Orchard Primary and Nursery School

We are an inclusive school and children with a variety of needs are educated within our setting, including those with autism, ADHD, physical disabilities, communication difficulties, global delay and emotional and social difficulties.

We are an open and friendly school and we pride ourselves on developing strong relationships with parents. If we have any concerns about a child’s progress or any aspect of their behaviour or development we will speak to parents immediately and we encourage parents to share any worries with us. We can then monitor the situation closely and decide on a plan together.

• Teachers record any support that children receive that is different from and additional to the rest of the class in a provision map. They also regularly assess and record the progress of all children. This enables us to monitor and adapt provision as required.
• Children with more significant need have a SEND Support Plan. Staff and parents meet on a termly basis to discuss provision and progress.
• For children working well below age related expectations, the B-Squared assessment system may be be used to allow progress to be monitored more precisely. 

• Children requiring significant additional SEND support have an individual SEND Support Plan which details their needs, targets and progress. These are reviewed with parents, with advice from any outside agencies involved, on a termly basis. During these meetings progress in relation to academic development and any other areas of need is discussed. New targets are agreed upon. Parents are encouraged to feed back about progress at home and to suggest any targets that they feel are important.
• Teachers regularly carry out both formal and informal assessments to monitor and record children's progress. Parents’ evenings are held twice a year to discuss progress and to suggest ways in which children can be supported at home. Parents can also meet with a member of the SEND team on these evenings.
• Where in person meetings are not possible, virtual or telephone meetings will be offered.
• A written report is completed for each child at the end of the academic year.

• Wherever possible children are included within whole class activities. These will be differentiated or adapted as necessary to meet the needs of individual children.
• Where this is not possible the teacher and teaching assistant work closely together to plan appropriate individualised activities that are linked to the work being carried out in class.
• Teachers also plan specific on-going provisions to target children’s individual needs. These may be delivered within class or in a small group or one to one setting. We have a range of provisions on offer to target a variety of needs including academic, physical, communication and social and emotional issues.

• The class teacher will adapt lessons to allow children to work towards the same objectives at their own level.
• Children with more significant needs may have a more individualised curriculum. The teacher and TA will plan this together and link it to the relevant topic wherever possible.

The SEND team work with the Headteacher to decide on the allocation of support. This takes into account a number of factors including the severity of the needs of children as well as budgetary considerations.

• We aim to fully include all children in activities outside the classroom and additional staff will attend to support children with SEND and ensure all children can participate safely.
• In the unlikely event that a risk assessment precludes a child from participating, an activity which meets the same curriculum aims will be offered.

• We are a very inclusive school with a supportive and friendly ethos.
• PSHE sessions take place on a regular basis within class and themed days are often held.
• Personal, Social and Emotional Development groups are regularly run within school to provide a nurturing environment for children who may be struggling in any of these areas.
• The school provides “Take Five” sessions at key points during the school day. This is a breathing program designed to help children reduce stress and build resilience.
• We have a trained ELSA worker (Emotional Literacy Support Assistant) who provides bespoke support for children who are struggling with social and emotional issues.
• Where appropriate we can refer children to outside agencies for additional support.

Our SEND coordinator is Mrs Julia Monks.

The SEND team consists of Mrs Monks, Mrs Steph Johns (Key Stage One and Foundation) and Miss Denise Jacks (Key Stage Two).

Tel: 01623 455939
E-mail: senco@orchard-pri.sch.uk

Mrs Monks holds the National Award for SEN Coordination
Staff have carried out training in the following areas:

• Autism
• Attachment disorder
• Dyslexic difficulties
• Speech and Language difficulties
• Nurture and friendship groups
• Coping with Risky Behaviours
• Anxiety
• Mental Health 
• Foetal Alcohol Syndrome
• ELSA (Emotional Literacy Support)
• Delivery of a variety of maths and literacy interventions
• Inclusive classrooms
• The school also holds the ADHD Friendly Kitemark

We have access to support from the following services:

• Educational Psychology Service
• Schools and Family Specialist Services
• Speech and Language Therapists
• School Nurse
• Physiotherapists
• Occupational Therapists
• Social and Emotional Development Team
• Social Services
• CAMHS (Child and Adolescent Mental Health Service)
• Mental Health Team
• SBAP (School Behaviour and Attendance Partnership)

• We have full disabled access throughout the school and changing areas in foundation and key stage one.
• The school regularly seeks advice from external agencies such as the Physical Disability Service and the Visual Impairment team to ensure that the school is safe and accessible for individual pupils.
• The school will seek to provide specialist equipment as required, dependent on factors such as budget allocation.
• An Access Plan is completed regularly to further develop the school’s provision and accessibility for children with SEND.

• We inform parents of the specific provision their child will receive on a termly basis and encourage feedback on this.
• We hold termly meetings for children with SEND Support Plans. Parents and any external agencies involved are invited to this. Parents are encouraged to share their thoughts and ideas for their children's targets.
• Whole school parents’ evenings are held in the autumn and spring term and parents can meet with a member of the SEN team as well as the class teacher
• Where meetings cannot be held in person, telephone or virtual meetings will be offered.

• Children with SEND support plans contribute their opinions about what has gone well and what they would like to improve prior to their SEND support meetings. This informs the next steps planned for the child.
• Children are also asked to share their opinions about the provision they have received and their feelings about various elements of school life as part of the provision analysis to inform the annual SEND report and future planning.

Parents are encouraged to talk to a member of staff. This could be the class teacher, a member of the SEND team or the Head teacher or Deputy Head teacher.

The school has a full complaints procedure which is explained in the complaints policy.

• Where it is felt that a child would benefit from additional support from other services the SEND team will discuss this with parents.
• If consent is given they will make the referral. This will sometimes be through the termly Springboard meeting at which schools from within the family can ask for support for individual children.

The school will research and share information about services we feel are relevant to parents and children where appropriate.

Services that could be useful to a range of parents may be shared on Class Dojo.

•  For children beginning in nursery a staggered start is planned with children gradually increasing the amount of time they attend each week. Parents also attend initially and this time is reduced as the children become more comfortable.
• For children starting in Reception, a series of transition events are held to allow children to meet their new classmates and teachers and become familiar with the environment.

• Within school children will undertake several visits to their new class. Additional sessions may be planned for children with SEND.
• Children with more significant needs may be given a transition book to look at with parents during the summer holiday to allow them to familiarise themselves with their new classroom and members of staff.
• The SEND team work closely with the SENCOs of local secondary schools and share information. A series of visits takes place annually to introduce children to their new setting. The SEND team can arrange for parents to meet with staff to discuss concerns.

• The school aims to provide children with life skills through a full PSHE programme.
• For children with significant and life-long needs specific life skills may be incorporated into their individualised timetable.

Visit the school website at www.orchard-pri.notts.sch.uk

You are welcome to visit our school to have a look around. Please ring to make an appointment on 01623 455 939