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PROVISION FOR ALL

This page will provide you with information relating to what Holy Trinity offers as its standard provision for all pupils.

 

As part of inclusion, teachers at Holy Trinity endeavour to make suitable provision within the main classroom setting to ensure all children access Quality First teaching. 

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What is the Local Offer?

Wiltshire's Local Offer can be found at   https://localoffer.wiltshire.gov.uk/

 

OPAL – Ordinarily Available Provision for All Learners

To see Wiltshire’s statement on provision for all: https://localoffer.wiltshire.gov.uk/article/7638/Introduction

 

Quality First Teaching (Universal Provision)

Classes structure to support all pupils, including those with SEND:

 

Classes

  • Visual timetables provide a structure for children.

 

  • Expectations are clearly displayed. All children are encouraged to meet these.

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  • Working walls provide support for children. Information is clear and succinct.

 

  • All classes have a Teaching Assistant (TA) support in the mornings, and this continues for the entire school day in Reception and KS1. Class teachers plan TAs deployment to support pupils. TAs feedback to teachers about pupil progress and understanding.

 

  • Seating plans consider class dynamics and possible sources of distraction.

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  • Sensory equipment is available within class - e.g. ear-defenders, wobble cushions, writing slopes, pencil grips, fidget toys, weighted blankets.

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Quality First Teaching (Universal Provision)

Lessons structure to support all pupils, including those with SEND:

 

Lessons

  • Lessons recap prior learning to help children set learning in context and make links.

 

  • New material is introduced in manageable blocks.

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  • Each lesson has a clear objective, and this is shared with children at the outset.

 

  • A printed success criteria of 2-3 steps helps children meet the objective.

 

  • Work in lessons will be differentiated although it will focus on the same overall objective.

 

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  • Teachers use open ended questions and thinking time is given to pupils to respond.

 

  • We are moving away from a ‘hands up’ model. This encourages all pupils to have a response and shows that each person’s input has value.

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  • Teachers regularly model work so children are clear what is expected.

 

  • From Year 3 onwards, children assess their own work and/or understanding by using pupil boxes on the success criteria.

 

  • Teachers will respond to pupil’s work in a way that is appropriate to their age and that pupils can understand and act upon.

 

  • Teachers will plan next steps by taking into account feedback from previous learning.

 

Quality First Teaching - Universal Provision

Helping children develop socially and emotionally

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Part of our ethos is to nurture all involved in the school. To help all children develop socially and emotionally Holy Trinity seeks:

  • To be an environment with an ethos of honest, trusting relationships.

 

  • To model positive relationships where there is a high level of courtesy and respect for all.

 

  • To recognise mistakes as part of the learning process. This includes choices in behaviour and how we reconcile any misunderstandings.

 

  • To use Collective Worship to focus on the development of character and bring the whole school community together, fostering a sense of belonging and collective responsibility. 

 

  • Use PSHE to focus on our roles and responsibilities in society at an age-appropriate level.

Special Educational Needs

This page will provide you with information relating to Special Educational Needs (SEND), Disabilities and Equality, including details of our Accessibility Policy and Plan. Paper copies of all documents are available, on request, from the school office and can be downloaded from the school website - https://www.holytrinitycalne.co.uk/policies.

 

For further information please contact:

Mrs Kate Horner | Email: sen@holytrinityacademy.wilts.sch.uk | Telephone: 01249 81 24 24

Mr Graham Shore | Email: head@holytrinityacademy.wilts.sch.uk | Telephone: 01249 81 24 24

