SEND and Inclusion

Every child is an individual and they all develop and learn at different rates. This means that different teaching styles will be used in the classroom to support individual children with their learning and/or appropriate arrangements will be made to help with medical conditions and/or disabilities that are affecting your child’s schooling. Most children will benefit from these different approaches and will make appropriate progress, whilst other children may require more support for special educational needs (including learning difficulties, medical conditions and/or disabilities).

On-going monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.

After discussions with key staff and parents, additional support may be put into place through resources/ targeted small group and / or individual support to help overcome any difficulties.

In consultation with the Inclusion Manager and parents, short term measurable targets are agreed to address key areas of learning/ behaviour. Where external agencies are involved, their advice and recommendations are included.  Actions agreed take into account each pupil’s strengths as well as their difficulties.

In some cases additional teaching assistant support may be allocated. This support is deployed to ensure pupils can engage in lessons and wider school activities and to facilitate independent learning.

If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the Inclusion Leader.

Teachers aim to adapt teaching to meet the diverse range of needs in each class. Individual needs are approached in a range of ways which support access to learning and ensure that all children can experience both success and challenge. Grouping of pupils is flexible to maximise learning opportunities for all.

Regular reviews may be held to monitor progress. Parents, relevant external agencies and when appropriate, pupils are invited to reviews. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. If a child is continuing to have significant difficulties, further external expertise may be requested.  

Regular liaison and communication takes place with parents and professionals. This may include parent meetings, multi-agency meetings and the sharing of reports. Home/school communication books may also be used.

Strategies to reduce anxiety and promote emotional well-being of children include access to Learning Mentor support and Family Liaison support.The learning mentor uses the school’s Nurture room for interventions and mentoring sessions.

The school also accesses outside agencies such as the Family Link Worker and the Play Therapist. Small group social skills groups and self-esteem groups may also be used. Behaviour support plans may also be used to address any additional behaviour needs.

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

• Educational Psychology Service (EP)

• Learning Inclusion Advisory Teachers

• Social Communication Team

• Sensory Support Service

• Speech and Language Therapy

• Occupational therapy

• Physiotherapy

• School Nurse

• Paediatric Services

• CAMHS (Child and Adolescent Mental Health Service)

• Family Link Worker

• Parent Partnership Service

• Play therapist

• Primary Mental Healthcare Worker

• Individual healthcare plans for those children with specific medical needs.

School staff undertake training both in school and from external agencies including:

• Access to advice/ support from school nurse ( including individual protocols for children with significant medical needs and allergies)

• Support and advice from the speech and language therapist.(TAs deliver planned Speech and language programmes, devised by a Speech and Language Therapist.)

• Use of Makaton - trained staff

• Support staff trained in speech and language interventions such as Narrative therapy.

• Training in interventions such as Jump Ahead and Fizzy activities to develop motor skills (Support and advice available from Occupational Therapist).

• Delivery of planned Occupational therapy from TA.

Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills.

All pupils receive the broad, balanced and individually differentiated curriculum to which they are entitled including activities outside the classroom and school trips.

Additional support may be made for individual children as necessary.

The school building is fully accessible and is all on the ground floor.

• Wheelchair access / ramps to all main buildings

• Car park with direct access

• Disabled toilet (unisex)

• Hygiene room

• Speech therapy room

• Weighted blankets/back packs/wedge cushions (sensory processing difficulties)

• Specialist equipment such as Sloping boards for motor difficulties and ear defenders to reduce sensory processing difficulties  (ASD students)

The school liaises carefully with pre-school settings and secondary schools to ensure smooth transitions. There may be extra visits and meetings for some Year 6 and EYFS pupils and their families to help with transition to and from school.

Parents are involved as soon as there is any concern about a child's learning and are seen as partners in meeting their child's educational needs.

Parental involvement in a child's education is highly valued at Portfield Primary Academy. Parent's views are sought whenever possible and parents can make a contribution by:

a) Ensuring regular school attendance.

b) Informing the school of any problems or concerns and helping school to understand their child’s needs through sharing their unique knowledge of their own child.

c) Involving themselves in school activities and generally supporting the school.

d) Helping children cope with school life e.g. bringing necessary equipment and supporting children with homework.

e) Attending all meetings concerning their children.

If you have concerns about your child you should speak to your child’s class teacher first.
You may then be directed to the Inclusion Leader and SENCo (Mrs Madisson).