1. SEN Information Report
Frederick Nattrass Primary Academy Offer
SEN Information Report 1
4/5/2019

2. School Core Offer
Frederick Nattrass Primary Academy is a mainstream school which aims to provide a high quality education to all of our pupils. Quality First Teaching in every classroom is the core of our provision and this is enhanced and supplemented by a range of interventions to address the full range of SEND.
All pupils are able to access a wide range of interventions including; Magic Breakfast, Talk it Out, Writing conferences, same-day curriculum intervention and further interventions are provided on a more specific level for pupils where we identify a specific area of need.

3. Assess Plan Review Do More information More information
Pupils with SEND are taught within out mainstream classes with an appropriate level of support. This provision is supplemented by planned intervention to address gaps in learning.
Within out setting a range of staff will work with SEND pupils. These include class teachers, Teaching Assistants, the SENDCo, the Safeguarding and Welfare officer and external professionals.
Staff members receive regular within-academy and external training to support the quality of this provision.
SEND information is collected about individual pupils using their PLPs (Personal Learning Plans).
Academy staff include pupils and their carers in planning their provision through Parent/Carer meetings and through review meetings which are held in accordance with pupil needs.
Our primary approach to teaching SEND pupils is through Quality First Teaching, which is then supplemented with targeted intervention, in accordance with assessment.
SEND pupils can access the full school curriculum and extra curricular opportunities.
Transition for all pupils is planned for in accordance with Stockton’s Transition Guarantee.
Our Academy assesses the needs of all pupils on a formative and summative basis to inform planning and teaching. Assessment data is reviewed for all pupils on a half termly basis by teachers and then SLT.
When a child is first identified as having SEND classroom staff and the SENDCo review all information which is already known about the child in conjunction with parents. Next steps are planned for to ensure that all needs are identified and met.
If parents/carers are concerned about SEND then they should approach their child’s class teacher or SENDCo (Mrs Wright) to discuss their concerns. This appointment can be made through talking to a member of staff at the beginning or end of the day or through the academy office.
A wide range of interventions are available to be implemented depending on the identified needs of individual pupils. These include interventions to address all areas of SEND.
Pupil voice is hugely valued and gathered through PLP
review, discussion with pupils and questionnaires.
Assess
Plan Do
Review
More information
More information
Some provision is delivered within the classroom and other provision is delivered outside the classroom in small groups or individually.
It is important that children buy in to any intervention delivered. The reasoning behind intervention is explained in an appropriate manner and feedback is sought through the PLP review process.
Class teachers are the first point of contact for parents/carers when discussing SEND pupils’ needs, progress and potential barriers. These discussions are formally held during Parents’ Meetings however further meetings and discussions are held when any party finds this necessary. Should further input or support be required then a meeting/conversation can be organised with the SENDCo (Mrs Wright) by contacting the academy office.
As well as school staff, we work with a wide range of agencies to support pupils with SEND. These include; Educational Psychologists, Speech and Language Therapists, Occupational Therapy, Early Help Team and advisors from the local authority SEND team.
Parents/carers are kept informed of engagement in additional provision through school staff and through contact with external staff who are implementing interventions.
Parents/carers are invited to regular meetings at the academy to review progress. Where an intervention has been implemented by an external professional outcomes are shared via official report and school staff share and review these as needed.
Individual pupil progress (including SEND) is tracked on a half termly basis using Target Tracker data. Planned interventions are assessed and evaluated using entry and exit data to assess whether the intended impact has been made.
Additional information regarding SEND can be found through the academy‘s SEND policy and the LA Local Offer.
More information
More information

4. Assess
Staff are able to gather and review a wide range if information about individual pupils using within school tracking systems, discussions with parents and professional reports. A graduated approach is taken to addressing the identified additional needs of our pupils. This initially includes within school interventions with reviews of outcomes and extends on to involvement of external agencies where needs identify these are necessary.
Access arrangements for formal assessments/examinations are reviewing in conjunction with national guidance
Where parents/carers feel that a complain regarding SEND is necessary they should consult the academy’s complaint’s policy.
Support for parents/carers regarding SEND queries can be gained by contacting Caroline Fell (SEND Information, Advice and Support Officer) ( )
SEN Code of Practice
Stockton-on-Tees Local Offer
Main Menu

