Disabilities and SEN

Churchwood academy strives to support all children to enable them to make the best possible progress and achieve well.

To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contact with parents and carers when a child enters our academy. We make sure that additional needs are identified early and we offer a range of provision tailored according to identified needs.

We work with a range of other professionals, to make sure that all children receive the support they need to do well at the academy.

  • 1 - Introduction
    Churchwood academy strives hard to ensure that all pupils:
    • Have a wide and balanced curriculum which is differentiated to meet individual needs
    • Can learn and make progress according to their individual developmental trends
    • Are assessed using appropriate assessment tools and guidelines
    • Have equal access to resources, provision and interventions as needed

    Our academy is part of the HSA including Hollington Primary Academy and Robsack Wood Primary Academy. The SENDCo’s from the academies work together and meet three times a year. We sign post to other academies where parents/carers can seek extra support. Hollington Academy provides courses to support parents with English as an additional language, Robsack Wood Academy provides a nurture unit and Churchwood Academy has a Dyslexic trained Teacher to support with the specific delivery of reading and phonological awareness strategies.

    Our Local offer is linked to our SEND Policy, Transition Policy, Teaching and Learning Policy, EYFS Policy, Equality Policy, Behaviour policy.
  • 2 - 'Areas of Need' Explained
    The new ‘Code of Practice’ states that there are four main areas which cover Special Educational Needs. These areas and their meanings are as follows:

    Communication and Interaction Children may have a delay or disorder in one or more of the following areas:
    • Attention / Interaction skills: May have difficulties ignoring distractions. Need reminders to keep attention. May need regular prompts to stay on task. May need individualised motivation in order to complete tasks. Difficulty attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.
    • Understanding / Receptive Language: May need visual support to understand or process spoken language. May need augmented communication systems Frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.
    • Speech / Expressive Language: May use simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar / phonological awareness still fairly poor and therefore their literacy can be affected.
    Cognition and Learning May have difficulties with the skills needed for effective learning such as use of:

    • Language, memory and reasoning skills
    • Sequencing and organisational skills
    • An understanding of number
    • Problem-solving and concept development skills
    • Fine and gross motor skills
    • Independent learning skills
    • Exercising choice
    • Decision making
    • Information processing

    Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.
    Social, Mental and Emotional health May have difficulties with social and emotional development which may lead to or stem from:

    • Social isolation
    • Behaviour difficulties
    • Attention difficulties (ADHD)
    • Anxiety and depression
    • Attachment disorders
    • Low self esteem
    • Issues with self-image
    Sensory and / or Physical These pupils may have a medical or genetic condition that could lead to difficulties with:

    • Specific medical conditions
    • Gross / fine motor skills
    • Visual / hearing impairment
    • Accessing the curriculum without adaptation
    • Physically accessing the building(s) or equipment.
    • Over sensitivity to noise / smells / light / touch / taste.
    • Toileting / self-care.
  • 3 - Commonly Asked Questions
    • keyboard_arrow_downHow will Churchwood Academy know if a child has an additional need and how will it be addressed?
      • Additional help may be put in place if concerns are raised by an academy or parent/carer, by the child’s teacher or by the child.
      • Through assessment and monitoring we note if a child in any age group is making limited progress or if there is a change in their social, emotional, academic or behaviour needs.
      • National benchmarks and age related expectations are explained to all parents.
      • Parents can approach their child’s class teacher at any time if they are worried about their child. They are kept informed at all stages in the process of identification and assessment of needs.
      • A meeting with the SENDCo and participate in discussions of support planned for their child. They can obtain advice on how to help at home with any particular aspect of parenting, e.g. managing behaviour at home.
      • Further assessments may involve a specialist such as the academy's Educational Psychologist or allocated Speech and Language Therapist.
      • Parents/carers are given copies of any specialist assessment reports and can discuss them with the SENDCo/SEN Aspect Leader.
    • keyboard_arrow_downWhat should I do if I think my child may have special educational needs?
      Speak to your child’s class teacher/key worker who will seek advice from the academy SENDCo/SEN Aspect Leader.
    • keyboard_arrow_downHow will the academy support my child?
      • Your child’s needs will be met within the class supported by high quality teaching including differentiated planning which takes account of the needs of each child
      • The progress of all children is reviewed on an ongoing basis and evidence is recorded.
      • The class teacher will work with the SENDCo to produce a plan for your child and set appropriate targets.
      • If needed an individual programme of additional support will be put in place. This will be reviewed three times a year and changed as needed.
      • Sometimes the academy will seek support from outside agencies. This will be discussed with you and a referral made with your permission.
      • The governors are responsible for ensuring that SEND funding is used well and that all pupils are given the help that they need to make good progress. There is a SEND governor who meets with the SENDCo several times a year.
    • keyboard_arrow_downHow will the curriculum match my child’s personal needs? (Differentiated and Tailored Curriculum Provision)
      Based on the academy’s observations and assessment data and following a discussion between the class teacher and the SENDCo, the child may be recorded as needing either:
      Differentiated curriculum support within the class (Tailored curriculum) In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies.
      Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
      Additional support and provision through small group work Where needs are similar, it is appropriate to support these children within a group, focussing on the common needs. Children will have provision for their common needs in a small group as well as some individualised support for their more unique needs. Provision will run concurrently with differentiated curriculum support.
      The group may be taught by the class teacher and also supported by a TA.
      The responsibility for planning for these children remains with the class teacher, in consultation with the SENDCo. Support at this level will be recorded on a provision map.

