SEND

Our SEND Coordinator is Mrs A Bateman

abateman@ipmat.co.uk
01924 302865

If you have any questions, queries or concerns you can email  or contact the school office to arrange an appointment.

Wakefield Local Offer

What is the Local Offer?

It provides information and support available for families with children and young people ages 0-25 years with special educational needs and/or disabilities.

Wakefield Early Support, Advice ,Information and Liaison (WESAIL) provides a free, confidential and impartial service – which means we do not take sides and try to ensure everyone is given opportunities to express their views and feel listened to.

WESAIL

The aim of the WESAIL service is to support children, young people, their parents, carers and families by providing information to navigate systems and processes so that they can play an active role in decision making about matters relating to their or their children’s health, education, social care to support and empower them in meeting their child’s needs and promoting self-advocacy.

WESAIL is also responsible for updating the Local Offer and engaging with children, young people, families and stakeholders in its ongoing development and review. The aim of the local Offer is to help people easily find information about the services, activities and support available in the local area for children and young people with Special Educational Needs and /or Disabilities and their families.

Telephone: 07961 897036

Email: WESAIL@barnardos.org.uk

Towngate Primary Academy's contribution to the local offer with Wakefield Local Authority

At Towngate Primary Academy we provide teaching and learning which enables all children to gain access to a broad, balanced and appropriately differentiated curriculum. We strongly believe in the role of Quality First Teaching and Curriculum Entitlement for all children.

Our aim is to ensure all children are supported in order that they may work confidently towards reaching their full potential. The Principles of the SEND Code of Practice 2014 set out the following guidance:

  • A child with special educational needs should have their educational needs met
  • The views of the child should be sought and taken into account during any decision making
  • The early identification of children’s needs and intervention to be put into place to support them
  • A greater choice and control for young people and parent’s support
  • Collaboration between Education Health and Social Care services to provide support
  • High quality provision to meet the needs of children with SEND
  • Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education
  • To become confident individuals living fulfilling lives

At Towngate we pay close regard to the three key principles of inclusive education:

  • Setting suitable learning challenges
  • Responding to pupils’ diverse learning needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils
Social Skills programmes/support including strategies to enhance self‐esteem and aspirations

Central to everything we do is around teaching pupils core values, which we share with staff, children and the wider community. Through our understanding of the ‘core four’: compassion, ownership, resilience and excellence, we foster a holistic approach to the teaching of our pupils to develop a positive ‘can do’ approach to learning.