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  • What types of SEND are provided for?
    Communication and interaction Speech & Language and Communication Needs (SLCN) Speech & Language Impairment (SLI) Autism Spectrum Disorder (ASD) Cognition and learning Moderate Learning Difficulties (MLD) Severe Learning Difficulties (SLD) Profound and Multiple Learning Difficulties (PMLD) Specific Learning Difficulties (SpLD) Dyslexia, Dyscalculia, Dyspraxia Social, Emotional and Mental Health Difficulties Mental Health Difficulties Attention Deficit Hyperactive Disorder (ADHD) Attachment Disorder (AD) Sensory and/or physical needs Vision Impairment (VI) Hearing Impairment (HI) Multi-Sensory Impairment (MSI) Physical Disability (PD)
  • What is the name and contact details of the SENDCo?
    Mr Graham Shore Telephone: 01249 81 24 24 Email: sen@holytrinitycalne.wilts.sch.uk
  • What is the name and contact details of the SEND and Family Support Manager?
    Mrs Kate Horner Telephone: 01249 81 24 24 Email: sen@holytrinitycalne.wilts.sch.uk
  • How do we identify children and young people with SEND and assess their needs?
    Identification of students with SEND results from: Information from previous setting The school's own baseline assessments Early Years Profile or KS1 SATs scores Progress based on data collections Teacher referrals Parent referrals Referral from an outside agency Health diagnosis through paediatricians Using Graduated Response to SEND support (GRSS) Holy Trinity SEND Information Report (link)
  • What is our approach to teaching children and young people with SEND?
    As part of inclusion, teachers at Holy Trinity endeavour to make suitable provision within the main classroom setting to ensure children with SEND are accessing Quality First teaching. Depending on an individual's need and the lesson content and context, differentiation and support strategies may be employed. If support beyond Quality First Teaching (Universal Provision) is needed, children with SEND may also benefit from specific targeted interventions either as an individual or as part of a group. Parental permission will need to be agreed before enrolling children for interventions. Where it is deemed necessary and practicable (often in consultation with specialists), equipment may be purchased, and learning areas adapted for children with SEND.
  • How are adaptations made to the curriculum and the learning environment of children with SEND?
    A teaching assistant may be deployed to support a child's learning in the classroom. This will be directed by the teacher. Specific resources and strategies will be used to support a child individually and/or in groups as is judged appropriate to meeting their needs. We will be implement advice from specialist services. Children with an EHCP or additional funding may receive additional support from a Teaching Assistant. Learning environments may be adapted with regard to an individual’s sensory need if needed. Learning environments may be adapted with regard to an individual’s social and emotional need if they find it hard to regulate their feelings.
  • How do we train staff to ensure that they are fully able to support children and young people with SEND?
    Bespoke training needs are identified to support children with SEND Staff meetings and training delivered by the SEND and Family Support Manager, SENDCO or specialists provide staff with the knowledge, understanding and skills to help pupils. Individual staff are appropriately trained to deliver interventions relating to a group or a specific child Part of induction for new staff focuses on SEND training as necessary.
  • How do we ensure that pupils with SEND are enabled to engage in activities alongside pupils who do not have SEND?
    As a church school we seek to bring out the best of any individual, providing them access to a large range of opportunities. We aim to be inclusive so that every child has access to a full curriculum. As part of Quality First teaching, we will make reasonable adjustments to facilitate all pupils – including those with SEND - taking part in activities and feeling valued in our school community. To do this, we will: Complete individual risk assessments as necessary Make reasonable adjustments to encourage children with SEND to participate in school clubs. For non-routine events – e.g. school trips, sports’ day and school visitor sessions – brief the children beforehand and make arrangements for them to engage fully in all experiences.
  • What extra support does the school provide for improving social and emotional development if it is needed?
    Where children need extra support with their social and emotional development, we may: Use social stories as part of a targeted intervention. Use de-escalation plans. Create social skills groups/interventions. Use an ELSA (emotional literacy support assistant). Use advice from CAMHs or other external agencies. Provide calm spaces for children for whom this is recommended within the classroom.
  • How do we consult pupils with SEND and involve them in education?
    As a church school, we encourage strong working relationships for all pupils. We make sure that we consult pupils with SEND by: Opting to have class-based Teaching Assistants throughout the school. In Reception and KS1, class-based TAs are present throughout the school day; in KS2, they are present for the entire morning, before delivering interventions in the afternoons. At the outset of each academic year, children on the SEND register have the opportunity to share their views on a one-page profile. This can be looked at by anyone working alongside the child. Children with SPs are part of the review process and have opportunity to review their targets and progress. Students with an EHCP have the opportunity to tell us their views as part of the review process.
  • How do we consult with parents of children with SEND and involve them in their child's education?
    One of the keys to improve pupil outcomes, attendance and behaviour is to have effective engagement between Holy Trinity and parents. This should take place on a regular basis. For pupils with extra support, parents will visit the school at regular intervals to discuss the pupil’s progress. For children with Support Plans this entails: Meeting to agree relevant and achievable targets for the child. Planning activities and support for children to make progress toward these targets. Identifying the views and responsibilities of the parent, the pupil and the school. This is recorded in the child's Support Plan which is reviewed and updated three times a year. For parents of pupils with an EHCP: Meeting for an Annual Review. This is in addition to parents’ evenings. If you wish to discuss your child’s learning, or progress towards a target, it will be possible to speak to staff (the class teacher is the first point of contact) to make an appointment to do this.
