Warren Barn and year 6 PGL) and they all thoroughly enjoy themselves.

We have an extensive range of after school activities which all children have access to, sometimes dependant on age.

We provide wrap around care for all children from 7.30am-6pm.

Visit www.sacred-heart-primary.torbay.sch.uk  for more information and photographs.

How will we ensure we get the services, provision and equipment that children and young people need?

The Head teacher, SENCO and Pastoral Team work closely with the class teachers to ensure the provision in place is effective and appropriate.

We consult and liaise with professionals from other agencies e.g. School Nurse, Educational Psychologist, Play therapist, Speech and Language therapist, SEND outreach advisors, TESS, paediatricians, Family Support Worker, Attendance Officer and other health professionals to enable us to make sure we are working with current advice and materials to support our children.

How is this provision funded?

The school budget includes money for supporting children with SEND. Children with complex special educational needs and /or disabilities who have an Education Health and Care Plan, previously a Statement of Special Educational Needs, have a personal budget monitored by the Local Authority for additional support to meet identified needs.

The budget is monitored by the Headteacher, governors and SENCO and resources are allocated according to need.

What additional learning support is available for children and young people with special educational needs and how do they access it?

All staff are teachers of SEND and based on discussion with parents, pupil conferencing; tracking and pupil discussion meetings with the Head teacher, SENCo and subject leaders or following advice from the Educational Psychologist or outside agencies, children are chosen to join the intervention groups. They are evaluated every 6 weeks against specific entry and exit criteria.  The support may include:

• Teaching assistant support in lessons
• 1:1 Reading
• Ready Steady Read 
• First Class Maths ( Wave 3 Intervention)
• Speech and Language groups
• Phonics intervention
• Writing interventions
• Maths interventions
• EAL – small groups
• SEAL – small  groups
• THRIVE – small  group and 1:1
• Play therapy
• Ambassadors club (to develop social skills and promote More able maths and literacy groups)
• Pastoral support at varying levels
• KS1 readers group

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Sacred Heart, our children’s social and emotional well-being is very  important to us. 

We are a THRIVE school and many of our teaching assistants are fully trained Thrive practitioners. All staff have attended the ‘Whole school Thrive approach training’

We also have the following support available:

• SEAL – whole class, small group and individual
• THRIVE – small  group and individual
• Play therapy
• Pastoral support team
• Lunch time pastoral support groups with teaching assistants for continuity
• Buddy system
• Attendance Officer
• Family Support Worker
• Meet and Greet

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

For children with additional needs, transition plans are in place from the summer term prior to moving into their new class.

Transition books are completed with the child including photographs and dialogue which are taken home during the holidays.

We have meetings between all staff in year groups to pass on information regarding all children including SEND records

We aim for continuity of teaching assistant support where appropriate.

We hold a multi agency meeting for children joining our Foundation Stage if they have an Education, Health and Care Plan to ensure all information is shared to ensure a smooth transition.

Children leaving Sacred Heart have many opportunities to visit their new secondary school and their year 7 tutor and SENCO come to visit them here. For children with more complex needs additional visits are planned and personalised transition arrangements are agreed.

What other support is available for children and young people with special educational needs and how can they access it?

At lunchtime we run a range of clubs to help those who find the unstructured time a challenge. These are led by our Pastoral Support Team or by children supported by an adult.

We have a consistent approach to implementing the school s behaviour policy.

We liaise with the Chestnut Centre (Mayfield Special School) to support children for whom behaviour is a barrier to their learning.

We work closely with occupational therapy and physiotherapy to support children with physical needs and /or disabilities.

We refer children to Speech and Language and put into place programmes personalised to them supported by the speech and language therapist.

We have regular meetings with the school nurse who is available to arrange a meeting with parents to discuss any concerns they may have.

We facilitate parenting courses when available.

We have a wide range of adults, teachers, teaching assistants and mealtime assistants, trained in paediatric first aid and relevant staff have epilepsy and epipen training.

All year 5 have peer mediation training at the end of year 5 ready to take on the responsibility in year 6.

What extra-curricular activities are available for children and young people with special educational needs?

All extra curricular activities provided here at Sacred Heart can be accessed by all children no matter what their needs are.

A selection of clubs we offer:

• Knit and Chat – After school. Open to all parents, Grandparents and children.
• Guitar after school
• Change for Life – after school
• School Council – lunchtime
• Early physical skills – after school
• Civic Awards
• Cookery Club
• Song and dance – after school
• Tae  Kwon Do
• Football/cricket club
• Reading club
• Going for Gold gymnastics
• Crafts
• Netball
• Bible Club
• Homework Club
• Running Club

See  www.sacred-heart-primary.torbay.sch.uk for a current list of activities available.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

We know our provision is effective when:

• Our children are making expected progress in relation to other children in their year group; They are engaging in their  learning and their attainment is increasing in line with national standards.
• The children’s attendance is above 96% and their behaviour is good.
• Parents and children are involved in this assessment through Individual support plan (ISP) review meetings, termly, and where relevant Annual Reviews of EHC plans (statements).

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

We have termly meetings with parents and children to review all the Individual Education Plans. We review the provision for children with a statement of Special Educational Need and or disability or Education, Health and Care Plan annually with parents/carers, children, teachers, teaching assistants and the SENCO. In the case of a new EHC plan or statement we meet with parents and carers, teachers and teaching assistants together with the Local Authority Advisory teacher each term for the first year. We have an open-door policy so that parents can come and share feedback about the effectiveness of provision with class teachers, the SENCO and Head teacher. Ofsted and S48 also inspects and reports on the provision, progress and attainment of children with additional needs. Sacred Heart s most recent inspection was in March 2017 and the S48 in March 2016.

“At the heart of the school is an intense shared commitment to inclusion and equality”

“Many parents comment on the ‘fantastic support’ they themselves receive”

“Early identification, good teaching and well-placed interventions are helping pupils to get the support they need earlier”

“Pupils enjoy strong, trusting relationships with staff”

“The spirit of the gospel permeates every aspect of school life. This is tangibly evident in the school’s belief that ‘Everyone is Sacred’ and ensures all members of the community are supported to acheive their potential, regardless of background”

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

The Pastoral Support Lead is an active member of the Torbay SEND network and attends courses for continued professional development.

Our teachers and teaching assistants have a wide range of qualifications, training and experience working with children with a varied range of needs including: Speech, language and communication; Behavioural, social and emotional and Autism.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

We work closely with our parents to ensure a good home school partnership.

Parents meet with the class teachers twice a year to discuss progress and attainment and are warmly welcomed to arrange a meeting at any other time in the year.

Where children are identified as not making expected progress at pupil discussion meetings, they have extra intervention to address the barriers to their learning.

This is recorded on a Group Education Plan and is evaluated for impact.

Individual Support Plan’s and the Educational Psychologist’s recommendations are used for supporting individual children. Recommendations are recorded on to the appropriate tracking sheet, evaluated and impact measured.

Teachers meet with parents to discuss the intervention and to seek parental support from home learning.

How can parents, children and young people make a complaint about our provision?

Parents are invited to come in and discuss any issues with the class teacher in the first instance, where most questions can be clarified.

For further support and advice parents can arrange a meeting with the SENCO, Pastoral Support or Head teacher by phoning 01803 558298.

How can parents, children and young people get more information about the setting?

If you would like more information about Sacred Heart RC Nursery and Primary School please contact us on 01803 558298 to arrange a visit or alternatively email us at humber@shrcps.org.

Please visit our website www.sacred-heart-primary.torbay.sch.uk

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The school holds regular meetings with the school nurse, speech and language therapist, TESS, Educational Psychologist and SEN advisory teacher.

The school employs their own play therapist, family support worker and attendance officer. Contact details for the family support worker and attendance office, 5rs are as follows:

• FSW: Alex Mudge: alex@southwestfamilyvalue.org.uk 07917204966
• Attendance officer: Steph Musselwaite

Social care meetings, were possible are invited to be held at the school and regular contact with social workers is made when necessary.

We work closely with TESS and they often attend our school based TAF meetings.

We encourage and support families who may be experiencing challenges or difficulties through contact with, for example, the charity ‘Eat that Frog’ and Paignton Community Larder.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

Regular meetings with social workers take place. They visit the children at school or at home and are readily contactable if issues arise.

Termly ePEP (electronic Personal Education Plans) meetings take place with the social worker and carer and SENCo/Designated Safeguarding Lead. In addition, the child’s views are sought through an online interactive child friendly questionnaire. This is automatically shared via the ePEP at the meeting.

Six monthy CLA (Children Looked After) reviews take place which are led by an IRO (individual review officer) and attended by the social worker, carer and SENCo/Designated Safeguarding Lead. Again, the child’s views are sought and considered at the meeting.

In addition, the class teacher is involved in providing information regarding the child’s learning and attainment.

Torbay Virtual School monitor’s the attendance and attainment of children looked after and will scrutinise the information provided by ePEPs and CLA reviews.

We are actively involved with all the above and attend meetings outside of school hours when necessary.

Our aim is for the children at Sherwell Valley Primary School to embody our school values and be equipped with the knowledge, skills and attitudes they need to thrive and succeed in the ever changing and diverse world beyond our school.

We provide a safe and secure environment in order to promote the highest possible quality of learning for all their pupils and to give them education today for the world tomorrow. The school has large Infant and Junior playgrounds, a football pitch, extensive level grassy areas and a natural area. There are twenty-two rooms, one of which is used as a music room, two halls, a dining room, an I.C.T. Suite and a superb library. There are also well developed Art, Humanities, Maths, Science and Technology resource areas, as well as a suite of smaller rooms for group work.

There is a spacious Nursery within the Foundation Department. Classrooms for the youngest children all include cloakrooms and toilets within the room, enabling the teacher to keep a close eye on the children.

Headteacher : Mrs C Nelson
Nursery : Yes
DfEE No : 2469
Number on Roll : 657
Type of School : Community

Who to contact

Contact Name : Mrs C Nelson

Contact Position : Headteacher

Telephone : 01803 613296

E-mail : admin@svps1.org

Website : www.sherwell-valley-primary.torbay.sch.uk

Where to go

Address : Hawkins Avenue
TORQUAY
DEVON

Postcode : TQ2 6ES

Local Offer

For specific information about what Sherwell Valley Primary & Nursery School offers in relation to SEN, please see:

• Sherwell Valley Primary School – SEND, Pastoral & Well-being (sherwell-valley-primary.torbay.sch.uk)
• Sherwell Valley Primary School – SEND (sherwell-valley-primary.torbay.sch.uk)
• SEND Information Report 24-25.docx (sherwell-valley-primary.torbay.sch.uk)

SEN Information

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All pupils identified as having SEN have a personal plan which is reviewed termly with the class teacher, the Senco and parents/carers. All children are involved in setting and reviewing their targets with the class teacher every term and are invited to make a contribution at their individual conference. If it appears that a pupil is not making the progress expected, the provision will be reviewed and any necessary adjustments made.  In the autumn and spring terms, parents/carers are invited to more formal parents’ meetings with the class teacher and a written report is available online in the summer term. Parents of pupils in the Early Years are invited to see their child’s Learning Diary, which is a record of all areas of his/her development. For older children, the Reading Diary is a daily record of their reading and can also be used to record messages between home and school.

In Little Valley, parents/carers are informed about their child’s learning and development via the Tapestry system of online reporting and passwords for this are issued when the child starts nursery.

Children with an EHC Plan will also have an annual review at which longer term aims will be discussed and reviewed, together with any other involved agencies.

