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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.’
Our babies are cared for in a cosy, warm and soothing environment, providing activities which stimulate their senses using textured materials and a wide variety of toys, water, sand play and music.
Our older 0-3 toddlers have access to two spacious rooms providing exploratory activities such as playdough, cooking, threading, puzzles, mark making, small world, sharing stories, singing, homecorner, art & craft, water, sand and painting.
Within our pre school our environment encourages the children to explore sand and water play, role-play, cooking, art & craft, woodwork, mark making, mathematical concepts, construction, threading, board games, musical instruments, ICT, books, story sacks and singing.
Our after school children are collected from three local schools by a member of staff in our people carrier and taken back to the club. There they have the opportunity to complete homework in a quiet designated area, 'chill' at the snack bar, relax listening to music or reading books or play a game until home time at 6pm. During the school holidays a program of activities is devised that include both planned and spontaneous activities. Regular features indoors include: playing games, art & craft, cookery, music, role play, design technology and games consoles. Outdoor activities include football, rounders, spare parts play and team building games.
To care for children and to provide a caring and safe environment. Our service will support from 3 months up to the age of 8 years. Within the nursery there are three rooms, Baby room, Toddler room and Pre-School.
Kymbrook Pre-School offers EYFS provision as a PVI in a village community to children 2-5 years. We also offer a Breakfast and ASC for children who attend the local lower school. We can offer a wrap around care/education for children from 2 years old. This means that children who have any additional needs can have the security and emotional support of the same familiar surroundings and staff team who cross between the different parts of the offer. Activities are based on the EYFS Curriculum inside and outside.
Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.
The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.
Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.
How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.
In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.
At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.
Monkey Puzzle Day Nursery offers child care from 7.30am – 6.30 pm, Monday to Friday for children 6 weeks old to 5 years. Sessions run from 7.30am – 1pm and 1pm to 6.30 pm.
The nursery is situated in a residential area within walking distance of Bedford town centre and train station. The building was formally a doctor’s surgery, with a large car park and 2 entrances into the building. There is a large ramp to both entrances to enable wheel chair access.
The rooms are split into 3 age groups, the babies being a self-contained unit with a sleep room upstairs and their own garden which is accessible to the babies by a ramp.
The toddler room is large with many rooms to allow free flow and a sensory room for all children to access. The pre-school is made up of 2 rooms; the smaller room is used for literacy and maths small group work to prepare children for school. The larger room allows children to choose what activities they participate in and free flow into the garden. The parents have a separate entrance to the Pre-school room by the way of a doorbell which is lower enough for the children to ring themselves.
At Rushmoor we aim to enable pupils to acquire the knowledge, wisdom and self-discipline appropriate for life-long learning, employment and adult life. To achieve this aim we ensure that all pupils have the opportunity to develop their intellectual, physical and creative gifts, across a broad and balanced curriculum.
We promote the personal development of pupils, encouraging lively and enquiring minds, respect for themselves and others as well as a high regard for truth. We encourage self-confidence, integrity, social responsibility and awareness in students. Pupils learn to show respect and active concern for their school surroundings and for the wider environment.
Our aim is to provide an environment in which every pupil can achieve the highest standards in all aspects of school life in preparation for the challenges of the future. The stability and security of continuous education on one site, spanning the age range from 2 – 16 years is a major factor in helping us achieve this.
Developing the Individual
We place a major emphasis on the individual, recognising that all children are different, and we value each and every one in their own right. Each child has his or her own talents and abilities and we aim to encourage each one to develop their own special strengths and to grow in confidence and self-esteem to find their role in the community. Happiness is the first essential in this.
Through our pastoral care system, we aim to help each child to develop their potential in both academic and extra-curricular fields by encouragement, understanding and a close working relationship between children, staff and parents.
Whilst every effort is made to draw out the academic potential of each individual, we consider it equally important that the children should grow up to be confident, caring, honest and responsible young people, capable of making a positive contribution to the society in which they live and work.
We strongly uphold the Christian principles in as far as they refer to the way in which we behave towards each other. In practise, it means that we teach our children honesty, integrity, compassion and a true respect for all around them.