Special Educational Needs
Boddington Primary Academy C of E Primary School is an inclusive school and as such we believe that the best provision for children who have additional needs is quality first teaching. However, should a child need a more focused intervention then they are withdrawn at certain times during the day for extra teaching in relevant areas.
The school has a dedicated and skilled team of teachers and teaching support staff who work with the children on a range of intervention programmes. Where necessary we access support from outside agencies such as Educational Psychology or Behaviour Support.
Should you have any queries about our provision for Special Educational Needs please do not hesitate to contact the school,
SEND Key Areas
The new SEND Code of Practice identifies four key areas of SEND:
- Communication and Interaction
- Cognition and Learning
- Social, mental and emotional health
- Sensory and/or physical
We currently cater for children who are identified in one or more of each of the above areas.
These children have children the following needs:
- Dyslexia
- Working memory difficulties.
- Social and Emotional Difficulties
- Autistic Spectrum Disorders
- Visual impairments
- Speech and language
- Auditory processing
- Dyspraxia
- Moderate Learning Difficulties
- ADHD
Identification And Assessment Of SEND
The list below shows several ways that the school has of identifying if a child has SEND.
- When Children enter school with an Educational Health Care Plan (EHCP), the EHCP is shared and discussed with teachers, teaching assistants and SENDco and an individual education plan and one page child profile is written to guide the way forward.
- Discussions with parents or staff where concerns are expressed which lead to further investigation
- Data analysis which shows a widening gap between a child and their peer group
- Scrutiny of behaviour books and discussion with pastoral support assistant to see if a child is continually struggling during with their emotions or concentration
How We Manage Provision for Children With SEND
Evaluation of effectiveness of provision, we undertake careful monitoring of the impact of interventions and support given to SEND pupils at the school. This is the case for all children including pupil premium, Children Looked After (CLA), disadvantaged children and children not making expected progress. The primary provision for SEND children is the same as all the children.
Quality first teaching. The effectiveness of this is judged as part of the normal monitoring cycle for the school.
For those children who receive either group or 1:1 intervention they are monitored separately but in the same way: observations; work scrutiny; data checking and discussions with the children.
Our School Approach to Teaching Children With SEND
The school will endeavour to teach all children together in their classes where possible with the class teacher differentiating and supporting the child. When it is deemed necessary a child with SEND will be withdrawn at specific times for an intervention; either 1:1 or as part of a group. For a few children the school uses outside support and agencies. These children will have their own Individual Education Plan which contains specific targets.
Adaptation Of The Curriculum
Teachers adapt individual lessons and classroom organisation for children depending on particular needs at the time.
Additional Support Currently Provided
We use a range of intervention programmes with the children which include:
- Read Write Inc – a phonics-based reading programme which is taught 1:1 with any child who has not passed the Year 1 phonics screening.
- Read Write Inc- pre and post teaching for children who need extra support with sound recognition and blending.
- Number stacks – support children with maths 1:1for 20mins once a week minimum
- Weekly reading with a teaching assistant for children who are making less than expected progress.
- Modified behaviour system, Zones of Regulations, play leaders and social stories - Either 1:1 or group depending on need for 20 minutes once per week.
- Writing support- for those children not meaning expected targets. Small group with teacher or TA Colourful semantics.
- Touch typing programmes
- Zones of Regulation – throughout school for all children
Our SENDCo
The SENDCo of Boddington Primary Academy and across the Evolve Trust is Ginny Bootman. Please contact the school on 01327 260120
Securing Equipment and Services
The school allocates money from its budget every year towards the provision of support for SEND. These funds are used to provide support, resources and training for staff.
Consultation And Involvement Of Parents/Carers
If a child needs to be referred to an outside agency parents will be asked for their permission and views, which form part of the referral process. If a child has an Education and Health Care Plan then the parent will be involved in the review process. EHCPs are formally reviewed annually. Other parents are contacted when concerns arise and a discussion is held as to what provision the school will be making. When a child has an Individual Education Plan the parents/carers are part of the consultation review process. When a child is a Child Looked After the parents/carers will be involved in PEP meetings.
Useful Contact Details
The Northamptonshire’s Parent Partnership Service is another useful website. iass northants
Supporting Transition
The school works hard on ensuring that there is a smooth transition both for the children joining the school and for those transferring to Secondary School. Meetings are held where each child is discussed in detail and necessary information is passed on. For the children joining the school at the beginning of Reception opportunities are provided for the whole cohort to spend sessions in the school in the summer term prior to them beginning in September. All classes have a transfer day in the summer term.
The Local Authority Offer
Details on this can be found Here
Our most recent Ofsted commented:
"The school’s provision for pupils with special educational needs and/or disabilities (SEND) is a strength of the school. Pupils with additional needs are quickly identified. Teachers plan support that is bespoke to ensure that pupils’ needs are met. The leader with responsibility for special educational needs works closely with parents and seeks support from external agencies where it is needed".