When pupils are achieving in line with their peers, additional support may no longer be needed and EHC Plans can be ended.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

In addition to termly SEN review meetings and annual reviews for children with EHCPs, the SEN Policy and Local Offer is reviewed annually, which includes consultation with the Senco, SEN governor, pupils and parents.

Parents/carers and all pupils are invited to complete a questionnaire every year and their comments are used to inform decision making in the school. Pupils also participate in the PASS survey annually, to assess their attitudes to self and school.

The Senco keeps in touch with national and local developments through the Senco Forum in Torbay and has close links with many other schools.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Our teachers, teaching assistants and meal time assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including:

• Specific medical conditions including asthma, eczema, ADHD, diabetes, hypermobility, any requiring use of an epi-pen
• Hearing impairment
• Visual impairment
• Specific learning difficulties including dyslexia and dyspraxia
• Autistic Spectrum Disorders including Aspergers
• Speech, language and communication needs including Makaton
• Emotional difficulties including attachment disorder, loss and bereavement
• Developmental disorders such as foetal alcohol syndrome
• Profound and multiple difficulties including specific genetic disorders eg Down’s Syndrome
• Specialised feeding eg gastric feeding
• Physiotherapy

Sherwell Valley strongly believes in Continuing Professional Development for all its staff and accesses training through staff meetings, SEN Conferences, Senco Forum, working alongside outreach workers and advisers from local special schools and Torbay Inclusion Network events. Staff can request training through the school’s CPD Coordinator at any time or through the appraisal cycle.

Where a training need is identified to support a particular pupil, professional development for relevant staff is accessed through the CPD coordinator. Part of the personal budget for pupils with an EHCP includes funding for training.

Deployment of support staff to individual pupils and year groups is carefully considered by the members of the Senior Leadership Team and is based on staff skills and needs of the pupils.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

All pupils who have been identified as having SEND have a personal plan which is reviewed termly with the Senco, class teacher, parents and the child. The effectiveness of provision is discussed and new targets agreed, based on the progress, attainment and interests of the child. Through SEN review meetings and termly pupil progress meetings, school and parents can track progress and review the effectiveness of the plan.

When a concern is identified, the school will inform the parents/carers promptly; this is usually a conversation at a mutually convenient time. An outline of the support in place will be given and a time set to review the child’s progress.

How can parents, children and young people make a complaint about our provision?

Parents/carers will always be encouraged to discuss any problems with the child’s class teacher. In addition, each unit has an assistant head to support pupils and parents and to discuss concerns. It is hoped that most concerns can be resolved at this level and we welcome parents keeping us informed of matters requiring prompt action.

For further support and advice, parents can arrange an appointment with the Senco or Headteacher by phoning 01803 613296 or emailing the school: admin@svps1.org.

The school’s complaints policy is available for parents by request, if it is felt that issues haven’t been resolved in a satisfactory way.

If an issue needs support beyond these procedures, the school’s SEN governor can be contacted and SENDIASS Torbay www.sendiasstorbay.org.uk

How can parents, children and young people get more information about the setting?

For further information about the Special Educational Needs provision at Sherwell Valley Primary School, parents/carers may contact the school directly. We can arrange visits and meetings with the Headteacher and Senco, to discuss individual circumstances and admission procedures.

Contact arrangements: Phone: 01803 613296

Email: admin@svps1.org

Website: www.sherwell-valley-primary.torbay.sch.uk Ofsted report: November 2013

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The school has close links with a variety of agencies, in order to make the best possible provision for our pupils, particularly those with SEND. Referrals for advice and support can be made and parents will be consulted at every stage. Agencies involved with school include:

• School nurse
• Specialist nurses, physiotherapists etc
• Paediatricians
• Primary Mental Health Workers (CAMHS)
• Family Support Workers
• Social Workers
• Educational Psychologist
• Advisory Teachers for learning, sensory difficulties and social/emotional difficulties
• NSPCC
• Young Carers
• Local specialist settings

Meetings can be held at Sherwell Valley, to discuss support for families and in line with our view that the needs of the whole child are important, the school is always willing to be involved in plans for our pupils.

Sherwell Valley also takes Safeguarding very seriously and if there are any concerns about a child’s welfare or safety, advice may be sought from the relevant agencies at Children’s Services.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

Children Looked After are included in every aspect of school life at Sherwell Valley. Their academic attainment and emotional wellbeing are closely monitored and support is provided in the usual way, either for learning or for pastoral needs. The school endeavours to build good relationships with foster carers and also parents if appropriate. School staff also support by attending CLA review meetings and hosting termly PEP meetings at school to discuss educational targets. Children’s achievements are recognised and celebrated and their views are regularly sought and incorporated into planning. Advice is available from the Virtual School and additional support can be arranged to enhance pupils’ progress.

Pupil Premium Plus funding can also be accessed from the Virtual School to provide additional support or resources where necessary.

The school supports children who need extra appointments out of school eg for therapy, or to attend contact sessions.

When CLA pupils transfer to another school, particular care is taken to set up appropriate arrangements to make the transition as smooth as possible, by booking extra visits or requesting a named member of staff to liaise with at the receiving school.

CLA pupils are annually nominated for achievement awards and school staff attend the award ceremony hosted by Torbay Council.

Shiphay Learning Academy is a happy and healthy place to learn. We are very much a ‘family’ school;
we cultivate and nurture our Core Values of Respecting, Contribution, Creativeness and Aspiration in
all our activities and relationships for all our children and staff. We set high standards in everything we
do and strongly believe in the importance of the core skills of Reading, Writing and Mathematics.

In The Orchard Nursery at Shiphay, our approach is built upon the understanding that every child is a
unique individual with unlimited potential.

All children are born learners with an insatiable thirst for knowledge and a natural curiosity to figure out
how the world works. Placing children at the centre of everything we do, our intent at the Orchard
Nursery is to provide a wonderous, rich, holistic environment bursting with exciting opportunities for
learning. With a belief that knowledge is not something to be delivered but explored, we aim to teach
children ‘how’ to think and not ‘what’ to think and have the confidence to develop their own theories
about the world.

An extension of the family home, the Orchard Nursery is a calm environment filled with neutral tones,
soft furnishings, plants and tranquil play spaces. Children feel safe and secure to snuggle down or
explore with confidence.

Our learning environments are filled with loose parts, natural resources, authentic objects that reflect
cultural diversity, and real resources that allow children to use their imagination and explore endlessly.
We have moved away from brightly coloured traditional manufactured plastic toys that have a set
purpose and can limit play and have replaced them with open​­ended intelligent resources that spark
curiosity, awe, and wonder and allow children the freedom and creativity to problem­solve, use their
imaginations, and extend their play in any way they choose.

We recognise that language and communication are vital in all areas of a child’s development. We
support children’s development by providing a rich language environment where conversations,
Makaton, singing and sharing stories become a regular and celebrated part of the children’s day.

The Orchard Nursery is a place to learn, a place to play, a place to grow, flourish and thrive and we
hope to welcome your little one into our family very soon.

Head of School: Mrs Kate Lee
Nursery: Yes
Shiphay Learning Academy is a part of Riviera Education Trust: https://www.rivieratrust.co.uk/

Who to contact
Telephone: 01803 613556
E​mail: shiphayadmin@rivieraet.co.uk
Website: https://www.shiphay.com/the-orchard-nursery/

Where to go
Name: Shiphay Learning Academy
Address: Exe Hill
TORQUAY
DEVON
Postcode: TQ2 7NF

Availability
Age Ranges: From 2 years to 11 years

Related links:
The Hub extended schools provision
The Orchard Nursery

Local Offer
For specific information about what Shiphay Learning Academy offers in relation to SEND, please see:
https://www.shiphay.com/send/
SEN Provision Type: Universal

St. Marychurch C of E Primary and Nursery School is in the eastern side of Torquay, in walking distance of St. Marychurch town centre. The school have a purpose built, modern Nursery as well as Infant and Junior sections. They have a dedicated Breakfast Club area, recently opened and a modern Family Learning Centre and ICT suite. There are two extensive hard play areas and an adjacent sports field. Sport is The school are very near to the Parish Church which thery use every week for services. 

Head Mrs Nikki Prentice

St Marychurch C of E Primary & Nursery School is a member of St Christopher’s Multi Academy Trust (MAT)

Who to contact

Telephone : 01803 329070
Fax : 01803 312891

E-mail : MRY.Admin@stcmat.org

Website : www.st-marychurch-primary.org.uk

Parent Organisation : St Christopher’s Multi Academy Trust (MAT)

Where to go

Address : Hartop Road
TORQUAY
DEVON

Postcode : TQ1 4QH

Other Details

Availability

Age Ranges : From 3 years to 11 years

Related links : St Marychurch C of E Primary School – Breakfast Club
St Marychurch Pre-school
St Marychurch Pre-School Parent & Toddler Group

Local Offer

SEND – Key Information – St Marychurch Church of England Primary School and Nursery (st-marychurch-primary.org.uk)

SEN Information

What special education provision is available at our setting?

Here at St Marychurch C of E Primary and Nursery School we believe in meeting the needs of every child and have a very inclusive approach.

Our school Vision statement is:

Nurturing minds. Fulfilling Lives

Our vision, “Nurturing Minds, Fulfilling Lives”, is placed at the heart of our school. It was developed after much collaboration amongst staff; exploring our demographic – knowing our families and the area; collecting pupil voice; responses from parent questionnaires and feedback from visitors to our school. Our carefully chosen Christian Values and Learning Attitudes support our vision and that of our MAT; these are underpinned by our curriculum which has been designed to allow us to realise our Vision.

We passionately believe that, in order for our children to live fulfilled lives – enabling them to explore their potential – we have to nurture them; caring and protecting them while they are growing; enabling them to take risks; challenge themselves and learn from a wide variety of experiences both in and out of the classroom environment.

All children receive Quality First Teaching from the class teacher. For your child this would mean:

• That the teacher, through strong subject knowledge, has high expectations for your child and all pupils in their class.
• That all teaching is based on building on what your child already knows, can do and can understand.
• Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve more practical ways of learning.
• Our graduated approach to meeting every child’s needs is through the use of the Graduated Response Tool.

In addition to this, facilities and support include:

• Specific strategies suggested by the SENDCo (Special Educational Need Co-ordinator) or outside agencies involved with the child.
• Specific group work with a smaller group of children (often referred to as Intervention groups).
• Designated areas for 1:1 interventions or small group support
• Group SEAL  (Social and Emotional Aspects of Learning)
• Feelings Through Art.
• Draw and Talk.
• Lego Therapy.
• Spirals.
• Circle of Friends.
• Peer Mentoring – Buddy System.
• iPads access technology
• Specific Learning Difficulties interventions eg. Toe by Toe
• Advice and support from School Nurse
• Our own trained counsellor, Family Support Worker and Welfare and Attendance Officer
• Close liaison between health visitors and social workers
• Portage workers and Early Years Advisory support
• Speech and Language Therapist
• Access to Mayfield, Coombe Pafford, Visual Impairment and Chestnut outreach
• A range of Literacy and Maths interventions including:
  • Language Link
  • Little Wandle Letter and Sounds Revised Phonics
  • Herts KS2 & KS1 Fluency

This approach enables us to meet the very wide range of needs within the school.

What criteria must be satisfied before children and young people can access this provision/service?

• We are an inclusive school and consider placements for any child aged 3-11
• We follow the guidance as laid out in the Equalities Act 2010
• We work in close partnership with parents / carers and other parties / agencies to meet children’s needs
• Having established the child’s needs we access training and / or resources to make every reasonable effort to enable the child to access our provision
• For admissions criteria please visit our website: www.st-marychurch-primary.org.uk and look in the admissions section

How do we identify the particular special educational needs of a child or young person?

