Statutory Information

 

 

Contact to discuss child needs

Who will I contact to discuss the concerns or needs of my child?

The Class Teacher is your first point of contact if you have concerns about your child. The Class Teacher will also contact you if they are concerned about your child’s behaviour, emotional well-being, social development, academic progress or anything else.

The Year Group Leader has the responsibility for progress of the year group and addresses any concerns that cannot be addressed by the Class Teacher.

The SENCo and Assistant Head Teacher for Inclusion, Mrs. Ana Vaz, takes day-to-day responsibility for the operation of the SEND policy and co- ordination of the provision made for individual children with SEND, working closely with staff, parents and carers, and other agencies. She ensures that you are kept involved in supporting your child’s learning and kept informed of the support they are getting and how they are doing.

SEND Governor, Revered Mark Williams, has oversight of the school’s arrangements and provision for meeting special educational needs.

The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.

 

Assessing children

How does the school know how well my child is doing?

Class Teachers, Year Group Leaders and the Senior Leadership Team continuously monitor all pupils’ progress. Pupils not progressing at the expected rate are identified and additional support or provision provided. Parents and Carers will be contacted by the Class Teacher to discuss concerns about progress. Parents and Carers may be invited to meet with the Class Teacher and SENCo if we feel a child may have a Special Educational Need or Disability (SEND.)


Pupils who have significantly greater difficulty in learning than the majority of children of the same age, or a disability that makes it difficult to take advantage of normal school facilities are identified as having SEN.


The London Borough of Sutton’s Graduated Support for Special Educational Needs is used to determine the type and severity of need.
• Additional support is provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies.


Additional support will be documented by an Individual Education Plan (IEP) or Provision Map, which will detail the targets the pupil is working towards, the success criteria and the frequency of the support.


Class Teachers and the SENCo hold termly review meetings to track progress towards outcomes and evaluate interventions. This may happen more regularly if required. Parents are invited to contribute to the Provision Map or IEP before the meeting between SENCo and teacher, and to review the final plan.


Support from external services is available for pupils continuing to experience significant difficulty.

 

Informing parents and carers

How will I be kept informed about how well my child is doing?

Ongoing monitoring by all teachers and SLT of rates of progress and to ensure we are identifying pupils not making expected progress.


If we feel your child may have a SEN then we use the London Borough of Sutton’s Graduated Support for Special Educational Needs to determine the type and severity of the need. We will always discuss any concerns with you as soon as we become aware of them. 


We hold regular review meetings to track progress towards outcomes and evaluate interventions. You will be invited to contribute to these meetings termly.


Additional support is provided via additional resources but only after discussions with key staff, parents/carers, pupil and where relevant, external agencies.


Additional support will be documented by an Individual Education Plan/Provision Map

 

Updates on progress

How regularly will I be updated on my child’s progress?

You will receive regular, informal feedback from your child's class teacher.


Provision maps and IEPs are reviewed every term and you will be invited to contribute to these reviews.


You will be able to attend termly consultation evenings and will receive an annual report.

 

 

If a child is not making progress

Will I know if my child is not making progress and what will happen?

At Avenue Primary Academy all of our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understand the next steps they need to take in order to progress.


We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in class so that your child is fully able to access the learning. This may involve using more practical learning methods or use of different resources, for example.


Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.


Additional adult support is provided in all classes. We have Phase TAs who work across a Phase (2 year groups) and Specialist TAs who deliver higher level, specialist support for Learning, Social, Emotional and Mental Health (SEMH) EAL and EYFS. Our Lead TAs for Learning and SEMH supervise and monitor all TAs and the support in place, with the SENCo, so as to ensure it maximises progress.


Adult support is provided in a focused, planned manner so as to ensure pupils’ learning is effectively scaffolded whilst still prompting independent learning. Your child may participate in small group or 1:1 work either inside or outside of the classroom. A Teacher or Teaching Assistant who has been trained to run these interventions will deliver this. Your child will have a specific target they are working towards in this group, which will have been identified from assessments that there is a gap in their learning.


Additional or adapted resources are used when needed.


The learning environment and the class timetable can be adapted so as to meet the needs of individual pupils, where possible.


Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.


The specialist professional will work with your child to understand their needs and make recommendations, which may include:


  • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better

  • Support to set better targets which will include their specific expertise

  • A group run by school staff under the guidance of the outside professional e.g. a social skills group

  • A group or individual work with outside professional


Referrals to these services are made by the SENCo, with the permission of the parent or carer. The decision to refer is made by the SENCo and is not appropriate for all pupils.