      Provision tracking will be carried out using the academy’s standard proforma by all those involved with the child. Significant achievements and difficulties will be recorded. The SENDCo and SEN Aspect Leader will look at the monitoring information on a regular basis and make adjustments to the provision for the child, if appropriate.

      Provision maps will be reviewed three times a year, although some pupils may need more frequent reviews. The SENDCo will support the review process. Parents/carers will be informed of their child’s progress and of the proposed intervention.

      Specialist Services may be involved in supporting your child, and they will provide support for specific programme to be followed at the academy.

      Academy Based Plan Provision at this level always includes the involvement of specialist services for example Speech and Language Therapist. A variety of support can be offered by these services, such as advice to the academy about targets and strategies, specialised assessment or some direct work with the child. The specialist services will always contribute to the planning, monitoring and reviewing of the child’s progress.
      Educational Health Care Plan (EHCP) A local authority must conduct an assessment of education, health and care needs and prepare an Education, Health and Care (EHC) plan when it considers that it may be necessary for special educational provision to be made for the child through an EHC plan. This is likely to be where the special educational provision required to meet the child needs cannot reasonably be provided from within the resources normally available in academies. This assessment will follow on from planning already undertaken with parents and the academy.

      EHC plans will focus on the outcomes the child seeks to achieve across education, health and care. EHC plans set out how services will work together to meet the child’s needs and in support of those outcomes. EHC plans will be based on a co-ordinated assessment and planning process which puts the child and young person and their parents at the centre of decision making.
    • keyboard_arrow_downWhat support will there be for my child’s overall well-being?
      • We are an inclusive academy. We welcome and celebrate diversity. All staff believe that children’s high self-esteem is crucial to their emotional well-being and academic progress. We have a caring understanding team who look after all our children.
      • The kinds of support we can provide in academy include nurture groups, social skills and friendship groups, pupil voice to gather pupils’ views and behaviour programmes including rewards and sanctions.
      • Medicine can be administered in academy with signed parental permission. There are nominated First Aiders in academy and several members of staff have paediatric First Aid qualifications. If your child has significant medical needs you will need to speak to the SENDCo/SEN Aspect Leader or Principal to discuss how we can best support you and your child. This might include drawing up a Health Care Plan.
      • The class teacher has overall responsibility for the well-being of every child in their class. If you have any worries speak to the class teacher first. If further support is needed the class teacher will speak to the SENDCo.
    • keyboard_arrow_downHow does the academy involve pupils and parents/carers in planning to meet SEND and in general academy life?
      • Planning and review meetings
      • Advice on how to support learning at home
      • Regular contact between home and academy, e.g. home/ school book, email or text
      • Individual pupil/ teacher conversations
      • Academy workshops
      • Transition meetings/ workshops sessions
      • Parent Support Advisor
      • Regular parents’ evenings to review progress and to meet the SENDCo.
      • Open door policy with the Principal, class-teacher, SENDCo,.
      • Home-school contact books
      • Copy of support plan shared with parents
      • Annual report from class teacher
      • FAST-Families and Schools Together.
      • Reports from outside agencies are shared and discussed
      • Meetings to review School Based Plans
      • Annual review meeting – EHCP.
    • keyboard_arrow_downWhat support/ Specialist services are available to children with SEND?
      • Curriculum adaptations/differentiation
      • Support for behaviour
      • Specified individual support
      • Support for health needs
      • Grouping of pupils
      • School Nurse
      • Visually impaired trained Teaching Assistants and INA’s
      • Braille trained Teaching Assistants
      • Trained Teaching Assistants in motor skills and speech and language tailored support
      • Teaching Assistant to support pastoral work
      • Lunchtime club
      • School Education Psychologist
      • Specialist teaching groups
      • Support for Communication needs – HSA Speech and Language Therapist, speech link and Language link.
      • Alternative Curriculum sessions- cooking, nurture, social skills, gardening, Forest School, managing strong feelings
      • Makaton signing where needed
      • Dyslexia Teacher
      • PSA
      • LAC (Looked After Children) Teacher
      • Family Key worker
      • Sensory needs room
      • Motor skills support

