Overview of SEND Support at Duke Street Primary School

The staff and Governors of Duke Street Primary School believe that every pupil in our school has an entitlement to develop to their full potential. To do this, we provide an educational experience that allows children to show achievement and recognise their individuality. All our children are valued equally and so inclusion recognises a child’s right to a broad and balanced curriculum, in which every child can belong, thrive and achieve. Class teachers use high quality adaptive practice to ensure all children can access their learning.

The term ‘Special Educational Needs’ has a legal definition. Children have special educational needs if he or she has a significantly greater difficulty in learning or has a disability that makes it harder for them to learn than the majority of children the same age. Therefore, all staff are dedicated to ensuring that the needs of all of the children are met by planning and delivering provision, through high quality teaching and setting intervention in place in order for children with SEND to succeed and reach their full potential within our nurturing ethos.

 

Key Contacts for Children with SEND at Duke Street Primary School

All class teachers and teaching assistants are instrumental to providing support and provision to allow all children, regardless of ability, the opportunity to access the curriculum.

However, there are two key individuals who are key contacts for SEND provision at Duke Street Primary School.

SEND contacts

Mr L Reay

Mr L Reay

SENDCo and Assistant Headteacher
l.reay@dukestreet-pri.lancs.sch.uk

Miss Partington

Miss Partington

Assistant SENDCo
l.partington@dukestreet-pri.lancs.sch.uk

Interventions

We use a range of interventions to support a wide range of needs at Duke Street Primary School. Some interventions which are successfully used are…

  • Indirect Dyslexia Learning (IDL) for children with reading and spelling difficulties.
  • Nurture provision for children with social and emotional difficulties.
  • Precision teaching to support reading, spelling or maths.
  • PIVATS extension packs for reading and maths
  • Boxall profiles
  • PSED PIVATS and toolkit
  • Time to talk provision to support communication and social difficulties
  • 10 minute exercise programme to support children with motor skill difficulties.
  • Early TalkBoost to support children with speech, language and communication difficulties at an earlier stage
  • WellComm to support children in KS1 with speech, language and communication difficulties
  • Nuffield Early Language Intervention scheme to develop communication and interaction skills in Foundation Stage. 
  • Social stories/Comic Strip conversations/Social games intervention to support children with social and emotional difficulties.
  • Regulation Stations in classrooms

 

Assessment of Need

In accordance with the Code of Practice (2014), there is a graduated approach set up in order to determine which children have a special educational need and the process which the SENDCo, practitioners, parents/carers and outside agencies become involved in.

The graduated response works in a cycle of assess – plan – do – review. More detail of this can be found in the school’s SEN Policy (Section 4).

The link for the policy is on the page. There is also a link which shows the pathway which Duke Street Primary School takes for all assessment of need cases. This was devised by Mr Reay (SENDCo) – Please see the link below named ‘Pathway.’ There are also specific pathways for speech, language and Communication, social, emotional and mental health, sensory, cognition and learning.

SEND Pathway

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Communications with Parents & Carers

Parents are encouraged, at Duke Street Primary School, to become fully immersed and involved with the education of their child through participation in open mornings, parent sessions, discussions regarding ILPs and also parents evenings.

However, the school operates and ‘Open Door’ policy and this encourages parents to discuss any concerns with class teachers, identified teaching assistants, SENDCo or members of the senior leadership team at any point before or after school or via appointment.

The school SENDCo offers coffee mornings as an opportunity for parents to network and talk together. The SENDCo is also available at parents evening of children with special educational needs.

Parents/carers are encouraged to complete feedback forms on the end of year school report. They also receive annual SEND provision feedback forms, in order to retrieve the parents/carers opinions and views on the support which has been offered to their child with special educational needs and disability.

FIND Lancashire Parents and Carers information Page

Please see the links below which signpost you as parents/carers to children with Special Educational Needs and Disabilities. It will give you information of events and courses in your area as well as signposting you to relevant information and support networks. It will also have termly FIND newsletters for you to access:

Ofsted

Here is what Ofsted say about SEND and Acorn class provision… 

‘Pupils with SEND, including those in the Acorn Class, feel fully part of life at the school.’ 
‘Pupils with SEND who spend time in the Acorn class flourish because of the expert support that they receive from highly trained staff.’ 
‘Leaders and staff are ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND), to become skilful, knowledgeable learners.’ 
‘Pupils told inspectors that staff model respect for people who are disabled.’ 
‘Subject leaders and leaders of different aspects of the school, such as SEND, have been able to improve their work effectively.’ 
‘Leaders have developed the curriculum so that pupils, including those with SEND, engage in memorable learning.’ 
‘Leaders make sure that teachers quickly identify and assess the needs of pupils with SEND. Leaders ensure that all pupils with SEND achieve well and learn the same curriculum as other pupils.’ 

 

Little Acorn White T Shirt – Karin Åkesson

Welcome to Acorn Inclusion Base!

Duke Street Primary School hosts a school-funded inclusion base for children with significant barriers and challenges to their learning. We cater for the needs of up to 20 children across two rooms – Acorn and Seedling room.

By following the same vision and core ‘ICARE’ values of the main school, our inclusion base aims to provide the highest quality education for every child in a safe and caring environment to support them in realising their full potential.

As an inclusive school, where appropriate, some of the children within the inclusion base also access mainstream inclusion on a personal level. This develops their confidence to join in and learn with their peers and provides excellent opportunities to access other areas of the curriculum.

Seedling Room

Seedling room has 10 allocated spaces and focuses on children with significant speech delays, sensory needs and social and emotional needs. The children within this inclusion base have an EHCP.

Seedling room have a personal, child-centred approach to learning in order to help them to develop and make progress within the ARC;

  • Achievement
  • Resilience
  • Communication

Seedling Room use Equals © and Sensory Classroom © based approaches to the curriculum and support children with their ARC and also provide high quality education which is purposeful, sensory-based, supportive of need and developmentally appropriate.

Within the Seedling Curriculum we will focus on;

  • My play and leisure
  • My Communication
  • My thinking and problem solving
  • My physical well-being (PE and Games)
  • My Outdoor School
  • My Independence
  • My Art
  • The world about me

Acorn Room

Seedling room has 10 allocated spaces and focuses on children with significant learning needs, complex medical needs and social and emotional needs. The children within this inclusion base have an EHCP.

 

The desire is to equip and support the children with the skills and tools needed to make progress with carefully planned for tasks and a timetable which is incorporating sessions to support needs such as Speech and Language, fine motor skills, sensory circuits, sensory breaks, social skills support and basic number and literacy skills to help the child to make progress and succeed.

The key areas of need incorporated within the inclusion base will be Sensory impairments, ASD, Social and Emotional Needs, Speech and Language difficulties and Developmental Delay. The desired outcome for this provision would be to help develop the whole child and make progress against personal targets and the overarching goal will be to have supported the child to reduce barriers to learning and, for some learners, be able to access the curriculum within a mainstream inclusive classroom with appropriate inclusive resources, support and interventions. 

The children in Acorn room will use the National Curriculum and PIVATS documents (where necessary) to help with exposing to a broad and balanced curriculum and some learners within this room, where appropriate, accessing learning amongst their peers in mainstream inclusive classrooms.