We provide support for our pupils outside of the classroom, should they need it. For example, we have a number of lunchtime and after school clubs, which we will facilitate all children in joining, should they want to. We also have an Emotional Literacy Support (ELSA) room, which is led at lunchtimes by our Lead TA for SEMH. This provides lunchtime activities which are structured to support children who find playtimes difficult.

We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and assertive when insisting that their rights are met.


Teachers and Teaching Assistants supervise pupils during break and lunchtime and members of the SLT are always available at the school gates before and after school. This allows all of our pupils to have easy access to staff they are familiar


A number of our Teaching Assistants and Teachers have been trained in providing targeted support for pupils with a range of needs. This provision is allocated to pupils with the highest level of need first and that allocation is decided by Mrs Vaz, SENCo. 



Emotional Literacy Support Assistant

(ELSA)
We have five Emotional Literacy Support Assistants (ELSA) who are able to provide 1:1 or small group work which helps children develop their emotional literacy, including:

  • awareness of own and other people’s emotion so development of an increased range of emotional vocabulary

  • management of stress, grief, anger and conflict

  • development of social interaction skills
  • development of the ability to initiate and maintain friendships

  • promotion of a realistic self-concept and good self-esteem



Draw and Talk/Play and Talk 


This is a safe, fun method of working with children to help with underlying emotional difficulties that may be affecting their learning and behaviour. 



Play Therapy


We have a trainee Play Therapist who works with us in school for 1 day a week and provides individual or group support for our pupils.



Dinosaur school 


Fun, challenging and interactive activities to gently support children in developing their social skills and anger management skills.



Lego Therapy


A structured therapy group which promotes social interactions and speech and language skills. 



Supporting Pupils with Speech, Language and Communication Difficulties

1:1 or group activities which focus on:

  • Listening, attention and memory

  • Understanding of language

  • Spoken language

  • Social understanding and communication

  • Speech intelligibility



Handwriting without Tears 


A handwriting program recommended by Occupational Therapists to help develop fine motor skills.



Attention Autism (Magic Bucket)


This is a creative and highly effective method of building attention and early communication skills. It teaches these skills using highly engaging, stimulating activities and resources which come from our Magic Bucket.



Pre-teaching


This method of support involves pre-teaching key elements from lessons, in pupils’ usual books, so that they are prepared for a lesson with some prior knowledge and pre-planning for tasks. This allows further engagement in lessons and builds self-esteem by supporting pupils in contributing to lessons.

 

Curriculum

What is the curriculum and how is it taught?

At Avenue Primary Academy all of our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understand the next steps they need to take in order to progress.


We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in class so that your child is fully able to access the learning. This may involve using more practical learning methods or ICT, for example.


Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.

 

Adapting for child needs

How will the curriculum be adapted to meet the needs of my child?

Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.


Additional or adapted resources are used when needed.


The Learning environment and the class timetable can be adapted so as to meet the needs of individual pupils, where possible.


Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Learning Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.

 

Teacher flexibility on child needs

How flexible can teachers be in meeting the needs of my child?

All Teachers are skilled at adapting planning, resources, the learning environment and the directed support pupils receive.


Planning takes account of individual pupil needs


Grouping arrangements are organised carefully to maximise learning opportunities for all


Additional adults may be used to help groups or individual children to be able to achieve the learning independently.

 

 

Additional support

Is there any additional support available to help my child reach his/her expected outcomes?

 

At Avenue Primary Academy we also offer support from our Family Support Worker, Hannah Green, who is based with us 3 days a week. She is able to support families with a range of needs.

 

Learning strategies

Are there any special features or strategies to help children learn?

Access to teaching assistants in all year groups


Regular teaching of phonics in class


Parent support from Family support Worker as well as access to ‘Helping My Child to Learn’ programme


Small group intervention programmes


Use of Computing programs to reinforce strategies e.g. Lexia


Ability setting groups in Key Stage 2 to ensure that all pupils can experience success and challenge in their learning


Visual timetables for class and individuals.

 

Meeting child needs

How do I know my child’s particular need will be met?

 

We review all children's needs on an individual basis and tailor our response accordingly. We will keep parents and carers informed at every step and value their input in how to support their child. As mentioned previously, we are able to offer a vast range of support strategies to help our pupils.

Access to exams

What arrangements are available for pupils to access tests and assessments?

Access arrangements can be made for pupils with SEN when taking tests or being assessed. For example, additional time, adapted resources (such as enlarged print,) small rooms, an adult to read the assessment questions or to scribe and rest breaks.


Within the classroom, pupils with SEN have access to a vast range of resources, which enable them to access the learning. For example, coloured overlays, enlarged worksheets or adapted writing equipment as well as single workstations, sensory equipment and ‘quiet areas.


We always help to support our pupils with their emotional, social and behaviour needs so as to ensure there are no barriers to their learning. For example, pupils have access to communication cards, cool-down areas in their classroom and can access resources and support from our ELSA.