      If needed we will ask for support from outside agencies, for example;

      • Language and Learning support service
      • ASD service
      • Early years
      • ESBAS - Education Support, Behaviour & Attendance Service
      • Occupational Therapy
      • CAMHS- Child and Adolescent Mental Health Services
      • Counselling services
      • Service for children with sensory service
      • Children’s Services
      • TEALS- Traveller and English as an Additional Language Service
      • Education Welfare, Behaviour and Equalities Service
      • Community Paediatrician
      • Physiotherapy
      • Occupational Therapy
      • Educations Futures Trust
      • Family Health Support Service
      • Visual and Hearing impairment service
    • keyboard_arrow_downHow will the academy know how well children with SEND are doing and how will they inform parents/carers about this?
      • The class teacher monitors each child’s progress and discusses this with the SENDCo/SEN Aspect Leader and Principal as well as the parent/carer.
      • Pupil progress meetings each term which involve the SENDCo and any other staff who have supported the child. Each term, we meet the parents/carers and discuss the child’s progress.
      • Staff and parents/carers will work together to support pupils identified as having additional needs.
      • Weekly SEND meetings held to discuss progress and identify support required. Members of the meeting include SEN Aspect Leader, SENDCo, Family Key worker, Speech and Language Therapist, EYFS SENDCo, School nurse, PSA.
      • Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs. The SENDCo will attend this meeting if the school or the parent thinks this is appropriate.
      • At review meetings with parents/carers we try to always make sure that the child’s strengths as well as weaknesses are discussed. Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.
      • Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request. Parents/carers will also be invited to work alongside pupils in the classroom where this is appropriate.
      • Parents/carers’ evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request.
      • Regular communication between the academy and home will enable that concerns are promptly acted on.
      • HSA Speech and Language Therapist will provide information on children’s progress and their targets.
      • Individual class targets.
    • keyboard_arrow_downHow are academy staff trained and supported to work with children with SEND?
      We identify training needs and have a detailed training plan for teachers and support staff. Our SEN Aspect Leader, organises SEND training, calling on the services of the specialist providers, such as our Educational Psychologist, Speech Therapist.
    • keyboard_arrow_downHow is the academy accessible to children with SEND?
      • We have an accessibility plan
      • The academy site is fully wheelchair accessible with wide corridors and doorways
      • Passenger lift to all levels of the academy
      • We have disabled toilets that are large enough to accommodate changing and a shower suitable for wheelchair users.
      • Visual timetables are used in all classrooms
      • Braille support
      • Sensory room
      • Pre teaching vocabulary structures used throughout the academy
      • Communicate in print pictures are used throughout the academy.
      • We are a Dyslexia Friendly academy and ensure that the learning environment is fully accessible and inclusive for all learners.
      • We have staff available to assist in supporting families for whom English is an Additional Language. For example, we can support when attending meetings and with completing forms.
      • We translate letters/ newsletters in other languages.
    • keyboard_arrow_downHow does the academy ensure that children with SEND are included in all activities at school, after school clubs and on school trips?
      Pupils with SEND are encouraged to participate in all school activities. For example, they are allocated responsibilities around the academy on an equal basis and may join the School’s Council and become mentors to other pupils. Access to after school clubs is provided to all and support is given by trained activity leaders. We make it a requirement that any independent provider of after-school clubs must cater for pupils with SEND. School trips are accompanied by a high ratio of adults to children. Specialist transport is engaged if necessary. Parents/carers are invited to accompany school trips and may be asked to plan visits with school staff.