Access to a supportive environment – ICT facilities/equipment/resources (inc. preparation)
  • All resources are available to the children and are labelled appropriately. The children are encouraged to access them during their lesson activity and once they have completed the task they learn how to tidy away.
  • Resources are up‐dated regularly. Within the last academic year, new laptops and iPads were introduced which the children are able to access.
  • Resources are adapted to meet the needs of all children, including those with Visual Impairment.
  • Our outside provision continues to be enhanced and developed  supporting all areas of the Early Years Curriculum.
  • We are currently developing our KS 1  school approach to outdoor learning, supporting all areas of the new National Curriculum and are currently working with Forest Schools to enhance the use of outdoor learning for whole school access.
Strategies/programmes to support speech and language
  • We provide 1:1 language enrichment support in our Foundation Setting for identified children through early intervention methods.
  • We  have the support of Chatterbugs speech and language support services where we can identify children for early intervention for speech assessment.
  • We will refer children and support children to the Speech and Language service and work with the professionals to follow programmes adapted for the child.
  • We use Makaton signing to support communication when appropriate
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
  • We would support any referrals to these services and work with the professionals to provide resources as required or implement programmes as needed.
  • We are able to offer a Fit to Learn programme that focuses on the development of fine and gross motor skill coordination. A trained Educational Support Assistant delivers the programme assessed by the SENCO.
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
  • We operate an open-door policy whereby parents/carers can speak to a key teacher before/after the morning and afternoon sessions. For parents who are working full time we are happy to speak over the telephone when convenient or make an appointment available that would be more convenient time.
  • During the transition of children from Primary to Secondary School we visit the school with the children and where appropriate create Transition Plans so that the child can meet their new teacher, setting and understand the changes to their school life. We also do this during the year if a child in any cohort is moving schools to ensure that the transition is smooth and that the new school is fully supported with meeting the needs of the child.
  • We hold an Open Mornings, Open Afternoons and INSPIRE Mornings for parents. This gives you an opportunity to come and work with your child and see how well they are working at school.
  • We have a pastoral team who will support children to reduce anxieties and develop their self-esteem through well planned support.
  • We have links with Future In Minds CAMHS with a key advisory teacher for the school to support our pastoral team and SENDCo in supporting our families and pupils who are in need of additional bespoke wellbeing approaches.
  •  Regular newsletters and planning overviews are provided to parents so that they are aware of what is happening in school and providing them with a planning overview each half term to inform them what their child will be learning.
Strategies to support/develop literacy
  • The environment (inside and outside) is set out to provide plentiful opportunities to support early literacy in our Foundation Stage Setting.
  • We use the Read Write Inc phonics programme to teach a structured programme from EYFS to Year 2.
  • We also provide Read Write Inc Fresh Start for upper key stage 2 children who are in need of additional support of learning, retaining and  applying their phonic skills.
  • We involve parents by providing you with your child’s weekly spelling for every half term to support them with.
  • We use a Book Led Curriculum in our English lessons to provide exciting opportunities for factual and creative writing.  All classes develop strategies  to support children in their development of writing longer and shorter texts based around books and topics that we deliver.
  • For children who may require more support with writing we offer and implement intervention that our School Advisory Teacher supports our children with alongside members of our Teaching Assistant staff.
  • We encourage children to read regularly at home and in school to support their phonic and decoding skills as well as teaching them strategies to understand what they have read.
  • We match books to the pupil’s phonological ability using the Read Write Inc book bag books which they take home to read.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.
  •  We provide a handwriting intervention called Speed Up. It focuses in on the fine motor skill coordination of handwriting and ‘speeds up’ the child’s pace of writing. We can use our external support assistant to support children were appropriate.
Strategies to support/develop numeracy
  • The environment (inside and outside) is set out to provide plentiful opportunities to support in our Foundation Stage Setting.
  • We believe the use of Numicon provides a firm grounding in their understanding of number and quantity.
  • We offer an opportunity for parents to attend maths workshops so that they understand how we teach calculations to a specific age group and ability.
  • We have a range of resources that support children in accessing the mathematical curriculum.
  • Within KS1 and KS2 we can deliver an intervention called 1st Class Number. This programme is a light touch mathematical intervention that supports children to make accelerated progress.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.
Strategies to support /modify behaviour
  • At Towngate Primary Academy, we develop all pupils in the habits of self-discipline and kindness, through a focus on our core values.
    Our core values are: Compassion, Ownership, Resilience, Excellence
  • Our children meet the expectations set within our core values through demonstrating they are:
  • 1. Ready – to take responsibility for my learning and my actions
    2. Respectful – showing gratitude and empathy towards others
    3. Safe – being accountable for my own safety
  • In school we use strategies to promote understanding of appropriate behaviour through Restorative Practice.
  • The children are encouraged to value their own journey to success which leads to a sense of pride in their own achievements. All staff encourage a ‘can do’ attitude and scaffold this in a variety of ways.
  • Inappropriate behaviours are addressed immediately and strategies agreed with parents.
  • We adhere to a comprehensive behaviour policy which is available to parents and are happy to talk through strategies as the need arises.
Provision to facilitate/support access to the curriculum
  • We plan a personalised curriculum as appropriate.
  • We adapt resources and the environment as required with the support of appropriate professionals.
  • The school provides a teaching assistant for each year group in order to further support the children’s learning and access to the curriculum
Strategies/support to develop independent learning

Children are supported in their journey to independence through carefully planned activities and support from the appropriate professionals.

Support/supervision for personal care
  • Additional lunchtime supervisors are employed as required in accordance to needs.
  • Additional educational teaching assistants can be employed to support the 1:1 programme that may be required for children.
Planning and assessment
  • Staff plan in accordance with the National Curriculum and Early Years Framework to ensure all children’s needs are met through the curriculum delivery.
  • Differentiated tasks allow children to achieve their own potential.
  • Assessments are completed by teaching staff during regular intervals to measure the rate of progress and identifies the key areas that require further support.
  • Assessments by teaching staff are moderated in school and externally.
  • Our tracking systems enable us to monitor the progress of children accurately.
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
  • Our Headteacher and SENCO have overall responsibility for liaison with all necessary parties so that lines of communication are maintained.
  • Supporting Me To Learn Plans (SMTLP) are drawn up when appropriate and targets are shared with parents/carers and the child. They are encouraged to contribute to these.
  • For children with an Education, Health and Care Plan (ECHP), formerly known as a Statement of SEN, then the SENCO will arrange annual reviews providing parents with an invitation to attend the meeting and place their views about their child and their needs during the meeting.
  • Teaching staff members will hold two parent’s evenings during the school year to update you on progress and support that your child receives.
  • Annual reports are provided about your child’s progress.
  • Access to Medical Interventions
  • Parents liaise with their GP and staff are trained as necessary by the appropriate medical professional.