  • How do we assess and review children and young people's progress towards outcomes?
    Progress is continually monitored by the Teachers, Deputy Headteacher, SEND and Family Support Manager and the Headteacher/SENDCO. This is achieved by: Class teachers make ongoing assessments against targets set in individual Support Plans. When a target is achieved, a new one is agreed, and provision planned. At any time, a pupil with SEND should only have three targets on their Support Plan. This keeps the focus tight and means progress can be measured. The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child's education. The SENDCO and Deputy Headteacher will review the progress of pupils on the SEN register after relevant data drops (termly). Class teachers and the SENDCO discuss progress towards outcomes set in individual Support Plans at least termly.
  • What opportunities are there to work with parents and young people as part of assessments and reviews
    Teachers are expected to provide feedback for children to work on during the course of lessons, and by marking for the next lesson. Curriculum assessments are discussed with parents at Parents evenings. Parents are invited to reviews and to discuss assessments with outside agencies such as the Educational Psychologist or specialist Outreach teams. For pupils with Support Plans (SPs) or Educational Health Care Plans (EHCPs), pupil and parent voice are captured ahead of and during reviews to assess targets and establish any new ones. Pupil voice is recorded on One Page Profiles.
  • How do we evaluate the effectiveness of the provision made for children and young people with SEND?
    Annual audits to evaluate SEND provision are completed. There are regular meetings of the SEND and Family Support Manager with the Headteacher/SENDCO, Senior Leadership Team, Teachers and Governors, as required. To monitor provision and measure its impact, Holy Trinity tracks pupil data and uses lesson observations, learning walks, scrutiny of books and pupil conferencing. Interventions are also monitored for their impact. Data analysis looks at progress of children with SEND. Governors are presented with this data, and it may be judged by external moderators such as Ofsted.
  • How do we support children and young people moving between phases of education?
    On entry to Holy Trinity Academy: Nurseries and pre-school settings are visited by Holy Trinity teaching staff prior to the arrival of new pupils. Details on provision and where the child measures against age-related expectations are shared. Days for children to visit Holy Trinity prior to joining the school are offered. This allows all children and their parents/carers to start familiarising with the setting and staff, which is particularly useful for children with SEND. Planning for children known to have SEND will start in the Summer Term before their arrival to Holy Trinity. This will involve considering the environment that will best support them and the deployment of support staff. Parent/carers are invited to meetings at the school at the start of the academic year and are provided with a range of information to help them settle into Holy Trinity. The SEND and Family Support Manager is available to meet with all new parents of pupils who are known to have SEND to allow concerns to be raised and to discuss steps moving forward. If pupils are transferring from another setting, the previous school records will be requested to arrive as soon as possible and, if required, a meeting will be held with parents to identify and reduce any concerns.
  • Transfer from Holy Trinity to Secondary School:
    The Year 6 teacher holds transition meetings with teachers at local secondary schools. The SEND and Family Support Manager at Holy Trinity will also share pupil information with the secondary school’s SENDCO and, if necessary, plan any extra transition visits. Secondary school SENDCOs are invited to Y6 annual reviews for children with an EHCP.
  • How does the school involve other bodies, including health and social care, local authority support services and voluntary sector organisations, to support children and young people with SEND and their families?
    Holy Trinity Academy uses the following bodies to help in its delivery of SEND: Educational Psychology Educational Welfare Services Social Emotional Mental Health (SEMH) Support Speech and Language Therapy Wiltshire SSENS Service Wiltshire SEND team School Nursing Team Visual Impairment Team Hearing Impairment Team We are also able to refer pupils with additional needs to: Occupational Therapy Community Paediatrics NSPCC Wiltshire Council Family Hub
  • What do I do if I have a concern about SEND provision?
    SEND Guide for Parents · Talk to us – Telephone: 01249 81 24 24 Email: sen@holytrinitycalne.wilts.sch.uk It is best to contact one of the following: · The child's class teacher · SEND and Family Support Manager (Mrs Kate Horner) · The SENDCO (Mr Graham Shore) Holy Trinity endeavours to have a family-feel and a strong sense of community. Our staff have good working relationships with each other, with relevant agencies and with the children. We will be honest with parents, so relationships are strong here too. Please be honest and open with us.
  • What arrangements are there for handling complaints from parents of children with SEND about the provision made at the school?
    We seek to promote an active partnership with parents/carers and to involve them fully at every stage. Most concerns and complaints can quite properly be resolved on an informal basis by contacting your child's class teacher, the SEND and Family Support Manager or the Headteacher/SENDCO. Formal complaints are resolved through our complaints process.
  • Glossary
    SEND - Special Educational Needs and Disability SENCo - Special Educational Needs Coordinator TA - Teaching Assistants work with children in small groups or individually as directed by the class teacher or SENCo SP – Support Plan. A system of bespoke targets for children who may require an EHCP in the future. These targets are determined and reviewed by the setting, parents and child. EHCP – Educational Health Care Plan. AfL – Assessment for Learning. A system of teaching and learning where feedback is used to improve pupil performance. Pupil feedback will help determine next steps in the learning journey. HLTAs - Higher Level Teaching Assistants who oversee the other TAs, support parents and cover for class teachers when necessary. SEN List - This is a list of children who receive additional support in school, they can be on this list because they have difficulty with their learning, social communication, behaviour, or they have physical difficulties. Education Health and Care Plan - This is a process that is used to assess children who have complex SEND needs. Team Teach - This is training that is given to those who may need to physically restrain or move children.
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