      This is monitored by the SENDCo
    • keyboard_arrow_downHow will the academy support children with SEND to change classes and move on to a new school when they reach the appropriate stage(s)?
      Careful consideration is given to preparing pupils with SEND for transition at all stages. Initial contact is made with the setting previously attended and with the parents, as soon as we are notified that a pupil is transferring into our school. When pupils are changing classes or moving to another school, teachers liaise together and with parents/carers, sharing information and preparing the pupil well in advance of the move for example social stories, video passports.
      Our EYFS Village consists of nursery and reception children who socialise together and have crossover of sessions. This ensures smooth transition between nursery and reception class.
      In Year 5 and 6, the transfer options are explained to parents/carers and they have the opportunity to visit secondary schools before making a decision and expressing a preference. Teachers and the SENDCo will pay particular attention to preparing pupils with SEND for transfer to secondary school, addressing both the learning and the well- being concerns that may arise.
      Please see our academy's Transition Policy.
    • keyboard_arrow_downHow are the academy's resources allocated and matched to children’s special educational needs?
      • The SEND budget is managed by the Principal, SEN Aspect Leader, SEND governor and Business Manager.
      • Resources are requested and ordered as necessary to support each pupil’s learning.
      • There are regular meetings to monitor the impact of interventions and SEND.
      • The governing body is kept informed of funding decisions.
    • keyboard_arrow_downHow is the decision made about what type and how much support my child will receive?
      • Each child is assessed individually according to the SEND Code of Practice and Local Authority guidance and a personalised support programme will be developed.
      • Additional assessments from outside agencies, such as Educational Psychologist, Language and Learning Support Service, Speech and Language Therapist, will help us decide what type of support and resources are needed.
      • Regular review meetings with all the staff who work with your child are organised to discuss your child’s progress and any additional help they may need. Some pupils will also have a School Based Plan and these will be reviewed with you three times a year.
      • Pupil Progress Meetings are held six times a year with the Principal / SEN Aspect Leader and Class Teacher to track progress and decide on future support.
    • keyboard_arrow_downWhat support and training within the academy is available to parents and carers?
      • Parent/ learning support groups across HSA
      • Coffee mornings with the Principal
      • Parent Support Advisor (PSA)
      • Speech and Language Therapist workshops
      • Transition workshops
      • F.A.S.T (Families and Schools Together)
    • keyboard_arrow_downWho should parents/carers contact if they have any suggestions, questions or concerns about their child's SEND?
      • Class Teacher
      • SENDCo/SEN Aspect Leader
      • Principal
      • Parent Support Advisor
    • keyboard_arrow_downWho can I contact for further information?
      • SENDCo, Child Protection officer (Mrs J Oakman)
      • SEN Aspect Leader, Deputy Child Protection officer (Mrs Collett)
      • Principal, Designated Child Protection officer (Mrs Curl)
      • School website (www.churchwoodprimaryacademy.org.uk)

      If you have a question, want to look around or perhaps feel that your child’s needs may be hard to meet and you want to discuss the matter in more depth, do not hesitate to contact us.
  • 4 - Your SENDCo
    SENDCo: Mrs J Oakman works closely with the SEN Aspect Leader- Mrs R Collett.
    Working as part of the Senior Management I work closely with all staff in school, parents, outside agencies and colleagues. I have the responsibility of co-ordinating the provision made for individual children with: Special Educational Needs, Social and Emotional Needs, English as an additional Language and Gifted and Talented pupils. Support is available through:

