SEN (D) Information

SEND Provision at The Mill Primary Academy.

The Mill Primary Academy is part of The Kemnal Academy Trust Schools in the Crawley Locality Group. As a locality group we are committed to being inclusive schools and adopt a similar approach to meeting the needs of all students including those with special educational needs/disabilities (SEND). 

We endeavour to ensure that all teachers are able to identify and provide for  students who have SEND, and to ensure the safe and happy inclusion of all students in school life.

The Kemnal Academy Trust Locality Schools:

  • Broadfield Academy
  • Hilltop Primary School
  • Seymour Primary School
  • The Bewbush Academy
  • Thomas Bennett Community College 
  • The Oaks Primary 
  • The Mill Primary Academy

 

The Mill Primary Academy is an inclusive school and offers the following range of provision to support children with SEND. Support is tailored to individual need as a result of assessment by internal and external agencies. Support is aimed at children becoming independent learners.

Click here to download our SEND Policy.

You can contact the SENDCo Ms Whitington via the office:

  1. Email – office@themill-tkat.org
  2. Telephone – 01293 571893, 
  3. Online contact form, available on the website.

 

How does the school know if children need extra help?

Class teachers monitor the learning of all children in their class to ensure they make progress with their learning; when teachers are concerned that progress is not in line with their age-expected targets they will liaise with the special educational needs co-ordinator (SENDCo) who will monitor and assess a child where needed. 

Teachers meet with the Senior Leadership Team (SLT)  (which includes the SENDCo), to review progress of children after data collection, 3 times each academic year. This is an opportunity for both SLT and teachers to discuss individual children. When concerns are raised that progress of a child is not in line with their age-expected targets the SENDCo will monitor/assess the child.  At this stage the parent/carer will be contacted and invited to meet the SENDCo. Further referrals may ensue if appropriate, with the consent of the parent/carer. The child will generally be placed on the SEND register at this point.

When children transfer to The Mill from another school, or enter The Mill from Pre-school provision, notes regarding the child’s SEND  are generally sent to The Mill. If this is not the case we may contact the previous school/provision. Parents are advised to bring copies of any notes/reports that they have on their child, to The Mill for the SENDCo’s attention as it may be that  the prior school does not have/pass on relevant but important documents.

Parents that view the school can request  a meeting with the SENDCo to discuss their child, prior to making a decision – please let the office staff know if you require an appointment.

 

What should I do if I think my child may have special educational needs/disabilities (SEND) that may not have been identified previously?

You can contact the SENDCo through the office email, by letter, or you can call the school to ask to speak to Ms Whitington.

 

My child is starting at The Mill in Early Years – how will school staff support my child?

The Mill is pro-active with preparing for children’s transition from pre-school settings to Early Years (Reception). Home visits are planned for children joining the school in reception. Staff, including the SENDCo, attend transition meetings with nurseries during the term prior to entry, and, where necessary, outside agencies are invited to liaise with staff prior to the child starting. 

Entry to Reception is phased over a small number of days. 

Some children start with an EHCP already in place, others may be some way along the road to this. Other children may not have had outside agency intervention despite having SEND. In all cases attention is paid to the individual’s needs and every effort is made to provide what the child requires to support their learning and inclusion into the school community. 

 

How do Teachers track the progress of children with SEND?

When a child is placed on the SEND register they have a SEND profile drawn up, and if the child requires individual targets to monitor progress these will be incorporated into the profile and reviewed 3 times per year or more according to need. This will generally be the case for children with an EHCP or who will be applying for an EHCP.

Not all children on the SEND register in Early Years, or in the school, have individual targets set – children with SEND but not having or needing an EHCP  are monitored through the same methods as other children. 

Reception Year uses Tapestry, an online learning journal. 

From Y1 to Y6, teachers use regular Reading tests (PIRA) and Maths tests (PUMA) to track progress. Writing is monitored through the child’s English work. 

Senior Leadership and Teachers work together to ensure the levels given to the child, reflect the child’s ability and progress.

