This report explains what we can offer to all children who come to Portland and in particular those with SEND.
Our SENCO is Mrs Gooding who can be contacted outside teaching hours or an appointment can be made for a mutually convenient time. Please telephone the school office on 652 – 5124.
Your first contact if you have concerns about your child’s progress is the class teacher. We can operate a home/school Communication Book for daily reports regarding your child both at school and home. All our teachers are available outside teaching hours or by appointment through the school office on 652-5124.
If your query is not directly related to your child’s progress parents are invited to contact the Welfare Officer – Mrs E Tolcher, Head teacher – Mr P Crossley or Deputy – Mrs K Allen by appointment through the school office on 652 – 5124.
If you are not satisfied with the outcome of your concern then you can follow the complaints procedure outlined in our complaints policy. This can be found under the policies section on the Homepage.
Information regarding SEND, Pupil Premium and other school policies can be found in the policies section of this website. Further information and advice can be obtained by appointment with the Headteacher, SENCO or other members of staff by appointment. Please contact the school office for advice . School office number 0151 652 5124.
Children’s special needs are classified as falling into one or more of the following categories as set out in The Code.
- Cognition and Learning
- Social, Emotional and Mental Health
- Communication and Interaction
- Sensory and/or Physical Needs
At Co-op Academy Portland we make provision for all the categories of SEND
All our staff are very conscientious and are proactive in seeking Continued Professional Development as detailed on Performance Management targets. Staff at Portland have undertaken the following training;
- First Aid including Paediatric First Aid. (All staff have First Aid training and were necessary have further paediatric qualifications)
- Defibrillator Training (All staff)
- WellComm – Speech and Language Programme
- Successful Reading Partnership
- Wave 3 Intervention in English and Maths
- Probes ( For use in accelerating reading and spelling)
- Safeguarding (All staff)
- National SENCO Award
- Phonics training
- Gilbrook behaviour management strategies
- Identifying and helping children with ADHD.
At Portland we provide the following support;
- Welfare Officer – Mrs E Tolcher
- School nurse
- Speech and Language Therapy – ½ day per week
- Educational Psychology Service
- Vision and Hearing Support
- Children and Adolescent Mental Health Service (CAMHS).
- Youth Improvement Service (YIP)
- Special Educational Needs Advisory and Assessment Team (SENAAT)
- Minority Ethnic Advisory Service (MEAS)
- SEND Parent Partnership (Wired)
- Social Care and Family Support workers (via Wirral Gateway referral)
At Portland we can offer the following Intervention Programmes;
Precision and Targeted Teaching for those children who need short term and longer intervention support. groups to boost Maths and English progress.
Probes to boost spelling and word identification.
EAL Support through MEAS to enable children with English as an Additional Language to access the curriculum.
IDL computer programme to aid reading particularly for those children with dyslexic tendencies.
Speech and Language Support from the Speech and Language Therapist who works each week in Portland with a variety of children in need of the service. We then facilitate with regular therapy for those children identified as in need.
WellComm language programme delivered by trained EYFS practitioners who identify our youngest pupils who need extra support to develop their speech and language skills.
Other resources. We can also provide support in the form of resources such as iPad apps targeted at specific groups, coloured overlays to aid reading and specialist equipment such as writing slopes and pencil grips as identified by the Occupational Health Specialist/SENAAT.
We also have access to free dyslexia screening run by the local library that we can direct our parents to if we feel there is a particular concern about a child.
Assessment of need starts with a whole school approach that can quickly identify where a child is not making adequate progress. Teachers at Portland will identify pupils who are not making expected progress within each assessment cycle. This may be due to one or more factors, for example poor attendance, absence due to illness, difficult home circumstances etc. At Portland we have a range of robust assessment procedures for reviewing the progress of each child as part of a differentiated Quality First Teaching approach, to support pupils in making expected progress. information is used to inform future targets and provision needs. However, as part of the assessment cycle, some pupils will be identified as having a special educational need or disability.
“A pupil has special educational needs (SEN) where their learning difficulty calls for special educational provision, that is provision that is different from or additional to that normally available to pupils of the same age.”
Code of Practice 2014
This means provision that goes beyond the differentiated approaches and learning arrangements provided as part of high quality personalised teaching, known as Quality First Teaching.
If the school decides that a pupil requires SEN support to make progress parents/carers will be consulted from the outset and the special educational provision put in place through sharing of information and following the SEND Code of Practice. Pupils may be given specific intervention, including some small group work or 1:1 support, depending on needs.
There is a graduated response to the needs of the pupil so that the planned support is implemented following assessment and then this support is reviewed regularly in terms of whether the agreed outcomes are being/have been achieved. This approach is referred to in the Code of Practice as Assess, Plan, Do, Review.
If anticipated outcomes are not being achieved, further guidance and advice may be sought from other professionals within the Local Authority (with parent/carer permission). For example, this might be the Educational Psychologist, Speech and Language Therapist etc. An Additional Support Plan is then used to record the Assess, Plan, Do, Review process for the pupil, together with the outcomes of meetings held by all professionals involved and the views and aspirations of pupil and parents/carers.