    • Giving advice on issues related to Special Educational Needs, Social and Emotional difficulties, pupils with English as an additional language and Gifted and Talented.
    • Meeting with parents to discuss any concerns they may have about their child’s development or learning difficulties
    • Assessments of individual pupils to identify need
    • Referrals may be made to a range of other professionals such as: Educational Psychologist, Speech and Language.
  • 5 - SEND Team
    Parent Support Advisor
    Mrs S Gilbert
    Our PSA is here to support parents with any difficulties that they are experiencing in a friendly and non-judgemental way.
    • Supporting parents with behaviour management and attendance
    • Organising and liaising with agencies to provide parent workshops
    • Helping parents seek out resources and activities in the area as well as sign posting to other support networks.
    Learning Support Coordinator
    Ms K Beech
    The learning support coordinator will support children in tailored provision as well as leading jump ahead and Occupation Therapy work. Our learning support coordinator will also liaise with other agencies to gather information.
    Speech and Language Therapist
    Miss B Search
    Our Speech and Language Therapist assesses plans and delivers specific 1:1 sessions with children who need extra speech and language support. Our Speech and Language Therapist also supports class teachers with delivering day-to-day strategies to support the children’s learning and development.
    Looked After Children Teacher
    Mrs J Oakman
    Our LAC Teacher supports children and foster parents/ adoptive parents by attending meetings and supporting the children in school.
    Speech and Language Assistants
    Miss K Williams
    Mrs S Fryer
    Our speech and Language assistant supports our Speech and Language Therapist with delivering and assessing children’s communication needs.
    Pastoral Teaching Assistant Our Pastoral Teaching Assistant delivers alternative curriculum sessions to embed personal, emotional and social skills through nurture, cooking, social skills, gardening, cooking sessions.
  • 6 - SEN Information Reportpicture_as_pdf
  • 7 - Outside Agencies
    • We can sign post to counselling service to support pupils with bereavement. This specialised Counselling Service within the Field of Abuse & Trauma working with Children & Adolescents from the age of 4 - 18 years
    • The approach is Integrative incorporating different therapeutic techniques and strategies from Creative, Talking and Solution Focused Therapies.
    • Equine Assisted Therapy / Learning the approach we work with involves no riding all activities are on the ground.
    • The Therapeutic Team consists of Male & Female Therapists who together bring a vast amount of experience.
    Nurse A nurse assigned to the academy and can be contacted via the schools SEND Team. You may also be referred to the School Nurse via your GP and a possible Care plan may need to be put in place. School will also hold sessions for parents to come in and discuss and health concerns. We also have access to a range of other Specialist Nurses should they be required.
    CRI Counselling CRI is a social care and health charity working with individuals, families and communities that are affected by drugs, alcohol, crime, homelessness, domestic abuse and antisocial behaviour.
    Specialist Teacher Advisor for Hearing and Vision Impairment Can provide support, advice and sometimes direct teaching. They will work closely with schools and give training where required in order to ensure pupils with a hearing impairment have the appropriate resources and support needed to enable full access to learning.
    Child & Adolescent Mental Health (CAMHS) A wide range of health professionals who can support children where there are concerns about their emotional well-being and mental health. They can also work with their families and carers
    Education Support, Behaviour and Attendance Service (ESBAS) This service works with the academy and parents to support with attendance, behaviour by putting in bespoke strategies personal to the child and family.
    Other Speech and Language Therapists SALT come into academy at least half termly. The support from the therapy service may include the following:
    • Discussion and advice on activities you can use at home
    • Assessing pupils individual communication needs and supplying school / home with an individual SALT plan identifying targets to be worked towards
    • Providing advice, games and activities for school / or home to work on with the children
    Mobility Service The Mobility Service offers assessment and training to children with a sight problem and support for their parents and their schools. The primary objective is to assist and train a child to make a safe and confident traveller both indoors and out, whilst taking their age and abilities into consideration.
    Occupation Therapy Helps to reduce a child’s difficulties and improve their ability to learn, socialise and play, finding ways to overcome any problems they experience in participating in day to day activities. They will work closely with the child, parents and teachers to develop practical approaches and find solutions to help children get the most from life, whether at nursery, school or in the home.
    Educational Psychologist (EP) The EP service are able to work with academy staff, parents and directly assessing / observing pupils in order to support learning and identify area of need and how best to support.