 

Additional support or time for exams

How will I know if my child qualifies for additional support or time to access tests?

 

We will discuss this with you, if we feel your child qualifies for this support. 

Comfort, safety and socialising

How does the school help my child to feel comfortable and safe and manage social situations?

We provide support for our pupils outside of the classroom, should they need it. For example, we have a number of lunchtime and after school clubs, which we will facilitate all children in joining, should they want to. We also have an Emotional Literacy Support (ELSA) room, which is led at lunchtimes by our Lead TA for SEMH. This provides lunchtime activities which are structured to support children who find playtimes difficult. 


We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and assertive when insisting that their rights are met.


Teachers and Teaching Assistants supervise pupils during break and lunchtime and members of the SLT are always available at the school gates before and after school. This allows all of our pupils to have easy access to staff they are familiar


We provide targeted emotional support in the form of ELSA, Draw and Talk and Play Therapy.

 

Developing social & emotional skills

How does the school help develop my child’s social and emotional skills?

 

Our ELSA room is open at lunchtimes and is supervised by our Lead TA for SEMH. This room provides a sanctuary for pupils who find playtimes difficult and activities are planned that will support pupils with turn taking, social skills and regulating their emotions.
We also provide ELSA, Play Therapy, Draw/Play and Talk and Social Skills group support, as described above.

Early Help Support in the Community (Tier 2)

 

ELSA, Draw and Talk, Play and Talk, Trainee Play therapist, Family Support Worker, Dinosaur school (self-esteem, emotion support, social skills - for EYFS and Year 1 pupils), Mentoring by senior staff, social skills groups, Friends club, play clubs and staff run clubs every lunch time.

Bullying

What is the school’s policy on bullying?

 You can add a link to the behaviour policy on the last page

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff. We ensure that our children are equipped with the skills to manage difficult situations.

 

Disability support

What facilities are in the school to assist children with disabilities move around the building and take part in lessons? 

We fulfil our duties under the Equalities Act 2010.


Some parts of Avenue Primary School were built in the 1950s but access has been improved for people with physical disabilities.


All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users.


A Sensory room is available for pupils with Sensory impairment or Sensory needs.


Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning.


All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.


Provision has been made to install a lift to access the upstairs classrooms in the future.

 

Accessing lessons

How do I know my child will be able to access all lessons? 

We fulfil our duties under the Equalities Act 2010. Some parts of Avenue Primary Academy were built in the 1950s but access has been improved for people with physical disabilities and we have installed a lift in our new KS1 building. All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users. Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning. 
All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.

 

Who we work with

Who does the school work with?

Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Learning Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.


Referrals to these services are made by the SENCo, with the permission of the parent or carer. The decision to refer is made by the SENCo and is not appropriate for all pupils.

 

Working with other agencies

How does the school work with other agencies?

The specialist professional will work with your child to understand their needs and make recommendations, which may include;


Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better


Support to set better targets which will include their specific expertise


A group run by school staff under the guidance of the outside professional e.g. a social skills group
• A group or individual work with outside professional

 

Informing parents and carers

How will I be informed?

We will be discussing any concerns we have with regards to your child's progress or learning needs, with you on a regular basis.

If we feel the support we are able to provide in school is not having the impact we would like then we will discuss with you a referral to an external professional.



This will be done with your permission.

 

Helping your child settle with confidence

How will the school help my child settle with confidence and manage change as they move between schools and year groups?

Every year Class Teachers meet to transfer all relevant information, successful strategies, effective resources and any other information about pupils before they move on to their new Class Teacher.


The SENCo and Year 7 leaders and Secondary SENCos meet to ensure all information is passed over for all pupils but specifically for pupils with SEN.


Additional visits are arranged, when needed, for pupils to visit the Secondary school.


Pupils are selected for ‘Year 7 club’ if we feel they require additional support with the practical skills needed for secondary school (such as reading a timetable) as well as the emotional and social concerns they may have.


Resources such as photo transition books can be provided for pupils, if needed, which contain photos and information about their new school. This allows pupils to further familiarise themselves with their new school or new class.

 

Extended School Day

What additional facilities do you offer? e.g. Breakfast club; After school clubs.

 

We offer Breakfast club from 7:30am and After school club until 6pm. We also offer a wide range of school clubs run both by school staff and external providers.

Policies

 

Relevant policies can be found by clicking here.

Website Information

All information provided on this website and on our blogs is provided in good faith, and occasionally information may become out of date. We celebrate the successes of our pupils and staff, and include images of them on our website, adhering to our eSafety policy. If a parent requests an image to be removed from the site, we will do this without delay.

Cirrus Primary Academy Trust is committed to safeguarding children.