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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.
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.
We provide a caring and happy community where everyone is valued and given the opportunity to strive for the very best.
A community where a golden thread of Christian beliefs and practice weaves through everything we do.
We recognise and cherish each individual’s talents and encourage their aspirations by providing a stimulating environment, grounded in Christian values and laying the foundations for their life journey.
Through an inspirational creative curriculum children are motivated to take ownership of their learning and aim for excellence.