In the event that a pupil is still not making the anticipated progress or achieving desired outcomes, despite following this integrated, graduated approach and response to the needs of the pupil, the Additional Support Plan may then be used as evidence to support a request for a PFA (Personal Finance agreement to fund extra support for the child) or an Educational Health and Care Assessment. This assessment may then lead to the pupil receiving an Educational Health and Care Plan. The EHC plan covers the age range 0-25 and parents/carers of children who have an EHC Plan have a right to ask for a particular school to be named in the Plan and for a personal budget for their support.
At Portland we carry out the following assessments when required;
- Children who require additional support are regularly reviewed and new targets set. These new targets are discussed with the parents at Parents Evenings or at any time at the request of the parent.
- Likewise, children who have additional support or attend Targeted Support sessions are assessed half termly and targets are reviewed and new targets set if required.
- We also use PCP’s (Person Centred Plans) discussed and written with the child, parent and teacher to target support. These are updated at each Parent Evening or when the teacher or parent feels that additional information is required.
- Any parent wishing to discuss their child with SENCO is able to do so outside school hours or by appointment through the school office – 652 5124.
- SENCO produces an overview of Targeted Interventions that take place and the impact they have. This is updated twice yearly and reported annually to the Governors.
- Other assessment tools used at Portland include the use of data from Target Tracker and progress grids maintained by the Head teacher and discussed regularly with the Senior Leadership Team and the class teachers.
- Children with Additional Support Plans, PFA’s or Education Health Care Plans will be reviewed regularly by the class teacher, SENCO and were appropriate, the Educational Psychologist or other outside agencies deemed necessary. We closely monitor the progress and attainment of these children and report to parents regularly.
Co-op Academy Portland is fully compliant with the SEND Code of Practice which accompanies the Children and Families Act 2014.
The new Code of Practice places a greater emphasis on the importance of the child or young person, and their parents, participating as fully as possible in decisions; and being provided with the information and support necessary to enable participation in those decisions.
Here at Portland we encourage parental involvement and adopt a family centred approach with focus on the individual child. Parents at Portland are encouraged to be involved in various ways including;
- Regular discussions with the class teacher, Parent Evenings and meetings to discuss progress and any further support required. This can be done at anytime by appointment with the child’s class teacher. We also have drop in sessions every Wednesday between 3.30pm and 3.45pm for porents to speak with the teachers.
- The drawing up and agreeing of targets on PCP’s (Person Centred Plans). This is done in consultation with both the pupil and parent/carer.
- The writing and agreeing of ASP (Additional Support Plans) and EHCP (Education, Health Care Plan).
- Attendance at Parent Evenings. This will include a formal review of the child with discussion regarding new targets and strategies, cohort provision maps, any Support, Personal Support Plans or Additional Support Plans, and those children at Portland with a Statement of Educational Needs. Again this is done in consultation with both pupil and parent/carer.
- Parent Workshops.
- Discussions regarding the child with the school nurse and other relevant professionals.
- Termly and Annual reports.
- Discussions with SENCO.
- Multi-Agency meetings.
Your class teacher will be happy to discuss any of the above with you on appointment or during Wednesday drop-in sessions. You can also request an appointment with the Welfare Officer or the SENCO. This can be done through the school office.
Parents will receive regular updates regarding the progress of their child. These will take the form of;
Person Centred Plans – The child, parent and class teacher will be jointly responsible for drawing up an individual PCP for the child. This will incorporate the views of the child regarding the provision they require and their likes and dislikes. The parent will be asked to contribute their views about the education and provision for their child and together with the class teacher they will agree on specific targets for the child to aspire to.
Support Plans and Personal Support Plans – These will be reviewed at regular intervals be the class teacher and targets reviewed with the child and new targets set. The parent will get copies of these if requested.
PFA’s, Additional Support Plans and Education Health Care Plans (Were applicable)- These will be reviewed regularly by teachers and discussed at regular intervals with parents and other professionals as appropriate (with the consent of parent/carer). These meetings may also include staff from outside agencies if required.
Termly Reports – These will be sent out at the end of Autumn and Spring term. They will review the child’s progress and let parents know if the child is doing the best they can in their lessons.
Annual Reports – this will consist of a full report detailing the progress and effort of the child for the academic year. They will also contain “next step” targets for your child. There is an Open Evening shortly after these reports are sent home which you are invited to attend to discuss the report with the class teacher.
Co-op Academy Portland is a two storey building with EYFS and KS1 situated on the ground floor and KS2 on the first floor. Access to the first floor is by two staircases. We have a large disabled toilet and intimate care room on the ground floor. The school makes itself aware of services available through its LA for extending access provision when required and we would thoroughly assess the needs of any child with access requirements and strive to meet these needs.
The curriculum is adapted to meet the needs of all pupils, for example PE activities can be adjusted to be inclusive e.g. slower moving balls, balloons or bean bags; varying distances; longer, lighter equipment etc.
