Last Updated - November 7, 2024
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
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)
Address : Cedars Road
Torquay
Devon
Postcode : TQ1 1SB
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
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 |
Offers pickups : No
Links : https://warberry-lap.co.uk/
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:
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.
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.
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 recognise that it is essential we work in partnership with parents. We do this in many ways:
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.
We adapt the curriculum by:
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.
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.
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.
Nursery to KS1
Key Stage 1 to Key Stage 2
Key Stage 2 to Key Stage 3
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):
Our Academies have extra-curricular activities available to all pupils, such as:
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.
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.
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.
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.
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.
If you would like to gain more information about the Learning Academy Partnership (South West) and what we can offer children and families, please:
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.
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.