• At St Marychurch we continually assess and observe every child and record their progress. Through this and dialogue with parents/carers any concerns are identified. The class teacher will initially put in place support, such as pre-teaching. If this level of intervention does not achieve the required support at this point we would look to put in measures which are additional to and different from the mainstream support. At this point, it will be considered if the child’s needs should be added to the SEND register. Through discussions with parents/carers, if we feel a child needs to be added to the SEND register a letter will be sent to inform you. 
• We may approach other specialists and agencies for support with permission from parents/ carers. 
• We regularly involve your child in decisions about their needs through conferencing and through discussions with their class teacher and the SENDCo.  We follow the guidance set out in the SEND Code of Practice. 
• We gather information from families, children and other agencies and liaise closely with any other settings. 
• We liaise with previous schools and settings. 
• We may use some diagnostic tools and assessments to understand your child’s needs in more depth. 
• SENDCo will observe and offer support and guidance. 
• We may seek advice from educational outreach providers, health professionals, educational psychologist and other experts. 
• We will always endeavour to make reasonable adjustments to meet need. These may include physical adjustments to space for example, or taking a particular pedagogical approach.

How do we consult with parents and/or children and young people about their needs?

At St. Marychurch consultation takes the following form:

• Prospective families are very welcome to visit us and have a tour of the school.
• Your child’s class teacher will make an appointment to discuss any concerns you have and is available for brief updates at the beginning and end of the day.
• The SENDCo is available to discuss your child’s progress and any concerns you have. 
• Parents Evenings are held in the Autumn, Spring and Summer terms following brief written reports and a more detailed report is given in the Summer Term.
• Home visits for children starting in our Early Years Foundation Stage help to gather vital information on how we can best support all children. 
• We share information with parents / carers in a variety of ways including verbal exchanges and home / school books and reports three times a year. 
• We consult with parents / carers to ensure we are meeting their needs – through annual questionnaires. 
• For children with Education and Health Care Plans (EHCPs), annual reviews take place to monitor and evaluate the continued effectiveness of the provision outlined in the EHCP. 
• We have good liaison with pre-schools and other settings to ensure smooth transitions into school. 
• We also liaise closely with secondary schools and other schools to ensure smooth transitions for children leaving us. 
• There are child-led Transition Passports for children with particular needs to ensure the child’s voice is heard.
• There are a lot of paths for children to express concerns about their happiness at school including conferencing with class teachers, Pastoral LSAs, Worry Box, trained Year 6 Peer Mediators, trained Year 6 Peer Mentors, Circle Times and PSHE in all classes and an embedded collaborative approach to learning in all classes. 
• We consult with children to ensure they are happy through annual questionnaires. 
• All questionnaires are analysed with results fed back to Senior Leadership Team (SLT), Governors and families. From this actions are identified within the School Improvement Plan (SIP).

What is our approach to teaching children and young people with special educational needs?

At St. Marychurch we have an approach of quality first teaching which means we know all of our children regardless of any special educational need. We:

• Use a wide range of teaching strategies including collaborative and ability groupings to ensure that all children are appropriately supported without limiting their opportunities. 
• Plan a curriculum which is engaging, inspirational and relevant; we have an approach to learning which means all children begin to take some responsibility for knowing their next steps and this then begins to personalise the curriculum for every child. A child with a particular need or area of difficulty would still be encouraged to do this – the support may vary to enable it to happen. 
• Are aware of children’s different learning styles and ensure lessons cater for a wide range of these across any day. 
• Ensure there are Equal Opportunities for all which is enshrined in our SEND Policy and Procedure. 
• Teach children with special education needs alongside their peers and our collaborative approach to learning ensures that they work with children of all abilities. However, when necessary class teachers and LSAs will personalise the tasks and curriculum to ensure that all children’s needs are met. 
• Treat all children equally and with respect. However, where Special Educational Needs have been identified we ensure that we provide appropriate resources and approaches to meet their needs. 
• Work with other professionals and follow their advice in creating Individual Support Plans (ISP). 
• Deploy our LSAs across single teams which means they can specialise in the support they offer – for example Speech & Language (S&L) or bring together a small group of children all needing support with number.

How can we adapt our curriculum for children and young people with special educational needs?

At St Marychurch all children receive a broad and balanced curriculum which meets their needs as learners in the 21st Century living in Torbay.

• We want children to leave us as well-balanced young people equipped with the skills and attitudes to enable them to succeed at secondary school and beyond. For further details of our curriculum please click here.
• We believe that every child should be able to join in with all activities and make every effort to adapt resources and activities in accordance with our knowledge of children’s needs to ensure that this happens. 
• Class teachers plan lessons with due regard for the specific needs of all children in their class to ensure all needs are met. 
• All teachers and Learning Support Assistants (LSAs) are aware of children’s Individual Support Plans and differentiate accordingly.

How will we ensure we get the services, provision and equipment that children and young people need?

At St Marychurch we make every effort possible to obtain the services, equipment and resources that all our children require to let them be successful at school. We call upon the support of professionals and work closely with them. They include but are not limited to:

• Specific equipment which may address a specific need for example:
  • Wobble cushions 
  • Stand up desks 
  • Individual ipads/devices 
  • Differentiated keyboards 
  • Individual apps 
  • Lap blankets 
  • Weighted jackets 
  • Ear defenders 
• Early Years Advisory Teacher 
• Educational Psychologist 
• School Nurse and other Health Professionals 
• Outreach from Mayfield and Combe Pafford 
• Other outreach specialists 
• Torbay Safeguarding Hub – Social Workers and Family Support Workers

There may be times when, despite our best efforts, we are unable to provide resources and facilities to meet a child’s specific needs. Please see our accessibility plan to see what we are aspiring to. (School website – key information – SEN & Inclusion- accessibility plan). Transition for all children needs to be given careful planning and consideration. However, for children with special educational needs extra thought needs to be given. We ensure that all children with identified needs carry out a personal enhanced transition this includes: 

• writing a passport for the next teacher/school 
• extra visits 
• extra time with new/relevant staff 
• meetings with parent/carer and relevant professionals

How is this provision funded?

The following are all funded by the school: 

• All teaching staff and some levels of LSAs. 
• Part-time SENDCo. 
• Trained Pastoral Leads in all teams. 
• School counsellor (1 day a week). 
• Family Support Worker. 
• Additional 1:1 LSA support for children where appropriate and this may include those with EHCPs. 
• Additional MTAs for some children. 
• Educational psychologist (Funded by our school buy-back to the LA)
• Outreach teacher for Autism Spectrum Condition (Funded by our school buy-back to the LA).

We also have access to various outside agencies including: 

• School nurse (Funded by NHS). 
• Speech therapist (Funded by NHS). 
• Outreach support from the Chestnut Centre (Funded by LA). 
• Outreach teacher for Visual Impairment (Funded by LA). 
• Outreach teacher for Hearing Impairment (Funded by LA).

What additional learning support is available for children and young people with special educational needs and how do they access it?

We aim to meet every child’s needs within our school but when additional learning support is required we look for support from other professionals such as:

• Speech and Language specialists.
• Health Visitors and Social Workers.
• Mayfield and Coombe Pafford outreach.
• Advisory teachers for visual and hearing impairment.
• Outreach staff from the Chestnut Centre (Thrive).
• Action for Children.
• The Children’s Society.
• Support Groups for families.
• Early Years Advisory support.
• Portage.
• Well-being Practitioner.

We signpost, encourage and support parents / carers to engage with these services. 

How do we support and improve the emotional and social development of children and young people with special educational needs?

At St Marychurch we have an inclusive approach. We believe that every child needs to be supported with their Social and Emotional development and value every child for their unique qualities. We offer: 

• Weekly PSHCE (Personal, Social, Health Education). 
• Weekly SEAL Worship. 
• A trained Pastoral Team with a Pastoral Lead Support Assistant in each team
• Weekly Group SEAL is run by trained Pastoral LSAs. 
• Pastoral LSAs provide a range of structures to support children with Social and Emotional needs including Daily Check Ins, Circle Of Friends approaches and various Social Skills groups as required 
• School Counsellor (1 day a week). 
• Family Support Worker who supports parents, carers and children through home visits. 
• We run and signpost various Parenting Courses which are available to all parents and carers.
• The school has an inclusive approach. 
• Our Christian values of Love, Joy, Peace and Kindness underpin all that we do.
• Trained Year 6 Peer Mediators support with conflict resolution amongst children at playtimes and lunchtimes. 
• We have a positive Behaviour Management policy based on relational approach with clear protocols and expectations. We have a range of positive behaviour management structures and approaches.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

We recognise that transitions can be difficult for many children with SEND and take steps to ensure that any transition is as smooth as possible.

If your child is moving to another school:

• We will contact the school SENDCo to pass on information about any support that your child will need.
• If the school is local, we can arrange for staff to visit your child before transition or the SENDCo or our Pastoral LSAs can take your child for a visit to their new school if this is felt necessary.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

• Information will be passed on to the new teacher in advance of the move (usually in July for a move to a new class).
• Where it is felt necessary, children with SEND will complete their own Transition Passport to ensure a continuity of care and to meet children’s needs
• At least one class visit will be arranged to meet the new class teacher, and more if needed.
• Where it is felt necessary, the SENDCo will hold a transition meeting for the child. Parents / carers and class teachers will be invited. Where it is felt appropriate other professionals and the child will also be invited to this meeting.
• SEND meetings are held in September between SENDCo, class teacher and LSAs to discuss the support needed for all children with SEND.
• If more support needs to be provided for your child’s transition such as a photo book, this can be completed in the term before the transition takes place.

In year 6

• SEND staff from local secondary schools usually visit St Marychurch in the summer term to gather information about the children before transition takes place. They meet with the class teacher and SENDCo to ensure information is passed on.
• We request extra visits from secondary schools for vulnerable pupils before transition where this is necessary.
• Children will visit their new school for Induction Day in July (1 or 2 days)
• We publicise open days which are held by most secondary schools in the Summer/Autumn term prior to transition. These are usually for parents and pupils to attend and are the parents’ responsibility 

In EYFS

Good liaison with pre-school and other settings are in place to ensure smooth transitions into school;

• Staff visit pre-schools and nursery settings prior to children transferring to us; where they have not attended another setting, home-visits will be carried out
• Where a child is transferring to reception from our school nursery the staff will visit them in nursery and work with nursery staff to get to know the child
• Children are invited to ‘taster’ sessions where they attend the reception classes and meet staff prior to starting in nursery or reception
• Children who have not attended our school nursery will be encouraged to book a home visit.

*Certain face-to-face meetings have been impacted by Covid-19 and are either conducted via online meetings or on the telephone*

What other support is available for children and young people with special educational needs and how can they access it?

• We signpost parents / carers to the Torbay Directory 
• When a child has an identified need we will provide leaflets, events and services to the best of our ability
• We signpost to GP/ support groups / courses where available
• Other support is listed on our school website.

What extra-curricular activities are available for children and young people with special educational needs?

Extra-curricular activities are fully inclusive and wherever possible all children are encouraged to take part. We try and enhance a child’s experience in school by offering a range of things including:

• wrap around care including Breakfast Club and After-School Club. 
• a broad variety of clubs run by teachers, LSAs and outside providers. 
• All children are invited to go on residentials in Year 4 and Year 6. 
• Visits and visitors are all considered to ensure they also are as fully inclusive as possible

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

We assess and review progress regularly as detailed below. Our approach to each of these strategies will be amended to meet the needs of the individual and the assessment type. For example a child with visual impairment may be given a reader or scribe for a test, a child may need extra time on a test or exam – we try and use the same guidelines used in Statutory tests throughout the school. All assessments are made relevant to the curriculum the child is working with not necessarily age linked.

