The Green Oaks Primary Academy is committed to being an inclusive school and pupils with special educational needs will receive support to ensure they gain access to the full curriculum.
We work closely with the relevant external agencies to ensure that pupils get the right specialist support. We also have links with any local special schools to provide mutual support.
For Adaptations made to the curriculum and the learning environment of children and young people with SEND
Click here to access more information from Northamptonshire County Council.
SEND Information Report
The purpose of this document is to clarify to Parents, Academy staff, Academy Advisory Councillors and parents how the special educational needs of pupils are managed at Green Oaks Primary Academy and how the Greenwood Academies Trust policy is put into practice.
- To effectively identify and assess the needs of all children
- To set appropriate targets that accelerate progress
- To monitor and review learning and raise achievement
- To liaise with and involve parents and value their contribution to their child’s education
- To listen and respect the views of the child
The kinds of Special Educational Needs and Disabilities provided for are:
- Communication and interaction
- Cognition and learning
- Social, Emotional and Mental Difficulties
- Sensory and/or physical needs
The Green Oaks Primary Academy also has a designated special provision for pupils with Autism and Autistic Spectrum Disorders. In order to access a place within this provision all pupils will have a statement or EHCP.
What should I do if my child has social, emotional or behavioural difficulties?
Children’s well-being is extremely important to us at Green Oaks and we spend a lot of time trying to ensure that they feel happy, relaxed and safe at school.
If you are concerned about your child’s happiness, well-being or behaviour, either at school or at home, the first person to talk to is probably the class teacher, but any member of staff in school can be spoken to. Explain what you are worried about and anything you think might be affecting their well-being.
The class teacher may ask one of the following people to attend the meeting or to talk to you. These are also people that you may wish to contact yourself to talk about your child.
If the school has concerns about your child’s happiness, well-being or behaviour, they will discuss this with you, either at parents’ evening or by asking you for a meeting.
The types of difficulties that parents or teachers might be concerned about may include:
- Children finding it difficult to make or maintain friendships
- Children who appear disengaged or withdrawn in school
- Children who appear to have emotional difficulties, such as crying easily or losing their temper
- Children who find it hard to settle in class and are constantly talking, shouting out or fidgeting
- Children who are overly dependent on some adults or peers
- Children who find it difficult to adhere to the school’s behavioural expectations
- Children who are hungry or tired and lethargic
In school we take the view that a child’s behaviour is always trying to communicate something to us and that we need to explore and understand what it is they are trying to communicate.
Identification of Pupils with SEND
Green Oaks Primary Academy Admissions Policy
Identification of pupils with SEND will come from a range of sources:
- Progress monitored by teachers as part of an ongoing observation and assessment that will identify differences between progress, attainment and achievement. This is monitored by the Inclusion Leader and senior leaders through team meetings, advice and support from the Inclusion Leader, and termly pupil progress meeting.
- Progress made against the objectives specified in 'Development Matters' and the age related expectations or the National Curriculum.
- Where necessary progress is measured the objectives as laid out in P Scales.
- Standardised screening, assessments for specific learning difficulties, and assessment tools
- Signposted from pre-school information and parental concerns
- Concerns raised on entry to the Academy in any year group or concerns raised by previous school
- Liaison with Local Authority or other outside professional
- Concerns raised because a child is under the care of the Local Authority
There is graduated response to meet pupil’s special educational needs through the Assess, Plan Do, Review guidelines; should the provision provided not appear to meet the needs of the child a formal statutory assessment may be sought.
- High quality classroom teaching
- Gifted and talented extension activities
- Adaptations to the working environment including workstations and visual timetables, seating and lighting.
- Letters and sound phonics
- Pre teaching sessions and vocabulary support
- Class targeted support and adult support identified through class planning.