Depending on the area of support required; the class teacher, SENCo, other school staff and outside agencies could be involved with a child, this could range from working with a child daily, weekly or fortnightly. Some outside agencies spend time with the school advising staff and therefore may visit once a half term or term.

 

How will the curriculum be matched to my child’s needs?

Teachers across a year group meet every week to plan their lessons. This is an opportunity for them to adapt their teaching to meet the range of needs in every class. The SENDCo monitors planning, and advises where necessary.

Learners are placed are in both ability and mixed-ability groups, to enable learning opportunities for all. 

Additional adults may be used to help groups and individuals.

Where necessary visual aids and practical equipment is deployed to support learners.

Teaching differentiation aims to include all additional needs and abilities: SEND, English as an Additional Language, high achievers.

The “Teaching Principles” embedded in the Curriculum Principles of The Mill ensure high quality provision for all children – 

Talk Partners, 

Good Questioning, 

Modelling, 

Random generation of responses, 

Helicopter Approach mixed with individual and group teaching, 

The teacher teaches all ability groups, TAs focus on re-teach/pre-teach, or booster groups.

 

How will I know how my child is doing? 

There are opportunities through out the year to meet the teacher to discuss your child’s progress, at parent consultation evenings. Your child’s progress is tracked against age -expected targets so you can discuss their progress. 

Parents are invited to open mornings so they can visit the class and see the class at work. 

The Mill uses the app “Marvellous Me” which is a direct and easy way for staff to communicate with parents/carers. Make sure you are subscribed to this so you can receive positive feedback on your child’s achievements.

If you wish to discuss your child and any time with the SENDCO, contact the office and Ms Whitington will contact you to arrange an appointment.

 

My child has an Education, Health & Care Plan – how often will they be reviewed?

EHCPs must be reviewed at least once a year. For children under 5 years the EHCP should be reviewed more frequently. This is to ensure it stays up-to-date and continues to provide the support the child or young person needs. A review can also lead to cessation of the Plan if it is no longer required.

 

How will you help me to support my child’s learning?

Parents can access information on the website about the topics each year group will be learning. 

Children have internet access to Mathletics, via a personal logon, at home.

The school send books home to read, to all children in the school, with a reading journal – parents/carers are encouraged to listen to their child read and to sign the journal, as often as possible. This will encourage good reading habits and maximise progress.

The SENDCo will advise if requested, on how to support your child with SEND at home. 

 

What support will there be for my child’s overall wellbeing?

The school has a school council with representatives from each year group – they are able to ensure that the views of children in their class are shared, listened too and ideas taken on board. 

We currently have a number of young interpreters in the school who support their peers. We have several members of staff who speak other languages. These help us communicate with parent/carers whose first language is not English.

All staff are trained to listen to children, and as part of our safeguarding policy staff are required to pass on any concerns regarding a child’s safety and/or wellbeing to a designated safeguarding lead (DSL). These are currently Mrs Gosden, Mrs Crockford and Ms Whitington.

Mrs Crockford is our full-time Safeguarding and family Support Officer. She works in conjunction with parents/carers, staff and outside agencies, to ensure children’s well-being needs are met.

Within the school we have a lunch-time nurture group provision (NASA) which aims to support children who benefit from support with integrating  at lunch time or who may need a temporary respite for the playground e.g if they have a physical injury preventing them from accessing outdoor play.

A Teaching Assistant Mrs Lakemen, is trained to run an emotional support programme (ELSA) which provides 1-1 opportunities for children with anxiety or emotional difficulties. This provides support for approx. up to 24 children in any one academic year, in 2 short-term blocks.

Our Play Therapist , Ms Lydon, works with a smaller  number (up to 10 in one academic year) of children who have significant emotional difficulties

The Senior Leadership Team will be coached as Learning Mentors early in 2019-20.

We regularly contact parents if there are any concerns regarding a child’s well being and we encourage parents/carers to let us know if their child is experiencing a period of time when they may need extra support.

