Great Ouse Primary Academy
Individual Needs Protocol at Great Ouse Primary Academy (GOPA)
• Monitor and overview progress as well as assessing the ‘whole child.’
• Whole child is assessed under:
• Cognitive and learning – this description applies to children whose learning difficulties mean that they learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties covers a wide range of needs. They can be specific such as dyslexia, dyscalculia and dyspraxia or cover all areas learning.
• Social emotional and mental health difficulties – this will include disorders such as attention deficit disorder as well social and emotional difficulties which can manifest themselves in different ways.
• Communication and interaction– this will include children who have speech, language and communication needs and have difficulty in communicating with others. This also includes children for whom social interaction is difficult.
• Sensory and/or physical needs – this covers children who require special educational provision because they have a disability which prevents or hinders them from making full use of the educational facilities generally provided within a school.
• These are further assessed under the ‘Waves of Learning.’
How we support your child's learning
• Every child will be given a home school diary between home and school in which messages can be exchanged between adults working with your child in school and yourself.
• Your child’s class teacher may be available at the end of the day if you want to have an informal chat but if you require a more detailed conversation please make an appointment.
• You will be kept informed of your child’s progress through parent consultations meetings
• Provision Maps including Personal Target Plans (PTPs) are provided for parents three times a year with details of interventions and targets. Parents will be invited to the review of the PTPs to add information and suggest targets.
• Appointments with the SENDCO can be made through the School Office 01234 907890 or via email at email@example.com
• The class teacher may suggest ways of supporting your child‘s learning at home through messages in the contact book, parent consultation or through suggested targets on your child’s Personal Target Plans
• The SENDCO may meet with you to discuss ways in which you can support your child at home.
• If external agencies are involved, a report is provided which will be discussed with parents and class teachers
Accessibility of our service
• We have an up to date Accessibility Plan, Facilities at present include:-
• The school was built in 2017 and had to be constructed so it is accessible to all and adhere with new building regulations.
• Children’s disabled toilet/shower room.
• There are also lines on the main corridor to aid pupils with visual impairment.
• Signs are displayed at different levels to ensure they are visible for wheel chair users.
• With EAL pupils we have set programmes available which include visual aids. We will provide 1:1 provision if required.
• Braille signs on all doors.
• Sensory room.
How we identify SEN
• Liaison with your child’s previous school /early years setting.
• Concerns raised by parents/carers.
• Concerns raised by your child’s class teacher or SENDCO.
• Concerns raised due to behavioural difficulties or poor self- esteem which is affecting performance.
• Liaison with external professional (eg. speech and language therapist)
• A medical diagnosis.
• There is a lack of progress.
• There is a change in the pupil’s behaviour which impacts on learning.
• If you have any concern regarding your child’s progress or well-being then please arrange to meet your child’s class teacher to discuss your concerns who will direct you to Mr Ives if this is needed.
How we support your child/young person
You will be kept informed about your child’s progress and their support in the following ways:
• The class teacher will have overall responsibility for the planning and teaching of the curriculum for all children which is monitored by senior leaders throughout the School.
• Should your child require additional support they may be included in a focus/intervention group. This may be run by the class teacher or a teaching assistant and this will take place within the classroom wherever possible. Sometimes it may be necessary for your child to work out of the classroom in a quiet area close by.
• Specific planned interventions may be provided for your child in consultation with the SENDCO. All interventions for a class will be recorded on a Class Provision Map and for children who receive support at they will receive an Individual Provision Map including Personal Target plan to show the support they are currently receiving in school. These will be shared with you three times a year and will have some targets for you to work on at home. If you have any queries regarding this, please do not hesitate to contact the class teacher in the first instance and then the SENDCO.
• Occasionally a child or family may need specialist support from an outside agency and as a result may be chosen for discussion at our Joint Planning Meeting. These meetings are held twice a year and are an opportunity for the school to seek advice and support from external agencies such as Behaviour Specialist Teacher, Speech and Language Therapist and our Educational Psychologist (EP).
• If a referral to an external agency is recommended, the forms will be completed in conjunction with parents/carers and then sent to the relevant agency. Referrals may also be recommended when a high level of support has been sustained by the school over a period of time
• The SAF Board of Directors and the Local Governing Body (LGB) at Great Ouse Primary Academy are responsible for entrusting a named person(s), Mr Paul Ives (Principal) and Mrs Suzanne Sharpe (Family and Student Support) to monitor Safeguarding and Child Protection procedures. The SAF Board of Governors and LGB ensure that the School is as inclusive as possible and treats all children and staff in an equitable way. They also monitor and review the Accessibility Plan and all other statutory policies defined by the DfE.
How we match the curriculum to your child's needs
• All children are entitled to quality first teaching adapted to children’s individual needs to enable them to access the curriculum.
• Class teachers and/or teaching assistants may be allocated to work with your child 1-1 or in a small group to target more specific needs.
• If appropriate, specialist equipment may be provided for your child e.g. writing slopes, ‘sit and move’ cushions or pen/pencil grips.
The support we give to your child's well being
The School offers a variety of support for all pupils including those who may be experiencing emotional difficulties:
• Opportunities for children to talk with members of staff if they have any concerns they wish to discuss. Support from external agencies may be provided if deemed appropriate.
• Some pupils may be given ’time to talk’ with a known teaching assistant/teacher or Mrs Sharpe (Student and Family Support).
