The presence of pupils with either a disability or special educational needs is warmly welcomed by all academy staff and leaders. Every opportunity is taken to ensure that these pupils, along with all others, are treated equitably and fairly at all times.
Lakeside Primary Academy is an inclusive academy which accommodates all kinds of special educational needs and disabilities. These are classified according to 4 main categories as referred to in the SEN Code of Practice (Sept 2014):
How we identify if your child may need additional help and/or has special educational needs (SEN)
Procedures for identifying pupils with SEN and for monitoring their progress are clear, effective and straightforward. All procedures take account of the new SEND reforms. Parents will be fully informed at every stage and the views of both parents and pupils taken into account. The academy operates a plan, do review cycle with clear plans to address any need identified. Tracking of children is paramount to the identification of additional help or SEN. Initial discussion will take place with the class teacher and extra provision will be planned for or mapped. If a pupil requires further intervention then the use of the SEN support plan may be implemented with the involvement of the SENCO. The academy can implement a number of diagnostic tests to match intervention to your child’s learning needs. The academy can also involve more specialist advice from the Educational Psychologist, along with a number of other outside agencies (eg Speech Therapist, Occupational Therapist, ASCETS, school nursing)
How we involve parents in meeting the needs of their child and in whole academy developments
At Lakeside Primary Academy we believe that working in partnership with parents is key to aiding the development of the child. In working towards this key principle, the academy will:
Prior to pupils entering Lakeside Primary Academy all pupils experience a comprehensive transition process where key information about your child’s development will be discussed with the academy staff. Wherever possible there should be pre-emptive action for child/ parents before the child enters our academy if it is known that they have additional needs. This includes visits to the academy, advice for other professionals, pre-inclusion team, and discussions with the SENCO. This support and communication continues when the child is at academy with at least termly meetings and informal discussions as necessary. If the class teacher feels additional support is required for your child then an initial meeting will be made to plan this. A SEN support plan along with a child-centred one page profile may be developed, implemented then reviewed. Each child on the SEND register has a support plan, which contains planned targets and will involve the SENCO overseeing plans or being involved in their development. At SEN Support, the plan will be discussed at termly meetings and the action will be part of the child’s provision map. A child with an EHCP (Education Health Care Plan) also have these meetings which form part of the academy and annual review process. Provision maps, Support plans, EHCP plans also contain information on the role of other agencies and the support they provide.
How we will involve your child in the planning and review of their support
At Lakeside Primary Academy we value the importance of involving our pupils in the right to have their views and opinions incorporated into the assessment and review process. All SEND children will be involved with setting their targets. Pupils will be involved, wherever possible and appropriate, in review discussions for all or part of the process this may be through their views being brought to be shared at the meeting or by the pupils’ attendance.
How we match curriculum, teaching and learning approaches if your child has SEN
At Lakeside Primary Academy all staff, whatever their role, have a duty to promote the equality of opportunity for all pupils and positive attitudes toward all pupils. Quality First teaching is always personalised and differentiated. Our approach to teaching and learning meets the learning styles and needs of all children. Suitable resources and intervention programmes are chosen and deployed appropriate to the needs of our pupils based on detailed analysis of need.
We support and provide intervention for pupils within the class to enable first quality teaching to have a high impact both academically and socially on the pupils. We also put in interventions outside the class to close the gap for pupils with needs. These interventions have been tracked for impact of specific difficulties and include:- Thrive individual approach, nurture groups, Socially Speaking, Time to Talk, FFT, speech and language programmes, Precision teaching, Lego Therapy, 5 Point Scales, Comic strip conversations, working memory. The academy seeks to provide interventions which have a secure research base and are founded by EEF research.
How we provide extra support if your child has learning needs
Additional support will be planned for through the SEN support plan. The support is provided by the academy and tracked and monitored by the SENCO. If the child’s additional support goes beyond the academies allocation then additional support in the form of an application for Additional Top-Up Funding or Early Intervention Allowance may be submitted to the Local Authority. An Education Health care Plan would be furthered through the use of the academies Educational Psychologist along with other involved professionals if a child’s level of need required one.
How we provide additional support if your child has social communication needs
The academy operates a number of interventions to address difficulties with social communication. All staff have had recent training on Social Communication Difficulties, Adverse Childhood Experiences and Interventions such as Lego Therapy have been successful in key stage 2 in developing pupils in this area. In the Foundation Stage and Key Stage 1 the use of circle of friends and nurture groups has aided social communication development. The academy can also request the professional input from ASCETS team for any pupils with difficulty. The academy also signposts to support groups for parents of a child with ASD.
How we provide additional support if your child has physical, sensory and/or medical needs
The academy offers a personalised fine motor skills intervention for those SEND children identified with Physical needs. The academy holds many aids such as; sit and move cushions, koosh balls, fiddle toys, Thera putty, for those children with sensory needs. Additional support would always be given in the form of a support plan. Pupils with medical needs will also have a medical care plan and designated support will be illustrated on this plan in line with medical practitioner advice.