• Class teachers monitor progress continually/daily and use this to base next learning upon. 
• Each term teachers record and track attainment against national expectations.
• Class teacher regularly conference with children to discuss their progress and feelings about learning with them. 
• This progress is monitored by the Headteacher and SENDCo termly. Children not making expected levels of progress are identified and measures are put in place to address this. 
• At the end of each key stage all children are currently assessed using formal SATs (Standard Attainment Tests) This is a government requirement with results being published. 
• Children in Year 1 are assessed through the national statutory phonics screening tests.

If your child has an Individual Support Plan (ISP), which identifies specific activities and learning, this will be reviewed at least twice a year (October and March). Children are partners in the writing of these. All ISPs will have ‘SMART’ targets with are – specific, measurable, achievable, relevant and time bound. These will be taken into account when assessments are being made or set.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

• Regular monitoring including learning conversations, book scrutiny and pupil voice is triangulated to help us reflect on the provision for all pupils, the SENDCo does this specifically for our SEND pupils.
• Appraisal, self-reflection and CPD processes enable teachers to constantly review and develop their practise. 
• We work collaboratively with other schools, with the Multi Academy Trust (MAT) and locally within Torbay. 
• We consult parents and children about our provision in different ways. 
• The SENDCo attends regular training and keeps abreast of new developments.
• We share good practice with other local providers. 
• Annual report to governors is made. 
• Annual parent and child questionnaires are used. 
• Parent and child are asked to make contributions to annual reviews. 
• SENDCo’s annual action plan is reviewed regularly. 
• ISPs are monitored termly (October, February and June) by class teacher and SENDCo. Where progress is measured against the SMART targets and the Graduated Response Tool.
• The SEND Governor – Carly Deans meets with SENDCo once a term and then reports back to the Local Governing Body.
• Processes are checked through self-evaluation, external audits and multi-academy trust audits.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Class teachers have a handover meeting to familiarise themselves with the children coming into their class. This includes checking if relevant training is in place to meet needs. The SENCo attends all local training and organises regular training for staff. We arrange training from other professionals to meet particular children’s needs.

Recently these have included:

• Epi-pen training.
• Talk Boost training for Reception teachers and LSA.
• Whole-school training on Brain-Injured Children from specialist.
• ADHD Training from specialist.
• Attachment and Trauma training.
• Stammering training run by Speech Therapists.
• Draw and Talk training run by Educational Psychologists.
• Understanding Anxiety run by Clinical Psychologists.

Through regular monitoring and during professional discussions with staff we are able to identify any training needs or utilise strengths teachers have

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

• All information from outside agencies is discussed either directly or through a report with parents. 
• Homework can be adjusted to suit your child’s needs. Please see the class teacher if this is an issue. 
• Regular parent consultations are also held, one each term usually following the half term break. When we are concerned about your child’s progress or behaviour we will raise a concern with you verbally and arrange to meet with you to discuss ways forward. 
• When necessary, we use other methods to liaise more regularly. These could be regular meetings / daily diaries or other appropriate formats. 
• Our school website gives information about our setting. 
• New parents meetings are arranged for children joining us in EYFS. Class teachers hold a welcome meeting at the start of each school year. 
• You can contact us directly by phone or email. 
• The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at school and at home so that strategies can be shared. 
• Parents are invited in at least once a term to view children’s work. The SENDCo is always available to discuss your child’s progress and any concerns you may have. Appointments can be made through the school office. 
• The Family Support Worker works out of school hours. Her appointments are managed by the Pastoral Lead and SENDCo. This is usually a home visit.

How can parents, children and young people make a complaint about our provision?

If you have concerns about our provision you can speak to your child’s class teacher to try to find a way forward.

Further support can sought from: 

• The SENDCo who will liaise with the class teacher and yourself to find the best way forward for your child. 
• The Headteacher. 
• The SEND Governor.

Pupil Voice: 

• We believe in empowering children to express their concerns and feelings. We have regular Class Councils which feed into a well-managed School Council. We also have a wide variety of methods in which children can express their concerns including:
  • School Worry Box 
  • Lunchtime Suggestion Box 
  • Well established pastoral Team of LSAs 
  • Annual Pupil Survey

We also encourage parents to contact SENDIASS Torbay for further independent information, advice and support.

Our complaints policy can be found here https://www.st-marychurch-primary.org.uk/policies/

How can parents, children and young people get more information about the setting?

• You can ring us 01803 329070 or email us mry.admin@stcmat.org
• You can see our school record on the Torbay Local Offer
• You can read about us on our website
• We welcome visits from prospective parents / carers and will arrange tours of the school and arrange an appointment with Headteacher or SENDCo when required
• You can read our OFSTED and SIAMS reports

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

Staff at St Marychurch School liaise with health and social care bodies, local authority support services and voluntary sector organisations through regular scheduled meetings, alongside further consultations, emails, telephone conversations and staff training as and when required – this in turn allows a varied and flexible approach towards supporting our pupils with SEND and their families according to the child’s needs.

The SENDCO holds scheduled meetings (usually termly) with the:

• Headteacher
• Educational Psychologist
• Speech therapist
• School SEND governor

Involvement of other bodies including local authority support services, health and social care also take place through:

• Multi-agency meetings.
• Staff training e.g. school nurse epi-pen training.
• Referrals to/reports from Occupational Therapy support.
• Referrals to & reports/goal summaries from Speech & Language Therapy services.
• Liaisons with/reports from paediatricians and GPs.
• Telephone consultations.
• In school consultations e.g. ADHD consultation meetings with specialists.
• Outreach support from Mayfield, Combe Pafford and Chestnut schools.
• ICT outreach support.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

Charlotte Wannell is the designated lead for looked after children, who liaises with the child’s carers, social worker and family (if appropriate), to ensure that any additional needs are identified and met. Advice and training from a range of support services, including the Virtual School, may be accessed as appropriate.

Each looked after child has a PEP (Personal Education Plan), identifying academic and social & emotional targets, and these are monitored and reviewed termly in the PEP meeting; any additional provision is identified and costed within the plan.

At Torre Academy we believe that all children are made in God’s image and have the right to grow, learn; and feel safe and happy at school.  Attitudes towards respect underpin our approach and ethos, in an atmosphere of spirituality and self discovery.

We believe in an environment which encourages children and builds self esteem, spiritual development and awareness so that children become confident, mature and independent members of society. 

Our whole school ethos is based on Christian teachings of forgiveness and reconciliation, class contracts, sanctions and spiritual awareness. 

However, in order for children to become positive members of society – they need to learn how to conduct themselves positively and respectfully in different situations.

In order to support these aims, we have put into place a structure for promoting positive behaviour within school that is agreed and understood by all members of the school community.

Torre Church of England Primary Academy is is a part of the Ace | Academies For Character And Excellence | England (acexcellence.co.uk) 

Head Mrs Sue Julyan

Who to contact

Contact Name : Laura Kendell

Contact Position : SENDCO, Deputy Headteacher

Telephone : 01803 324007

E-mail : admin@torrecofeacademy.org

Website : https://www.torrecofeacademy.org/

Where to go

Name : Torre CE Academy

Address : Barton Road
TORQUAY
DEVON

Postcode : TQ1 4DN

Childcare Information

Funded Places

3 & 4 year old funding : Yes

2 year old funding : No

3 & 4 year old 30 Hour funding : Yes

Local Offer

• Our Church School | ACE | Torre Church of England Academy | Devon (torrecofeacademy.org)
• SEND | ACE | Torre Church of England Academy | Devon (torrecofeacademy.org)

SEN Information

What special education provision is available at our setting?

The following acronyms are used in this document;

• SEN (Special Educational Needs)
• SENDCO (Special Educational Needs Disabilities Co-ordinator)
• SPLD (Specific Learning Difficulties)
• EYFS (Early Years Foundation Stage)
• KS1 (Key Stage One- Year One and Two)
• KS2 (Key Stage Two- Year Three, Four, Five and Six)
• ISP (Individual Support Plan)
• PPSM (Pupil Problem Solving Meetings)
• EHCP– Education Health Care Plan

At Torre C of E Academy we ensure that all our children receive “quality first teaching.” Our class teachers and support staff are inclusive practitioners.

Additionally we have in place the following support and facilities :

*Please note some of the following are currently on hold due to COVID19 bubble restrictions but will be resuming as soon as restrictions allow us to do so

• A Special Educational Needs Co-ordinator
• A Nurture Room
• An  Early Years Foundation Stage and Key Stage 1 Nurture Group 5x am per week
• A lower Key Stage Two Nurture Group 3x pm per week    
• A Thrive Room
• A Thrive Social and Emotional Approach 1 to 1 and small group work
• Anger Management 1 to 1 and small group work
• A Family support teacher who leads a pastoral team
• 2020-2021 NHS mental health practitioner delivering CBT to pupils who require mental health support
• Designated areas for 1 to 1 or small groups
• A range of EYFS, KS1 and KS2 Literacy and Mathematics interventions
• Specific Learning Difficulties (SpLD) interventions
• A THRIVE based approach to learning in our EYFS classes
• A ASC champion in school
• A number of TAs and teachers trained on the Early Bird and Cygnets ASC programme
• Character education, learning which develops the whole child not simply academic aspects
• Lexia reading intervention programme#
• Read Write Inc phonics
• Dyslexia screening kit and trained dyslexic screener
• Outdoor Learning/Forest School
• Regular visits from a Speech and Language Therapist
• A Speech and Language lead teacher
• Talk Boost and Early Talk Boost
• Teachers and support staff with training in meeting children with Speech, Language and Communication Needs
• Access to Outreach support from Torbay Speech and Language Services, Mayfield School, Combe Pafford Academy,
• Access to a Local Authority Educational Psychologists, SEN Advisory Teachers, including Visual Impairment Advisory Teacher, Hearing Impairment Advisory Teacher, ICT Advisory Teacher
• Access to Children and Adolescents Mental Health Services
• Advice and support from our School Nurse, including regular school visits to meet staff and parents, and support pupils.
• Staff trained as Paediatric First Aiders
• Family Learning classes for parents and carers
• SENDCO with the National Award for Special Educational Needs Coordination

What criteria must be satisfied before children and young people can access this provision/service?

At Torre C of E Academy our mission is to create an environment where God’s children have the right to grow, learn, feel safe and be happy. We respect and look after each other in the way that God has taught us. We “Live life in all its fullness.” John 10:10.

We believe in an environment which encourages children and builds self-esteem, spiritual development and awareness so that children become confident, mature and independent members of society. This policy is based on Christian teachings of forgiveness and reconciliation, class contracts, sanctions and spiritual awareness.

Torre C of E Academy is a Church of England Primary School for children aged 3 to 11 and is closely linked with the Parish and Diocese. Whilst many of our children are Church of England, where space is available we also admit children whose parents wish their children to receive a Christian education. All children, whatever their culture or beliefs, are treated respectfully and equally within Torre C of E Academy.

At Torre C of E Academy, we are committed to the early identification of a child’s individual needs. We use a range of formal and informal methods of assessment for all our children, carefully tracking their progress through school. During their school career some children will require additional support to meet their needs and flourish. In consultation and with the agreement of the child’s family, Torre C of E Academy will put in place and deliver appropriate interventions and support.

Some children will be identified as having Special Educational Needs and they will require support for a longer period of time to ensure that they can access the curriculum effectively, and that they are fully included in classroom learning and the life of the school. Support will be planned by the SENDCo and class teacher in conjunction with, and following the guidance of, external professionals. The child’s family will at all times be actively informed and consulted and their views will be respected.