• Some pupils may be chosen to be part of a social skills group run by either a teacher or a teaching assistant.
• Opportunities to be in the sensory room.
• Lunch time club may be offered to pupils who find it difficult to cope on the playground. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships.
• Details of a child’s medical need(s) are kept on a class register by the School Office. These are shared with all staff.
• To support children with severe allergies, all staff receive annual epi-pen training by the school nurse where appropriate.
• Where necessary and in agreement with parents/carers, prescribed medicines are administered in school but only when a letter of authorisation is in place.
• Care Plans in conjunction with the School Nurse and then shared.
• All teachers Paediatric First Aid trained.
The expertise we have access to
At times it may be necessary to consult with external agencies to receive specialised advice. These may include:
• Educational Psychologist
• CAMHS (Child and Adolescent Mental Health Service)
• Specialist teaching service - behaviour and cognition
• Social Care
• Speech and Language therapy
• Teacher for the deaf
• Occupational Therapy
• School Nurse
• Play Therapist
• Children’s Development Centre and Children’s Centres
An Educational Psychologist is allocated to each school. He/she will normally work directly with a child whose needs are felt to be quite considerable and has not responded well to the interventions previously put in place.
The Educational Psychologist attends Annual reviews and will act on any recommendations made during these meetings. The Psychologist will meet with the parents and give feedback after the assessment has been completed. He/she will offer advice to the School and Parent/Carer on how best to support their child to take their learning forward.
The school can also access support from the Behaviour Support Service. They meet with class teachers offering advice, attends meetings and can be asked to work with individual children. Referrals for individual support are made after full consultation with parents has taken place. This process involves observing pupils in class, meeting with Parents/Carers and compiling a report that offers further advice and recommendations for support.
How we include your child in extra curricular activities
Activities and school trips are available to all and every effort will be given to accommodate them whilst maintaining the safety of everyone on the visit.
Special attention will be given to appropriate supervision ratio and additional safety and measures will be addressed at the planning stage.
• Risk assessments are carried out and procedures put in place to enable all children to participate and these will be uploaded to EVOLVE (an online system for the planning, approval and management of educational visits, sports fixtures and extra-curricular activities).
• Sports and extra-curricular activities are offered to all children throughout the school.
How we prepare your child to join us or transfer to another setting
Great Ouse Primary Academy understands that moving school or provision can be quite a challenging time for some pupils and puts a number of strategies in place to make the transition as smooth as possible. These include:
• Meetings between other Pre-School settings and GOPA.
• Observations and visits to other Pre-School settings.
• Additional visits for individual families of pupils with SEND as well as the schools usual induction procedures.
• We are also firmly committed to aiding pupils’ transitions between classes within the School and transition booklets may be produced for some pupils to help reduce anxiety.
• A Transition Programme operates between GOPA and their main receiving Sharnbrook Academy Federation (SAF) Secondary Schools. Arrangements are made with any other local Secondary provision when it is deemed necessary. These may include tours for pupils, induction morning or afternoon sessions, transition books, tours for individual families, meetings with the receiving SENDCO and staff visits.
How we match our resources to your child
• The SEND Budget is allocated each financial year to support special needs throughout the school. The money is used to provide additional resources or support, dependent on need. Support for individual children would be decided upon after discussion at Senior Leadership Team level.
• Specialist advice/support may be sought in to support individual children.
• Those children who have an Education Health Care Plan (EHCP) will be allocated to the relevant children and any associated funding will be used to ensure attainment and progress for the child.
How we involve parents
We believe that successful support for all children results from effective communication with Parents/Carers. All Parents/Carers are encouraged to contribute to their child’s education. This may be through:
• Discussion with the child’s class teacher.
• During Parent Consultation Evenings.
• Through meeting with the SENDCO or other professionals.
• Reviewing the Provision Map/Personal Target Plans with the class teacher.
How we include your child in the planning of their support
• At GOPA, excellent relationships are fostered between children and members of staff to ensure all young people feel comfortable and confident when having conversations about their education.
• When a student requires additional provision, this will be explained to that young person as appropriate.
• When reviewing provision, children will meet as appropriate with the class teacher, Student and Family Support or SENDCO to resolve any worries they may have and promote understanding.
• Children are asked for feedback in a variety of ways: through Pupil Voice, PSHE circle time, class discussion and PASS attitudinal surveys.
• Anti-Bullying ambassadors support others to voice their concerns and resolve any misunderstandings.
• Learning targets are shared with all children and targets are discussed.
• Children give feedback in the process of learning through the manner in which they respond and participate.
• All children will be asked to contribute to review meetings as feedback and feedforward.
• Age appropriate discussions regarding attainment and progress as well as SMART target setting.
General Contact Information
If you wish to discuss your child’s education further or have any concerns regarding your child’s schooling please contact:
• Firstly your child’s class teacher
• SENDCO (Mr Ives) Student and Family Support (Mrs Sharpe)
• We hope these have answered any queries you may have but do not hesitate to contact the School if you have further questions.
• Email: firstname.lastname@example.org
• Telephone: 01234 907890
Contact for more information
- Paul Ives
- Seaforth Gardens, Bedford, Bedfordshire, MK40 1TJ
- 01234 907890
- SEN Link:
Record Last Reviewed On: 05/10/2017