- Differentiated curriculum
- Learning Mentor
- Pastoral Assistant liaising with outside agencies
- School Nurse support
- Pastoral support plan
SEN Support and Statement Provision
- 30 place provision for pupils with ASD
- Visual communications systems and structures following TEACCh guidelines
- Targeted interventions in literacy and numeracy
- 1:1 reading support and targeted reading support
- Protective Behaviours
- Circle time Behaviour Support
- Drawing and talking
- Time to Talk
- Talking Partners
- Structured Lunchtime
- Fine motor skills work
- Targeted IPM support
- Outreach support at home
- SALT – NHS
- SALT- Independent– Jane Wareing
- PECS/Communicate in Print visual communication systems
- OT and physiotherapy support NHS
- OT support –Independent -Thrive Occupational Services
- Literacy support - ReReading
- Behaviour support (Jo-go)
- Sensory Circuits
- In- house Autism Outreach support
- Target Autism
- Access arrangements
Progress and Achievement
Progress will be measured against the Age Related National Expectations. Where children have complex needs and progress is achieved in small steps, the use of P scales will be used from Key Stage 1. The assessment and recording of progress is monitored termly.
It may be necessary to carry out extended, detailed assessments to inform the next stage of planning. These may involve external professionals where appropriate.
Assessment information and pupil progress are available to parents at reviews, parent consultations and termly reports.
Those staff involved in SEND are:
- Inclusion Leader
- The Principal and Head of School
- Class Teachers
- Teaching Assistants (TAs)
- Learning Mentors
- Pastoral Assistant
- Pastoral support
- Teacher for intervention
- TA’s for intervention
- Speech and language therapist
These staff have experience in:
- Speech Language and Communication needs
- Emotional and behavioural needs
Staff at Green Oaks Primary Academy have had training in the following areas:
Team Teach; Teacch; Speech and Language; SENDco qualifications; PECs; 123 Magic ; Early Help Assessment; Designated Safeguarding Lead; Play buddies; Phonics; First Aid; Dyslexia Assessment; Protective Behaviours; Drawing and Talking; Friends for Life; Chatterway; Zippy's Friend; Safer Recruitment
The Academy staff liaise with additional outside agencies, including:
Autism Team - http://www3.northamptonshire.gov.uk/councilservices/children-families-education/SEND/local-offer/local-government-department/8528-specialist-support-services-sss-autism-outreach-team-northamptonshire-county-council
SALT - - http://www.janewareing.co.uk/
We encourage all staff to take up training opportunities, attending relevant courses provided by the County Council and outside agencies to develop and upgrade skills and knowledge in SEND. Training needs are identified through CPD and at a whole school level via the SEF.
Contact Details for further information
Inclusion Leader – Mrs Laura Wade 01604 715249
The Academy has a pastoral system in place to support children with their social and emotional development. Each pupil has access to support from:
- Pastoral Support Assistant- Ms Jessica Hammond
- Class teacher
- Teaching Assistant
- Learning Mentor
- Pastoral Support Assistant through lunch times
Our attendance, anti-bullying and behaviour and exclusion policies are available on our website.
Involving Parents and Children
Parents who have a concern about their child or who would like to discuss their child’s SEN provision should contact the class teacher or the Inclusion Leader in the first instance. If there are still concerns then a meeting may be arranged with the Prinicpal.
Parents receive termly reports informing them of their child’s attainment and progress through parents evening meetings. Parents are invited to termly parents’ evenings and to reviews with outside professional where appropriate. During parents evenings the Inclusion Leader is available and times can be booked for a meeting.
When possible we involve children in the setting and reviewing of targets and provision.
The Academy has a thorough transition plan for all pupils within Green Oaks for pupils on entry, pupils moving through the school and pupils moving on to their next provision.
The Academy will liaise with transfer schools, pre-schools and other additional outside agencies before a child starts at the academy. An enhanced transition plan may be implemented if necessary.
Children moving to Secondary School will have a programme of transition organised by the Northampton Town Partnership. Some children will have an enhanced transition plan if parents and staff feel it is appropriate.
Monitoring and Evaluation
The Inclusion Leader will monitor and update children’s provision using the assess-plan-do-review cycle.
The Inclusion Leader will be responsible for monitoring and evaluating planning, practice and outcomes. This may involve focused classroom observations, staff meetings and reviews. Vulnerable groups such as pupil premium, FSM, EAL etc. will be monitored, as will attendance and exclusion data for SEND pupils.
Activities Outside the classroom
Activities and school trips are available to all. Risk assessments are carried out and all reasonable adjustments are put in place to enable all children to participate as fully as possible. Any potential barriers will be discussed with parents.
Dated: June 2018
Review date: June 2019