How do we identify the particular special educational needs of a child or young person?

Identification of Special Educational Needs is achieved from the evidence the school acquires through a variety of means.

These include the following :

Before entry to Torre C of E Academy Nursery our Nursery Staff carry out home visits (currently on hold due to COVID19 instead zoom sessions were held), where they meet with the child and their family. This provides the opportunity to discuss any specific needs the child may have.

In the summer term prior to September entry to our two Reception classes, all children and their families are invited to a week of Transition Days in July. Reception staff will take this opportunity to talk with new families, who have not attended our Nursery. They will also ask all families to complete a Family Voice questionnaire.

On entry to Torre C of E Academy Nursery or Reception classes a child may already have paperwork from other agencies such as their Health Visitor, Torbay Hospital, Portage, etc. These may identify the child as having Special Educational Needs. Where a child, from an Early Years setting other than our Nursery, has a previously identified Special Education Need or an Education, Health Care Plan, Reception staff will visit the child in their current Early Setting or home.

All previous SEN paperwork on any child joining Torre, at any stage in their school career, will be accessed and studied and Torre staff will work together with all the agencies involved to ensure the child’s special education needs are met and they are successfully included.

In all key stages the class teacher will alert the SENDCo and SLT when a child’s progress and attainment continues to be lower than expected, despite repeated cycles of “quality first teaching”, targeted intervention and support. The SENDCo and Class Teacher will then work together to effectively support the child. At this stage, with the family’s agreement, the decision may be made by Torre to access support and guidance from outreach and/or health professionals or the decision may be made to request advice and assessment from Torbay Educational Psychology Service.

Monitoring Cycle

At Torre we have regular PPSM (Pupil Problem Solving Meetings) where teachers talk with their team about pupils that are struggling with their learning in certain areas of the curriculum. The team work together to find solutions and these are then reviewed 6 weeks later. The SENDCo attends these meetings and is made aware of any children where the interventions and actions put in place do not make a significant difference to that child.

GROWTH days take place every term where teachers, teaching assistants and SLT sit together for an afternoon to look at every child in their team. All areas for concern are identified through data, looking at books, pupils raised at PPSMs etc. The SENDCo attends these meetings to offer advice to teachers and to plan next steps for any children with SEN. This may be referrals to outside agencies and services.

The SENDCo will also hold a termly inclusion review meeting with the staff where children not making expected progress may be identified and placed on a ‘watch list’. These meetings take place as a whole school so the bigger picture is shared.

How do we consult with parents and/or children and young people about their needs?

At least each term, if not more frequently, class teachers, support staff, families and the SENDCo discuss the attainment, progress and provision for each pupil identified as having Special Educational Needs or a disability. Each term families meet with the class teacher at an SEN family meeting to discuss and agree support and targets which address the child’s SEN and promote progress. The child’s targets are recorded in an Individual Support Plan, (ISP.) The ISP is a working document held by the class teacher. The progress made by the child towards achieving their targets is monitored and recorded by the class teacher and support staff. At various points throughout the year an SEN family voice questionaries’ is sent out to all of our families who have a child on the SEN register. This gives parents an opportunity to tell us about any changing needs their child may have as well as communicate how well they feel they are being supported. These questionaries are read and actioned by the SENDCo and the class teacher.

What is our approach to teaching children and young people with special educational needs?

‘Inclusion is not optional. It’s an essential part of better and more just societies.’ (Centre for Studies on Inclusive Education.)

At Torre C of E Academy we endorse this statement. Our objective is to ensure that through a whole school approach we address the barriers to learning which prevent some of our children from flourishing and achieving success. We are committed to the process of inclusion and we endeavour to provide full access to the national curriculum for all our children. SEN children at Torre are taught alongside their peers. Through quality first teaching, class teachers and support staff differentiate and personalise the curriculum to meet the range of needs and abilities within each class.

We adapt our teaching to target the different needs of individuals and groups within each class, eg the use of differentiated resources and tasks, the use of adult support, by breaking down teaching and learning, instructions and tasks into achievable chunks, by staff using extenuated gestures and signing, by the use of visual prompts, visual timetables, now and next boards, ICT and other access technology etc.

When a child has profound and complex special educational needs which require high levels of support, specialist equipment and expertise, a mainstream setting may not be the most appropriate setting. Discussions with the child’s family, the child, where appropriate, the SENDCo, the Class Teacher, the Senior Leadership Team and the Local Authority may conclude that a special school or specialist provision at another mainstream setting would best meet the child’s special educational needs. Parents that wish to apply for one of Torbay’s specialist settings need to do so with the current school’s SENDCO in the Autumn term. A SEP (specialist educational place) document needs to be completed and sent to the local authority to apply for a place for the following Autumn.

How can we adapt our curriculum for children and young people with special educational needs?

At Torre C of E Academy we deliver a broad and balanced curriculum with an underwritten Christian ethos. We provide suitable resources, including specifically personalised resources, to allow all our children access to the Early Years Foundation Stage Curriculum and National Curriculum. We review our resources on a regular basis and update, loan, create and purchase resources to meet the needs of all our children, including our SEN pupils. 

To ensure our SEN children can access the EYFS and National Curriculum we provide the following :

• Small group support in class from the teacher or Learning Support Assistant Differentiated tasks and activities
• Personalised Behaviour Support Plans (PBLP)
• Educational psychologist advice implementation plans
• EHCP implementation plans Risk assessments
• Communicate in Print personalised resources including:-
  •        individual photo transition booklets
  •        individual now/next boards,
  •        individual social stories
  •        individual prompt cards
  •        individual and class visual timetables
  •        sand timers
  •        individual targets
  •        scaffolding
• We have purchased the Dyslexia portfolio by GL assessments and have a member of staff who has had training to deliver the assessment which indicates dyslexic traits in pupils and suggests how best to support these

How will we ensure we get the services, provision and equipment that children and young people need?

Torre C of E Academy has an Inclusion Manager (Headteacher), a SENDCo, who is a member of the Senior Leadership Team and SEN Governor who work collaboratively with class teachers and support staff to monitor SEN provision and pupil progress.

If a pupil is not making expected progress following a monitored timed cycle of intervention and support, the school SENDCo will observe and assess the child to reach a deeper understanding of the barriers to the child’s progress (difficulties).

Where needed Torre C of E Academy will consult and liaise with link professionals and other agencies, eg Speech and Language Service, Advisory Teachers, Educational Psychology Service, Health including Paediatricians, School Nurse Service, GPs and Social Services.

Torre C of E Academy’s SENDCo co-ordinates assessments, guidance and support from the above agencies ensuring that families access the services, provision, resources and equipment their child needs.

Staff training includes; THRIVE, ASC awareness, Dyslexia support, ADHD support, precision teaching, National SENDCO award, SALT BLANKS level training, Read Write Inc, Lego Therapy, Dog Therapy. 

How is this provision funded?

Provision for meeting the needs of pupil’s with special education needs is funded by the school’s notional SEN budget.

The Headteacher decides on this budget in consultation with the school governors, on the basis of needs in the school. In addition, some pupils access Pupil Premium funding.

Pupils with complex special educational needs and/or disability who have an Education, Health and Care plan, have a personal top up budget monitored by the Local Authority for the provision of additional support to meet their special needs.

At Torre C of E Academy our capacity to provide a place for a child with significant complex needs will depend on whether the class is full and the existing level of need in the year group in which a place is sought.

The SEN budget is monitored by the Headteacher, governors and SENDCo and resources are allocated according to need.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As well as interventions in communication, mathematics and literacy we offer other forms of support to enable pupils to learn effectively flourish and achieve their full potential. Pupils access this support following discussions with the class teacher, SENDCo or following advice from the Educational Psychology Service or other professionals. 

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Torre C of E Academy we address emotional and social needs 1 to 1, in small groups and whole class sessions. Our staff are trained in the delivery of the PSHE programme. We also have Thrive trained staff who work with individuals and small groups to develop the social and emotional well-being.

We use a variety of approaches to teaching and learning, but developing key skills for life and the ‘whole child’ is at the heart of our curriculum. In order to develop these life skills, we teach the children to work collaboratively, using our ‘Torre’s Tools’. Children work collaboratively in trios or small groups to complete activities as much as possible and are supported through explicit teaching of skills from our enabling enterprises programme. This approach supports our children in becoming more independent learners, whilst also developing key life skills and knowledge of the content of the national curriculum.

Starting in 2018 Reception developed the Autumn term to provide a strong THRIVE focus. All children have a THRIVE assessment completed. Children are grouped by emotional development rather than ability and learning in the environment will take place with an emphasis on the child’s emotional needs supported by their key adult. In our pilot year we have had huge success with this new approach with very positive feedback from parents and KS1 staff, alongside improved outcomes at the end of the reception year.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

In the summer term special provision is made to prepare our children with additional needs for September. We ensure our pupils are carefully prepared for the oncoming changes to their school routine.  Changes in staff and classroom or setting are negotiated through extra visits and additional time spent by the child with their future teacher.

Transition photo booklets are created for each family with a child with complex needs, one copy being held and referred to in school and one copy being given at an early stage to the family. Additionally meetings are held between all professionals supporting the child.

Y6 pupils have many opportunities to visit their secondary school and meet their Year 7 tutor. Additional meetings and discussions are organised between ourselves and the KS3 settings our SEN pupils are joining. All SEN paperwork is passed on to the pupil’s new school before they leave.

Should a child move from Torre C of E Academy to a Special School, or Special Provision in another mainstream school, transition arrangements are put in place to facilitate a smooth move between the two settings.

What other support is available for children and young people with special educational needs and how can they access it?

We offer Nurture provision led by a trained nurture practitioner and a learning support assistant in a designated Nurture Classroom for a small group of up to ten Reception, Year One and Year Two pupils, five mornings a week. Three afternoons a week we offer ten, Key Stage 2, small group nurture activities.

We provide 1 to 1 and small group Thrive and Pastoral support for pupils in EYFS, KS1 and KS2.

What extra-curricular activities are available for children and young people with special educational needs?

All Torre C of E pupils are welcome to attend extra-curricular clubs, residential visits, peripatetic lessons, school visits and out of school experiences, including Breakfast Club and Torrenadoz (after school club.) Examples of after school clubs at Torre include Cookery, Performing Arts, Knitting, Running, Kayaking, Netball, Football, Homework etc.

A full list of clubs that run each term can be found via the school website : www.torrecofeacademy.org 

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All pupils on the SEN Register have a personal plan (ISP) which is reviewed termly with their family, the child, their class teacher and the SENDCo at an SEN family meeting. The effectiveness of the provision is discussed and new targets are agreed, based on the progress, attainment and the interests of the child. Through termly SEN meetings, school and the child and their family can track their progress and review the effectiveness of their Individual Support Plan.

When pupils are achieving in line with their peers, additional support may no longer be needed.

For pupils with an Educational Need or Education Health Care plan, long term aims and specific objectives are reviewed in an annual meeting with the pupil, their family, Torre C of E Academy staff and outside professionals supporting the child, in addition to the termly SEN family meeting.

Our SENDCo is generally available to discuss any concerns with children and their families on a drop in basis or by appointment. She is also contactable at any hour by email which is displayed on the school website.

Parents and carers are a vital tool for school as they know their child better than anyone. The parents of children with SEN are asked to complete a family voice questionnaire multiple times throughout the year to ensure we always have an up to date picture of their child. Some parents will be asked to complete a sensory profile for their child to make us aware of the sensory seeking and avoiding behaviours their child may display. This helps us to adapt the environment and activities to support children with sensory needs.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

In addition to the termly SEN review meetings outlined above and the Annual Review meetings for pupils with an EHCP, our Special Needs Policy and SEN Information report are reviewed annually. At the annual review the SENDCo and SEN governor consult with pupils, families and staff.