How we provide support for your child’s emotional health and well being
Lakeside Primary Academy is a THRIVE academy and currently have four trained practitioners offering SEMH support to children. Our academy behaviour policy is based on fairness and starting each day afresh. Rewarding good behaviour is paramount and there are many initiatives in academy where pupils have privileges for good behaviour. We run nurture groups to improve the social and emotional development of those children who need extra support. We also run a lunch club with VIP access for those pupils who have been identified as struggling with the social elements of the lunch time break.
Children with social and emotional health issues may access 1:1 support from a THRIVE Practitioner or a member of the Inclusion Team. Our Parent Support Advisor is on hand to support families and liaise with other agencies as well as working collaboratively with the SENCO and THRIVE Practitioners.
The SENCO holds a termly clinic with Child and Adolescent Mental Health Service (CAMHs) during these clinics formal consultations can be made and referrals if deemed necessary to aid us in providing for individuals’ needs.
How we promote developing independence
The academy curriculum strives to develop independent life-long learners. In Foundation Stage pupils lead their own learning in child initiated activities. Throughout the curriculum our children become self-directed in their learning experiences. Our staff support our children well in self-regulating behaviour. Providing regular feedback for our pupils and helping them highlight the progress made promotes our children to be successful independent learners.
How we measure and review your child’s progress against their targets and longer term outcomes
The academy tracks pupils individually and measures targets against progress set. Targets for each child are set based on their prior attainment group. Each child’s progress is tracked against the objectives for the years’ curriculum. During termly parent meetings your child’s progress towards these will be discussed. It may be necessary for SEND pupils to be supported through interventions to achieve targets set. Tracking data is maintained by our staff and monitored by the SLT during Pupil Progress meetings. For children with SEN Support plans or EHC plans parents and pupils are involved in the agreement of the targets set and the provision allocated. Measurements of progress towards targets are then taken at strategic points, three times a year and effectiveness monitored through assessment tracking and pupil progress meetings. This allows for the class teacher or SENCO to adapt or change the intervention to maximise progress.
How we include children with SEND in the life of our academy
Staff deliver quality first teaching to all pupils with teaching methods, resources, activities or targets adapted to the needs of the children in their care. Peer and adult support may be employed to boost confidence, self-esteem and create an active learning environment. All pupils partake in extra-curricular activities the academy offers making sure that children with SEND are included in the life of the academy.
How we ensure that our staff are trained and supported to meet a wide range of children’s need
The academy has a non-teaching SENCO – Mrs Sally Smith, who has completed NASENCO and a Post Graduate Certificate in Inclusion. Further Training also includes; Supporting Children with ASD, Dyslexia Action Post Graduate Level 5 Developing Literacy Skills in Learners with Dyslexia, Licensed THRIVE Practitioner, Suicide Awareness Training, Safeguarding Level 3 Training, Mental Health First Aider.
We also have a Parent Support Advisor – Mrs Roz Stringer with updated CAF and TAC training, THRIVE practitioner training as well as Solihull Parent Support Training.
New SEN code of practice training has been delivered to all staff (May 2019) and is reviewed annually to ensure all staff are up-to-date with new practice. We purchase through the LA our Educational Psychologist provision. Training on developing effective outcomes for SEND pupils has taken place focusing on SMART targets and SEN Support Plans.
Relevant teaching staff have attended specific training prior to taking responsibility for specific needs within the SEN spectrum. The academy training programme now indicates how we keep our staff up to date with specialist in depth training for staff;
* SEND New Code of Practice refresh – all staff
* Autism Awareness Training – All staff
* Safeguarding Level 1 training – All Staff
* Suicide Prevention Training – Two members of staff
* First aid – All Staff
* Lego Therapy – 6 staff
* Moving & Handling training – Selected staff
* Autism IDP – SENCO
* Precision Teaching – Selected staff
* BPVS – Selected staff
*Adverse Childhood Experiences Training - All staff
External support and expertise we can call upon to help us to meet children’s
* Educational Psychologist
* School nursing service
* Speech & Language Team
* Occupational Therapy
* Physio Therapy
* SEND Team
How we prepare children to join our academy
When joining Lakeside Primary in any year the parent and child will be invited in for a tour of the academy with members of the SLT. If joining in the nursery the staff operates a comprehensive transition programme with a range of drop-in session both with and without family members present. For our SEND pupils this can be extended to build the familiarity with the environment and staff.
How we prepare children to join our academy
Lakeside Primary Academy holds an excellent relationship with its feeder secondary schools. Our SEND pupils needs are discussed at length in the annual review meetings prior to going into Year 6, the secondary school will then attend the child’s transition meetings. Each child is discussed at length with the schools pastoral and Inclusion team.
How we deploy our resources to meet the needs of children with SEND
Class Provision Map – may identify groups of children for specific interventions.
Support Plan – Class teacher will discuss with parent difficulties and place child on SEND register. A support plan is written with SMART targets. The child may require the involvement of the SENCO and outside agencies to aid with a more detailed plan, do, review resource allocation.
The SENCO will discuss with the Educational Psychologist any child who requires their involvement at planning meetings with consent from the parent.
Contacts for more information
* Mr James Bullock (Head Teacher) 01302 368879
* Mrs Sally Smith (SENCO) firstname.lastname@example.org