As a fully inclusive school, all children participate in whole school curriculum and off site activities. The extent to which each child participates and the levels of support received will depend on the individual needs of the child and activities and expectations are differentiated to enable all children to take part.
All educational trips (and activities unusual to the daily curriculum) are risk assessed using the Evolve system. Where necessary, an individual pupil risk assessment is also completed to ensure the safety and well-being of any child with additional needs and added to the main risk assessment. The risk assessment helps to inform staff of the support required to enable full pupil participation in the trips and activities outside of the classroom.
The class teacher determines the level of support required for individual children within the class on a daily basis. School leaders need to be mindful of effective and efficient use of school resources. When children whose SEND circumstances or health requirements indicate that additional support is required, discussions are held between the class teacher and senior leaders (and outside professionals where appropriate) in order to plan what resources are going to be required to best achieve the desired outcomes for the child. The Code of Practice 2014 says that this should be done in consultation with parents/carers and the pupil.
Support is matched to the need of the individual child and may vary across lessons and days depending on the nature of the need. Throughout the school the level of support is personal to each child, their needs and circumstances. We endeavour to fulfil each child’s individual needs through effective Quality First Teaching, targeted interventions and effective deployment of support staff.
At Co-op Academy Portland your child’s well-being and emotional health is considered to be as important as their academic progress. We firmly believe that academic progress is more likely when a child feels secure and safe within our school environment.
Quality First Teaching encompassing personalised learning and targeted challenges at Portland Primary School helps to promote confidence and self-esteem and caters to a wide variety of learning styles.
Other available support includes;
- Teachers, Teaching Assistants and Midday Assistants readily available to discuss issues and concerns.
- Classroom Rules, a Behaviour Policy and an Anti-Bullying Policy which provide structure for an environment where there are consistent boundaries, allowing children to feel secure, happy and ready to learn.
- If a pupil has a significant and long term medical need then an Individual Health Care Plan is compiled in consultation with the SENCO and the School Nurse and/or other relevant health professionals.
- Staff are trained in Emergency First Aide with a number of staff being three day fully trained First Aiders.
- Our EYFS staff and other relevant staff have the appropriate Paediatric First Aid Qualifications.
- Staff have been trained in the use of defibrillators and the school has one on the premises.
- Prescribed medicines can be administered in school with a permission form signed by the parents together with instructions for administering the medicine. This form must be filled in at the school office.
Here at Portland we believe that making transitions to another school is a very important part of a young person’s education and we understand that it can be stressful, especially for those children with SEND. Transition to another school, whether during or at the end of a Key Stage, may be enhanced with additional visits to the forwarding school and the option of staff from that school coming to visit Portland to get to know the child and see how the child is supported. All relevant paperwork is passed on to the next school along with detailed discussions (if required) so that the receiving school is fully aware of the needs of the child, the support plans that are already in place and the tracked progress of the child. We endeavour to make any transitions as seamless as possible and we have the following arrangements in place;
- The class teacher will liaise with the school with details of the individual child’s educational and SEND needs.
- SENCO will, if necessary, meet with the receiving school SENCO to discuss any educational, medical and other requirements the child may have including those statements and targets discussed with the child on their PCP.
- We encourage parents to attend Open Evenings at their chosen school.
- We can arrange for parents to visit schools with a teacher in school time if necessary.
- Co-op Academy Portland has a robust Transition Programme in place and your child’s class teacher will go through it with you if you wish.
Individual Meetings are planned at the beginning of the school year for parents/carers whose children are entering Foundation Stage. We will also make visits to other early years providers to discuss the needs of individual children and any additional support they may require. We aim to ensure that all pupils are comfortable in our school environment and that our Early Tears staff are fully aware and familiar with the needs of individual pupils and that a relationship is beginning to develop with pupils and parents. This transition period is not fixed and remains until the child and the parent are comfortable with the arrangements in the Early Years Setting.
During the summer term we will ensure that all SEND pupils have experiences of their new class and setting. This may be through organised sports events or class visits or individual visits for suitable activities. The child will be able to spend time with their new teacher and teaching assistant. Information is shared from current teacher to new teacher and the class SEND file will be transferred at the end of the summer term. Where necessary a review meeting will be held during the term prior to transition or during the first term or the new academic year.
Year 6 SEND pupils carry out an enhanced programme of transition individualised to pupil needs with the receiving secondary school. All transition for SEND pupils is planned on an individual basis and involves SENCO’s, other professional and the parents/carers of the pupil. Initially our Year 6 teacher meets with each receiving secondary school and gives details of the children they will be expecting in Year 7. If a more detailed meeting is required this will be arranged following discussions between the class teacher, SENCO and our Welfare Officer if necessary.
We aim to ensure a successful transition to year 7 for all pupils with SEND. Extra visits to the new school are organised, as well as extra-curricular activities, so that the pupil gets to know the new environment and staff prior to the start date.
The aim of SEND transition throughout Co-op Academy Portland is to ensure that all pupils are well prepared for key changes in their education whilst developing key skills and resilience to help them in future years and into adulthood.