We aim for transparency and an ‘open door’ policy so that families are confident to share feedback about the effectiveness of provision with class teachers, the SENDCo, The Harbour nurture staff and the Headteacher. Surveys are sent out to SEN families throughout the year and a termly ‘SEN family voice’ questionnaire together feedback and suggestions which are taken very seriously by staff as we appreciate that families are the experts when it comes to their child!

Ofsted also inspects and reports on the provision, progress and attainment of pupils with additional needs. Torre C of E Academy’s most recent inspections in June 2016 reported that:

June 2016

“The Special Needs Co-ordinator (SENCo), building on the work done by the early years leaders, astutely identifies strengths and weaknesses in pupil’s personal development. Her detailed records allow staff to focus on the areas where pupil’s most need extra support.”

“Different groups of pupils, including those with additional needs, make good progress in their learning and achieve well.”

“Pupils with special educational needs make good progress, which is reducing the gap between them and their peers. This is as a result of well-targeted support provided by skilled teaching assistants working with individuals and groups.”

“Teaching assistants provide valuable support, for example in providing one-to-one support to accelerate the progress of disabled pupils, those with special educational needs and those aided by the pupil premium funding.”

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Our SENDCo, teachers, learning support assistants and meal time assistants have a wide range of qualifications, training and experience of working with children with a diverse range of needs including :

• Autistic Spectrum Condition
• Speech and Language Disorders
• Social Interaction and Communication Difficulties
• Emotional Difficulties
• Emotional Attachment Disorder
• Cerebral Palsy
• Epilepsy
• Hearing and Visual Impairment
• Moderate Learning Difficulties
• Developmental Disorders
• Profound and multiple difficulties        
• Physiotherapy                                                                 
• Wheelchair use for disabled pupils
• Makaton

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

All pupils on our SEN Register have an Individual Support Plan which is reviewed termly with the child, their families, their class teacher and the SENDCo. The effectiveness of the provision detailed in the plan is discussed and new targets are agreed, based on the progress, attainment and interest of the child. In these Termly Review Meetings, school and parents can track pupil’s progress and review the effectiveness of the child’s plan.

How can parents, children and young people make a complaint about our provision?

The first person a family member should share any concerns they may have with is the child’s class teacher.

The class teacher may then arrange a joint meeting with the team leader, SENDCo or Headteacher. The family can request an appointment with the Headteacher or SENDCo by phoning 01803 324007.

Information about procedures for making a formal complaint can be found on the school website or via the school office.

How can parents, children and young people get more information about the setting?

If your child has a disability or a Special Educational Need and you would like more information about what we offer at Torre C of E Academy, contact us to arrange a visit, visit the school website www.torrecofeacademy.co.uk or email us at admin@torre-primary.torbay.sch.uk asking for the attention of the SENDCo (Laura Kendell). 

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

• Torre provides a wide range of services ‘in house’ in order to meet student’s individual needs from: trained Thrive members of staff, first aid trained staff, pastoral support, SEN team and trained nurture staff. We also maintain close links with specialists such as visual and hearing advisors, specialist schools, local secondary schools, visiting school nurse, educational psychologists, speech and language support, social services and English as an additional language support.
• Sign post parents/carers to services as required
• Child protection officers and SEND lead, liaise closely with Children’s Services as needed
• SENDCo liaises regularly with the Local Authority SEN Team
• Health and Social Care bodies are invited to contribute to all reviews of EHC plans

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

• Looked after Children receive regular support from our pastoral and nurture teams as needed
• PEP meetings are held every 6 months in school for all Looked After Children
• Our Deputy Safeguarding Lead attends all LAC reviews
• Where Looked After Children have SEN we invite foster carers, parents (if appropriate) and social workers to any relevant meetings. We try to combine PEP meetings with annual EHCP reviews where appropriate.

We are proud to be a member of the Learning Academy Partnership.

At the heart of Warberry Academy is the vision that every child will be successful, that they will achieve the very best they can and that they will fulfil their dreams and ambitions. We value and recognise the uniqueness and achievement of every member of our school family.

Our aim is to nurture and support children of all abilities, helping every child to achieve his/her potential in all areas of learning – intellectual, emotional, physical, social, moral, spiritual and cultural – through our engaging and well-researched curriculum.

 Our academy is situated on spacious grounds and we have our own nursery on site for 2 – 4 year olds, three playgrounds, a large sports field, dedicated KS1 and KS2 libraries.

We are proud to be a member of the Learning Academy Partnership – a values led family of exceptional schools. Our schools work together within a Multi Academy Trust, currently consisting of 8 primary schools and All Saints Teaching School Alliance, to support school improvement across the South West.

Headteacher : Mrs K Southard
Nursery : Yes
DfEE No : 8820/3121
Number on Roll : 464
Type of School : Academy

Who to contact

Contact Name : Mrs K Southard

Contact Position : Head Teacher

Telephone : 01803 292642

E-mail : warberry@lapsw.org

Website : https://warberry-lap.co.uk/

Parent Organisation : Learning Academy Partnership Multi Academy Trust (MAT)

Where to go

Address : Cedars Road
Torquay
Devon

Postcode : TQ1 1SB

Childcare Information

Funded Places

3 & 4 year old funding : Yes

2 year old funding : Yes

3 & 4 year old 30 Hour funding : Yes

Opening Times & Facilities

Opening Times

Day	Opening Time	Closing Time
Monday	07:45	18:00
Tuesday	07:45	18:00
Wednesday	07:45	18:00
Thursday	07:45	18:00
Friday	07:45	18:00

School Pickups

Offers pickups : No

Local Offer

Links : https://warberry-lap.co.uk/

SEN Information

What special education provision is available at our setting?

In our Academy, all teachers are accountable for the progress and development of all children in their class, including those identified with Special Educational Needs & Disabilities (SEND). All staff track those at risk of underachievement or slow progress so that rapid appropriate intervention can be put in place.

Additional structured and tailored intervention is provided by trained members of staff in addition to high quality teaching. Specialist teaching assistants, within the school, deliver interventions to accelerate progress in targeted areas of need.

Such interventions include:

• Designated staff deliver social skill support groups
• Specialised interventions, devised to suit individual needs
• Access to a range of agencies and support services, when required, such as:
  • Educational Psychologist
  • Speech & Language Therapists
  • Social Care professionals
  • Early Years Advisory Support
  • Portage Workers (home-visiting educational service for pre-school children with additional support needs and their families)
  • SEN Advisory teacher
  • Bereavement therapy – children and families in grief
  • Primary mental health workers:
  • CAMHS
  • Hearing Impairment Support
  • Visual Impairment Support
  • Chestnut Behaviour Outreach Team
  • Occupational Therapy

Furthermore, members of staff may receive additional training to enable them to support specific pupils with additional needs, for example, PECS (picture exchange communication system) training to support children with communication needs.

What criteria must be satisfied before children and young people can access this provision/service?

We are an inclusive academy trust and consider placements for any child across our academies and nurseries. We adhere to the guidance laid out in the Equalities Act 2010. Children with SEND are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage.

For us to provide a successful provision for children with additional needs, we ensure we work in partnership with families and that families sign up to this agreement of building a team of support around the child. This may involve other outside agencies. We have clear induction meetings to ensure a child makes a successful start in our learning environments. 

Through the regular monitoring of attainment and progress, children who may require additional support have their needs identified and become part of our ‘QFT – Assess, Plan, Do, Review’ process. Parents are consulted and encouraged to participate in partnership with the school.

How do we identify the particular special educational needs of a child or young person?

We have a clear system in place within the academies to identify potential special educational needs for a child. We consider early identification of SEND to be vital.

• We follow the SEND Code of Practice (January 2015)
• All class teachers track and monitor the data of children’s progress and attainment. Where a child is making limited progress, or achieving below age related expectations, the class teacher monitors to ensure this is not due to any underlying special educational need.
• Classroom observations and learning walks by school leaders are standard practice, to ensure that children’s barriers to learning are not an issue that can be dealt with through the development of teaching strategies (quality first teacher). Any concerns are shared with the SLT and/or SENDCo.
• The SENDCo subsequently uses appropriate assessment tools to further investigate concerns raised through the observation and monitoring processes.
• Where needed, we refer to outside agencies to provide support in the identification and assessment of any barriers to learning.
• We support parents in liaising with medical professionals where an underlying medical condition is causing barriers to learning to aid the process of identification.
• Where behaviour is causing barriers to learning, we work closely with families to identify what the cause might be, such as parenting support, housing, bereavement or friendship issues.

How do we consult with parents and/or children and young people about their needs?

We recognise that it is essential we work in partnership with parents. We do this in many ways: 

• Individualised processes in place between local nurseries and the school to ensure a smooth transition.
• Individualised transition processes in place between the school and Secondary schools.
• Home Visits on entry for children transferring from nursery
• Open days
• Tours of the school by the Headteacher
• Staff visible and present at the beginning and the end of the day to communicate with parents and carers
• Termly parent consultations
• EHCP (Educational Health Care Plan) Annual Reviews – including Implementation Plans
• Termly Individual Support Plan reviews
• Regular ‘check in, check-ups and check outs’ (opportunities for teacher/pupil communication)
• Subject leaders provide parent advisory/information sessions for key areas of children’s learning e.g. approaches to calculation, or reading development.

What is our approach to teaching children and young people with special educational needs?

Our academies are inclusive learning environments and we value each child as an individual.

All children are treated with equity, and we ensure that when additional needs are identified a team is built around the child. This team is inclusive of the parents/carers who know the child best, the class teacher and SENDCo and any additional outside agencies who may be involved in providing specific objectives and supportive advice (including health and social care).

The information from the team provides a clear identification of the child’s needs. Teachers then use this information to ensure the child’s needs are recognised and planned for within the classroom environment. Teachers are responsible for ensuring quality first teaching is adapted to meet the needs of any children with SEND.

 Some pupils may require individual assessment by the SENDCo. The assessment will determine whether the pupil requires a bespoke programme of support. The programmes are devised to suit individual needs of the child and using evidence based research. Children identified with a higher level of need will also have an ISP (Individual Support Plan) with individualised targets.

How can we adapt our curriculum for children and young people with special educational needs?

We adapt the curriculum by:

• Adaptation of class teaching – quality first teaching – ensuring access for all learners
• Teacher identifies children who need tailored intervention, in liaison with SLT, SENDCO and parents.
• Individual Support Plans provide key targets and provision
• Engaging parents to support home learning
• Resources and specialist equipment provided and tailored to support children with special educational needs to progress within the classroom
• Any interventions (in addition to class teaching) are reinforced and consolidated in the classroom

How will we ensure we get the services, provision and equipment that children and young people need?

At times we need to call on the advice of professionals to ensure that we have identified and provided for a child’s needs effectively, this might include:

Gaining support from external professions (e.g. the Communication & Interaction Team) for expert guidance to better support a pupil’s needs

There may be times when we do not have the resources and facilities to meet the specific needs of an individual child. Although we make every reasonable effort to do so, when this occurs we take advice from the Local Authority Special Educational Needs Team and signpost parents/carers for advice.

• Educational Psychology Service
• Torbay Information Advice and Support (SENDIASS – free and confidential for parents)
• Speech and Language Therapy Service
• Hearing Impairment Service
• Visual Impairment Service
• School Nurse Team
• Paediatrics
• CAMHS
• Social Care
• Mayfield Chestnut (behaviour)
• Combe Pafford Outreach

How is this provision funded?