5. Cognition and Learning
Plan
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental
Health Difficulties
Sensory and/or Physical Needs
This section is about the additional support our school offers children/young people with SEND.
Our primary approach to teaching pupils with SEND is through Quality First Teaching within classrooms. This involves implementing a range of teaching styles, maintaining high aspirations for all pupils, differentiating teaching materials and approaches to meet individual needs, such as same-day intervention.
An engaging curriculum and specific praise and rewards are used to build aspiration of all pupils.
Main Menu

6. The academy employs staffing in a strategic and purposeful manner to support the needs of all pupils within our setting. Staff are used to deliver intervention in individual and small group formats to address needs which have been identified.
Access to the academy is supported by ramps and level access to all areas. This ensures that the setting is as accessible as possible. A hearing loop is installed within the academy reception area.
All areas of the curriculum are reviewed with individual SEND needs in mind to ensure that appropriate planning and risk assessments are completed to enable the full breadth of the curriculum can be accessed by our SEND pupils.
Where potential barriers to accessing the school curriculum are identified (especially in the context of enrichment activities) detailed discussions are held with pupils, parents/carers, the SENDCO and external agencies to ensure that these barriers can be minimised and overcome. These discussions can be both formal and informal (in accordance with pupil and parent/carer needs) and feed into action planning and risk assessments relating to the experiences.
Main Menu

7. The progress of SEND pupils is reviewed by the SENCo and Senior Leadership Team on a half termly basis. The progress of pupils with a high level of need if reviewed on a much more frequent basis (some daily) in accordance with assessment of need.
Parents/carers views regarding the progress of their child are collected and reflected upon when PLPs are reviewed on a termly basis.
Pupil views are considered through their input into the PLP review process and SEN pupil questionnaires which are conducted throughout the academic year.
Review
Main Menu

8. Plan
Communication and Interaction
The academy uses a range of strategies to meeting the needs of pupils with Communication and Interaction needs. These include;
Access to small group and/or individualised interventions to develop skills in communication, interaction and emotional awareness, including use of social stories.
Interventions and implementation of advice given by Speech and Language Therapists.
Space and time givallowed to communicate.
Access to low stimulus area
Flexible approaches to timetable
Modifications to lunch and/or break times
Enhanced access to additional aids – most specifically visual aids including vidual timestables
Explicit teaching of generalising skills from one context to another
Careful planning of transitions
Mentoring and/or buddy systems
Liason with a range of external agencies (including Educational Psychologists, Speech
and Language Therapists and CAMHS) to implement recommended strategies.
Plan Menu

9. Cognition and Learning
Plan
Cognition and Learning
Regular, individually focused intervention
Increased access to small group support
Practical aids for learning e.g. table squares, time/number lines, pictures, photos, accessible reading material suited to age
Phonic development programmes
Increased access to ICT
Enhanced access to technical aids e.g. spell checker, ICT software and/or hardware
Adaptations to assessments to enable access e.g. readers, scribe, ICT
Curriculum will be adapted to meet the learning needs of the child/young person
Differentiation to target learning based on identified need
Frequent repetition and reinforcement.
Plan Menu

10. Social, Emotional and Mental
Plan
Social, Emotional and Mental
Health Difficulties
Staff within the academy are aware of the overwhelming impact which unmet Social, Emotional and Mental Health needs can have on a pupil’s ability to learn. In order to overcome these barriers we employ strategies including;
Access to time out/space to calm
Consistent routines supported by visuals.
Mentoring
Individualised tracking (Stepping Stones)
Access to counselling services
Increased access to additional adults in the classroom
SEMH interventions such as Theraplay and Scoring High
Plan Menu

11. Sensory and/or Physical Needs
Physical aids are implemented on an individual pupil basis as assessment of needs identifies. These include writing wedges, pencil grips, ear protectors and coloured overlays. Advice is sought from relevant professionals and assessments.
Pupils with visual/hearing impairments access specialist teacher support as necessary.
Concrete apparatus is available to support learning
Access to support for personal care is planned for and implemented based on need.
Therapy programmes are delivered in school, designed by specialists e.g. Occupational Therapists, Physiotherapists
Where necessary, an adapted curriculum is delivered to enable full access. This may include strategies such as use of alternative recording devices or a modified PE curriculum.
Interventions such as Theraplay and handwriting interventions are delivered as necessary to address individual and group need.
Staff are aware of the impact which unmet sensory needs can have on a pupils’ learning. Potential barriers (such as overwhelming noise) are identified and appropriate support strategies are planned for.
Plan Menu

12. Assess
Plan Do
Review