 

What specialist services and expertise are available at, or accessed by, the school?

Depending on the area of support required; the class teacher, SENDCo, other school staff and/or outside agencies could be involved with a child.  This could range from working with a child daily, weekly or termly. Some outside agencies spend time with the school advising staff and therefore may visit once a half term or term. Some agencies see the child on site once, and pass information to the school via a report.

We currently have access to the following services/expertise:-

  • Attendance Officer (on site, 1 day pw)
  • West Sussex Learning and Behaviour Support Service (termly on request
  • West Sussex Social Communication Support Service (termly on request)
  • West Sussex Educational Psychology Service (for EHCP requests for assessment only)
  • West Sussex Speech and Language Therapy service
  • School Nurse
  • Hearing Impairment and Visual Impairment services as needed.
  • Paediatric services (through referrals)
  • CAMHS (Child and Adolescent Mental Health service), and CAMHS Liaison Service
  • Social Services
  • Early Help Services (through referral to Social Services)
  • Virtual school for Looked after Children
  • ELSA (funded by school- in school provision)
  • Play therapy (funded by school – in school provision

 

What specific training do the staff have access to, with regard to supporting children in the school?

During 2018-19 the whole school staff had INSET from outside agencies for:

  • Supporting EAL in the classroom
  • Supporting Dyslexia in the classroom
  • Safeguarding and PREVENT.

The Speech and Language Therapy service trains relevant staff to deliver SALT packages to individual students.

The SENDCo oversees 1-1 work with individual children using Precision Teaching, or 1-1 Handwriting support, delivered by the TAs.

The SENDCO and the SAFLO have attended training in supporting children with emotional needs through outside agencies such as the Virtual School, or Yourspace Therapies.

Outside agencies such as Hearing Impairment visit the school to advise staff/monitor individual children.

 

How will my child be included in activities outside the classroom including school trips?

All children included in School Trips. Individual needs are discussed with parent as necessary. Children may be allocated 1-1 for trips  if necessary.

 

How accessible is the school environment?

The building is wheel chair accessible on the ground floor, and we have disabled toilet facilities. We have an allocated Disabled Parking area. If you wish to ensure this is available please call the office.

The Mill is a 3-floor building and we do not unfortunately have a lift. Meetings with parents generally take place on the ground floor. The only difficulty would be for parents who wish to attend Class Open Mornings, who are unable to climb stairs, for Years 3 to 6. However all efforts will be made to ensure you are able to see your child’s work, or to meet staff as requested, by arranging a suitable meeting point on the ground floor.

  

How will the school prepare and support my child to transfer to a new school either during Primary Phase or transitioning to Secondary School?

Transition arrangements are in place for children moving to other schools in year 6, consisting of transition programmes and visits to their new schools, with extra visits for children that require them. All information is shared with their ongoing school as well as meetings taking place between the two schools to share information. 

For children that join the school mid-year we have a successful induction process and children are provided with a buddy, for children that speak a different language we are able to offer young interpreters to aid the transition into a new school.

We introduce children to their new classroom at the end of each year in the Summer term, so the class has ample opportunity to see where their new class will be, and to spend time with the new Teacher and Teaching Assistant/s. 

 

How is the decision made about what type and how much support my child will receive?

We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available. Resources and specific equipment are budgeted for. Children with SEND, whose need for provision is costed below a specific amount (decided by the Local Authority) who are therefore not eligible for an EHCP, will be funded through the schools allocated SEND budget.

Children with an EHCP in place, are provided for according to the needs and provision stated on the EHCP. 

We strive at all times to provide the support needed for every child in the school, with or without SEND. 

 

Please contact the office if you have any further questions or to request a meeting with The SENDCo. 

 

 

 


Curriculum
Our curriculum is bespoke to us and is driven by the fact that we want children to leave the Mill secure in their own identity; familiar with their own community and sense of family; skilled in making connections with friends and the wider world.
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