Across our academies, provision for meeting the needs of pupils with special educational needs is funded by the academies’ notional SEN budgets. Some pupils with special educational needs may also be eligible for Pupil Premium funding if they are in receipt of Free School Meals, are Looked After by the Local Authority or if their parents work in the Armed Forces. (For details of this please see the Pupil Premium Annual Report available on academy websites.)

Pupils with complex special educational needs and/or a disability who have an Education, Health and Care (EHC) plan may also receive additional Element 3 funding from the Local Authority according to the complexity of the child’s needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As outlined below under “What other support is available for children and young people with special educational needs and how can they access it?”, we may need to draw upon additional support from outside agencies.

The Family Support Worker and SENDCo will be able to signpost parents and carers to appropriate agencies and can offer to support through the referral process.

How do we support and improve the emotional and social development of children and young people with special educational needs?

• A robust PSHE Curriculum (Personal, social and health education).
• A range of pastoral interventions based on the identification of need e.g. thrive/boxall programmes.
• The academies follow our Positive Behaviour Policy to ensure a consistent approach to behaviour management in every classroom.
• Professional Development for all staff focusing on positive behaviour management.
• Meal Time Assistants training and support for lunchtime positive behaviour management.
• Guidance for parents in the emotional and social development of children (which may manifest as behavioural difficulties) with signposting to appropriate support through Early Help.
• Where social care is supporting a family, designated members of staff liaise with the case workers.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Nursery to KS1

• Personalised tours for potential parents.
• Home visits.
• SENDCo and Family Support Worker liaison with children who may require extended transition.
• Opportunities for nursery children to spend time at the setting, meeting staff etc.
• School Entry Plans are implemented with children already identified with a high level of SEND. These plans are reviewed following entry to the Academy.

Key Stage 1 to Key Stage 2

• Transition sessions for children to spend time with their next teacher prior to moving year group.
• Extended transition plans for children who may require additional transition days.
• Class teacher handover to include sharing of SEND information. 

Key Stage 2 to Key Stage 3

• Open day for parents and children hosted by the KS3 provision
• Assisted and extended transition for vulnerable pupils
• Year 5 opportunities to visit local secondary settings
• Assisted transition for vulnerable children or those who would benefit from additional transition
• Transition meetings between SEND Leads in both settings

What other support is available for children and young people with special educational needs and how can they access it?

The class teacher, as the professional who knows each child the best, remains the key point of contact for parents. The class teacher is supported by the SLT and the SENDCo. The Academy can aid parents and children in accessing the following (which is not an exhaustive list):

• Social, Emotional and Mental Health:
  • Designated Safeguarding Lead will liaise with Social Care and oversee Child Protection, Child In Need & Early Help
  • Pastoral interventions – identified by need
  • Liaison with outside agencies for advice and support – Educational Psychologist, Child Adult Mental Health Service (CAMHS), Mayfield Outreach
  • Implementation of the Academy’s behaviour policy
  • Behaviour concern may be referred to SENDCo which may result in referral to Chestnut Outreach
  • South West Family Values
• Communication and Interaction
  • Speech & Language concern may result in referral for Speech and Language Therapy
  • Liaison with Speech and Language Therapist. Recommendations implemented by allocated members of staff.
  • Use of resources such as: Talking Tins and Talking Postcards, Colourful Semantics
  • Request to outside agencies for advice such as Coombe Pafford, Mayfield, Coast Academies (ASD), Makaton
• Cognition and Learning
  • Concern forms may be referred to SLT and SENDCo from staff with concerns regarding progress or achievement using our graduated response paperwork
  • Specific tailored interventions: 1:1 Phonics, Read Write Inc, Counting to Calculating (Reading and Maths)
  • Battery of 1:1 assessments may be undertaken by SENDCo to determine barriers to learning followed by the implementation of appropriate bespoke intervention
• Physical and Sensory
  • Outside agencies for advice such as Visual and Hearing Impairment Advisory Teachers
  • Implementation of recommendations by Occupational Therapist or Physiotherapist by an allocated member of staff
  • Outside agency referral to Occupational Therapist for assessment and intervention
  • Provision of support resources as advised (wedges, specialised equipment) 
• Medical
  • Regular meetings with SENDco, Family Support Team and School Nurse
  • Liaison with medical professionals for children with ongoing treatment
  • Implementation of medical plans as advised by medical professionals

What extra-curricular activities are available for children and young people with special educational needs?

Our Academies have extra-curricular activities available to all pupils, such as:

• A range of After School Clubs
• Regular school visits that are fully inclusive – we complete full risk assessments where children with specific difficulties may require additional support
• Residential Experiences for KS2 children
• Breakfast and After School Club available for all children (fees apply)
• Peripatetic teachers offer music tuition (fees apply)
• Family Support Worker will signpost service to provide guidance on where parents could access extracurricular facilities outside of school.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

A graduated approach to SEND is used across the school, following the QFT-Assess- Plan- Do- Review process.

As soon as a SEND concern is raised, the school will seek the viewpoint of parents and children involved. Your voice as a family is extremely important in ensuring we have a full and broad picture of your child and that we have all relevant information to support the assessment and support process.

We may use the advice of professionals such as Educational Psychologists and/or Speech and Language Therapists, to agree desired intervention that is recorded as part of a child’s Individual Support Plan. If your child has an Individual Support Plan (ISP), Parents/carers will be invited to a review meeting at least 3 times a year and your views (Child and Parents) taken into consideration in planning next steps. Parents will be aware of outside agency involvement with their child and will be provided with relevant reports detailing intervention and progress.

Termly tracking of data and other evidence of progress is recorded on children’s records to ensure we can monitor the impact of additional support and intervention.

An Education Health and Care Plan (EHCP) is reviewed annually, twice if the recipient is under five years of age. The Annual Review enables provision for the pupil to be evaluated and, where appropriate, for changes to be made. Parents and pupils are consulted and encouraged to give their views as part of this review process.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

All intervention and provision implemented across the Academy is regularly reviewed to measure impact. If the intervention hasn’t been effective in ensuring progress within the targeted area of need, the child’s needs will be reassessed, and interventions modified accordingly. The review process varies depending on the area of need: Cognition and Learning, Communication and Interaction, Physical/Sensory and Social, Emotional and Mental Health. This may be in conjunction with outside agencies, for example, occupational therapy reviewing impact of a support plan they have provided, and the Academy has implemented.

As part of our practice, we collect information and feedback from parents and pupils using parental and pupil termly reviews.                                                              

Expertise is shared across our Trust. We carry out cross-academy moderation, which ensures that we have secure assessments of all children in the Partnership.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Quality First Teaching is the key to ensuring the best progress for all children. We invest in our staff to provide a learning environment where high quality interventions are run by trained staff, rather than deploying a Teaching Assistant in each class room.

• Across the Trust the SENDCos meet monthly to ensure best and consistent practice.
• SENDCo attends regular SENDCo Forums where there are opportunities to network and share good practice with local SENDCos in Devon and beyond.
• Termly SEND Clinics/Inclusion Meetings held with class teachers and SENDCo to share expertise.
• Termly meetings between SENDCos and Educational Psychologists (Planning and Review Meetings).
• SENDCo consults with professionals from a range of services where required to ensure children with additional needs are best supported with recommendations from all professionals involved with the child.
• The SENDCo has additional qualifications in SEND.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Pupils with more complex and significant needs have Individual Support Plans (those with an EHCP will have an Implementation Plan). These documents are produced in consultation with parents and the pupil. A summary of the Special Educational Need is recorded, and targets set.

A review meeting is held to measure the impact of the support provided and to consider whether changes to that support need to be made. These meetings are held termly and the pupil, their parents, the class teacher and the SENDCo can all contribute to the review.

Where staff are concerned about a potential special educational need, parents will be involved fully in the process of assessments and any outside agency involvement.

Once a barrier has been identified through the graduated response and liaising with teaching staff and other professionals (such as Speech and Language Therapists or Educational Psychology) an Individual Support Plan may be put in place. We recognise that families hold a wealth of information and it is essential we work as a team to ensure best outcomes for children.

Teachers are available in the mornings and afternoons for direct contact to support home/school communication. Parent Consultations are held termly, where progress and concerns are shared.

Other communication documents may be used, based on the child’s individual needs, such as: home/school reward or behaviour chart and medical care plans.

How can parents, children and young people make a complaint about our provision?

We endeavour to work with parents at every opportunity, with staff available to speak to before and after school and a visible presence at the beginning and the end of the day.

However, at times a complaint may be raised. If this is the case, there are many ways of gaining a positive resolution.

• Initially, parents/carers should seek a consultation with the class teacher and see if matters can be resolved.
• If the concern persists or is unresolved, an appointment to see a member of the senior leadership team can be made through the office.

How can parents, children and young people get more information about the setting?

If you would like to gain more information about the Learning Academy Partnership (South West) and what we can offer children and families, please:

• Contact the school office
• Arrange a parent tour
• Visit the academy website for up to date newsletters and information

http://www.lapsw.co.uk

Home

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The Academy can arrange visits from the School Nurse Team to discuss pupils’ medical needs.

If a pupil has been referred to the Paediatric team the school will be contacted for information and consultation.

The Designated Safeguarding Lead has access to Multi Agency Safeguarding Hub (MASH). The Academy has access to additional support through Torbay SEND Team and an Educational Psychology Service. Planning and review meetings are held during the year to discuss pupils with SEND prior to engaging their involvement or to discuss progress. SENDIASS is available to attend meetings to support parents.

The Partnership could access the services of a bereavement counsellor to support bereaved children.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

The Looked After Children Coordinator will liaise with the SEND Team with regards to accessing appropriate support and provision for identified SEND children. This will follow the QFT, Assess, Plan, Do, Review model.

Watcombe Primary School is relatively large with approximately 250 kind, caring and hardworking pupils whom they are very proud of.  Nearly all of the year groups are full but they always try to accommodate and welcome new families.

Head Mr Adam Morris

Who to contact

Telephone : 01803 327419
Fax : 01803 322172

E-mail : admin@watcombe-primary.torbay.sch.uk

Website : www.watcombe-primary.torbay.sch.uk

Where to go

Address : Moor Lane
TORQUAY
DEVON

Postcode : TQ2 8NU

Other Details

Costs

Details : null

Availability

Age Ranges : From 3 years to 11 years

Related links : Watcombe Children’s Centre Nursery

Local Offer

Watcombe Primary School: SEND and Accessibility (watcombe-primary.torbay.sch.uk)

SEND Information

White Rock Primary School explore ways of making learning exciting, relevant and irresistible to all by providing a safe supportive climate which underpins pupils’ emotional well being, their readiness to learn and their ability to face challenges.

Head Mrs Sarah Tomkinson

Who to contact

Contact Name : Liz Curran

Contact Position : SENDCO

Telephone : 01803 577940
Fax : 01803 846017

E-mail : senco@white-rock-primary.torbay.sch.uk

Website : www.whiterockprimaryschool.co.uk

Where to go

Address : Davies Avenue
PAIGNTON
DEVON

Postcode : TQ4 7AW

Other Details

Costs

Details : null

Local Offer

Special Educational Needs and Disability | White Rock Primary School

SEN Information

What special education provision is available at our setting?

In our school, we offer Quality First Teaching to all of our children, whatever their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:

• have different educational and behavioural needs and aspirations
• require different strategies for learning
• acquire, assimilate and communicate information at different rates
• need a range of different teaching approaches, experiences and resources.

Teachers respond to children’s needs by:

• providing support for children who need help with communication, language across the curriculum;
• planning to develop children’s understanding through the use of all their senses and of varied experiences;
• planning for children’s full participation in learning, and in physical and practical activities;
• helping children to manage their behaviour and to take part in learning effectively and safely;
• helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Access:

Our school building is fully accessible to those children with physical disabilities including wheelchair access to all parts of the school.

What criteria must be satisfied before children and young people can access this provision/service?

White Rock is an inclusive provider and considers placements for any child between the ages of 2-11 years. All children are welcome to our setting regardless of any special educational needs. Before admission, we will discuss with parents/carers the needs of their child and how these needs can be met, working in partnership with other agencies when appropriate. Having established the child’s needs, we make every reasonable effort to ensure the child can access our provision.

How do we identify the particular special educational needs of a child or young person?

Identification of SEN is achieved from the evidence the school acquires through a variety of means. This includes:

• The extensive transition process into school involves formal and informal meetings such as home visits, stay and play sessions and discussions with parents;
• Formal transition meetings are held prior to starting school for children with SEND;
• For children who have previously attended another Early Years provider, the Reception class teacher contacts the provider and discusses any specific needs your child may have;
• For children coming into the school with already identified SEND, previous records are passed on from a variety of outside agencies and discussions take place as appropriate on how the children can be best supported including whether the child needs additional transition
• For children already in school, termly assessments are carried out for every child. Any children making less than expected progress are identified and interventions planned which will accelerate progress. Where progress and/or attainment continue to be lower than expected, the school may use more specialist diagnostic assessments, including advice from our Educational Psychologist, Speech and Language Therapist, paediatricians and school nurse.

How do we consult with parents and/or children and young people about their needs?

At White Rock we recognise the importance of the partnership between the school, parents and carers and the child to ensure that children with SEN make the best progress possible. The school takes into account the views of parents and children when planning support and ensures that it is personalised to each child’s individual needs. We achieve this in the following ways:

• The school has an open door policy and parents of all children but especially those whose children have identified SEND are welcome to speak to class teachers at the beginning and the end of every day. Parents can also email members of the team directly and they will respond as soon as possible;
• Formal parent consultations for children with identified SEND take place three times a year;
• Children with an Education, Health and Care Plan give their views on their learning in an annual review; 
• Parents of children with an Education, Health and Care Plan give their views on their learning in an annual review; 
• Parents of children with an Education, Health and Care Plan meet their class teacher each week to discuss their Individual Education Plan (IEP), their targets and next steps
• Parent and children’s views are sort through on line surveys and are acted upon

What is our approach to teaching children and young people with special educational needs?

In our school, we aim to offer excellence and choice to all our children whatever their ability or need, by providing Quality First Teaching.

For pupils with SEND the learning is scaffolded and adapted to meet their needs and their preferred learning styles. We do this by making reasonable adjustments.

To further support individual needs we also offer:

• Small group or 1-1 support, where appropriate
• Access to social, emotional and mental health support through a tiered system including a dedicated Wellbeing Lead, specialised councillor and CAMHS referrals
• Regular support provided by Speech and Language Therapists, supported within school with a trained Speech and Language Learning Support Assistant (LSA). Also on offer is the Language Link Programme.
• Access to Outreach Services including Hearing Impaired, Visually impaired and  Mayfield School 
• Each academic year we invest in at least 13 days of Educational Psychologist time. This support includes formative assessments, observations, training and parental feedback
• Advice from Paediatric consultants is sought and put into practise
• Advice and support from Physiotherapists and Occupational Therapists, delivery of individual programmes daily by a member of staff
• Referral to the School Nurse
• Referral to Devon Autism Pathway
• Fine and Gross Motor skills group
• Specific Learning difficulties support
• Specialist Communication and Interaction Lead (LSA) within school to support children who have a diagnosis of ASC or on the pathway
• Referral to school nurse triage using the Request for Health Assessment

As an inclusive school we are committed to ensuring that pupils with SEND can engage with their peers and the broad and balanced curriculum on offer.

Where a child’s needs are very complex, requiring high levels of support, specialist equipment and expertise, a mainstream school may not be the most appropriate setting to meet the child’s needs and enable them to meet their full potential. Discussions with parents/carer, SENDCo/other professionals and the Local Authority may conclude that a special school or specialist provision attached to a mainstream school would meet the child’s needs more effectively.

How can we adapt our curriculum for children and young people with special educational needs?

In our school children have the right to a broad and balanced curriculum which provides continuity and progression and takes individual needs into account. All pupils access Quality First Teaching regardless of their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:

• have different educational and behavioural needs and aspirations
• require different strategies for learning
• acquire, assimilate and communicate information at different rates
• need a range of different teaching approaches, experiences and resources.

How will we ensure we get the services, provision and equipment that children and young people need?

Progress and the effectiveness of interventions are monitored every half term. Where  gaps are identified, the relevant specialist staff in the school and/ or outside agencies are consulted in order to ensure the appropriate resources are accessed.

Where pupils have specialist support from external agencies the school will implement recommendations and ensure that appropriate equipment is in place to support the child. Where a child is identified as needing additional support outside of what the school can offer, contact will be made with external agencies to ensure that pupils are able to engage in the broad and balanced curriculum on offer.

How is this provision funded?

The school budget includes money for supporting children with SEND. In addition to this some pupils are entitled to Pupil Premium funding which is used to support disadvantaged pupils.

Pupils who have complex special educational needs/ disability who have an Education Health Care Plan may have ‘Top Up’ funding allocated to them for additional support to meet identified needs. The Local Authority monitors how this funding is used through Annual Reviews.

The SEND budget is monitored by the Headteacher and governors.

What additional learning support is available for children and young people with special educational needs and how do they access it?

The school employs Learning Support Assistants (LSAs) who are designated to support children with SEND in the classroom and in some cases throughout the whole day. Children with SEND may have additional one to one or small group interventions.

We are committed to involving other agencies including health and social care, the Local Authority support services, voluntary sector organisations as appropriate to meet pupils needs and supporting their families.

How do we support and improve the emotional and social development of children and young people with special educational needs?

At White Rock Primary School, we believe that emotional and social development underpins good progress. A child’s attitude to learning will be at it’s best when that child’s self-esteem is high and the child feels safe and secure. Children are taught to understand the collective responsibility that goes with the right of every child to be the best they can be. This is done incidentally through the school’s ethos and it is also addressed through the PHSE curriculum.

We have a three-tiered well-being support programme which is led by the SENDCO:

Tier 1 – Support within school with the Emotional Well-Being Lead (LSA):

Teachers and adults in the school complete a well-being referral form which is then signed by the key stage leader and the SENDCO and passed to the Well-Being lead. A programme is personalised for that child and generally lasts six weeks.

We have a variety of well-being programmes on offer including; worry and anxiety programme, feelings and art therapy, anger management, self-harm, bereavement and parental separation. Information and progress is shared with the child, teacher and parent during this time and we believe communication between all parties is key.

Tier 2 – Specialised Support from outside agencies:

• Access to Arlette Beyer, a specialised child counsellor. Children receive weekly one hour sessions, including play-based therapy.
• Referral to the School Nurse
• Early Help and Supporting Families referrals – family access specialised help from professionals to help with everyday routines at home.

Tier 3 – Referral made to CAMHS 

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Starting Nursery
Children attend play and stay sessions. The first session is always with the parent and child and usually last for half an hour. The child then attends for a one-hour session on their own. The nursery key worker then liaises with the parents and will identify whether the child needs additional sessions and start date will be decided in partnership with the parents.

Starting School
Parents attend a Welcome meeting where all information is shared. Children are then invited to attend a stay and play session with their parents followed by 2 further sessions where they attend on their own. Parents meet with the class teacher virtually to allow any information to be shared about their child. The EYFS lead visits all children in their pre school setting and talks to their staff to get a real understanding of the child’s needs. Parents of children with additional needs meet with the SENDCo as many times as is necessary to get a good understanding of the child’s needs.

Moving to Secondary School
All children going to secondary school take part in transition days and additional days are arranged for those children identified as needing further support. All children with Statements or Educational Health Care Plans have a Transitional Review in Year 5 and their secondary school is discussed. The SENCO liaises closely with secondary schools about all SEN pupils.

What other support is available for children and young people with special educational needs and how can they access it?

The SENDCO and other school staff can signpost parents to other services available and we support and encourage parents to engage with these services. In addition the Torbay Local Offer is a good online source for ideas on available support and services (http://fis.torbay.gov.uk)

All pupils at White Rock are welcome to attend extra-curricular clubs, residential visits, school visits and out of school experiences.

What extra-curricular activities are available for children and young people with special educational needs?

All children at White Rock are welcome to attend extra-curricular clubs, residential visits, peripatetic lessons, school visits and out of school experiences including Breakfast Club and After School Club. Where children need additional support to be able to access these activities, wherever possible, this is provided by the school.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Parents of children with Education, Health and Care Plans meet their class teacher weekly to discuss their Individual Education Plan. At their Annual Review the views of the children and their parents are sought and this forms part of the review process.

The progress children are making is reviewed on a half termly basis and the impact of any interventions the children have been involved with is measured. Where the impact has not been as good as had been expected the interventions on offer are reviewed. Parents are kept informed at all stages of this process.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

Termly meetings are held to review progress and monitor impact of interventions. Changes to provision are made accordingly to reflect this where appropriate. Governors review the SEND policy annually and data relating to SEND children is shared 3 times a year with governors in the headteacher report.

We encourage parents to visit the school and talk to staff, either formally at parent consultations or by appointment, or informally when they drop their children off or pick them up. 

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Our teachers, learning support assistants and meal-time assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including:

• Hearing Impairment
• Visual Impairment
• Specific medical conditions including epilepsy, diabetes, asthma, ADHD
• Specific learning difficulties including dyslexia, dyspraxia
• Autistic spectrum condition
• Speech, language and communication needs
• Emotional difficulties
• Profound and multiple difficulties including specific genetic disorders eg Down’s Syndrome, Cerebral Palsy

Deployment of support staff to individual children and year groups is carefully tailored to meet the needs and is regular reviewed.

Support staff received regular training to support all children at White Rock Primary School.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Parents are informed by the SENDCO when their child is put on the SEND register and the reason for this. They are told what interventions have been put in place and the progress their child has made as a result of these interventions.

For pupils who have an EHCP there is an IEP which is written weekly.

How can parents, children and young people make a complaint about our provision?

In the first instance, parents should always talk to the class teacher. For further support and advice, parents can talk to their child’s Team Leader, the SENCO or the Headteacher. If you are still not satisfied you can contact the Chair of Governors- all contact details can be found on the school website. Information about procedures for making a formal complaint can be found in our complaints policy on the school website http://www.whiterockprimaryschool.co.uk/policies/ or if preferred a paper copy can be picked up at the main school office.

Parents can also contact SENDIAS who provide independent information, advice and support for parents and carers of children with SEN. They can be contacted on 01803 208239 or HOMEPAGE – Sendiass Torbay

How can parents, children and young people get more information about the setting?

We always welcome enquiries from parents and carers who are interested in finding out more about White Rock Primary School. Please either ring the school on 01803 577940, email us at admin@white-rock-primary.torbay.sch.uk or visit our website www.whiterockprimaryschool.co.uk

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The school’s designated safeguarding lead (DSL) is the point of contact for Children’s Services, the Early Help team and other support services such as Young Carers. Sometimes the school is contacted following a concern raised by the parent or another person.

The SENDCO liaises with medical professionals to support children with medical needs.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

We have a designated teacher for Cared For Children (CFC). This teacher attends all review meetings, works with carers and social workers on personal education plans, liaises with Torbay Virtual School for additional support for CFC pupils and attends training provided for designated teachers.