Additional Needs and Inclusion
Inclusion and Additional Needs
At Little Mead Primary Academy all children have an entitlement to a broad and balanced academic and social curriculum, where they are fully included in every aspect of school life. We believe that everyone should be equally valued and given equal opportunities whatever their age, gender, ethnicity, impairment, disability, attainment or background. We aim to raise awareness of and prevent prejudice and discrimination, and to develop an environment where everyone can flourish and feel safe. We respond to the children’s individual needs and take account of their varied life experiences, paying particular attention to the provision for and the achievement of different groups of learners including those of ethnic minority learners, travellers, learners with special educational needs and learners identified as more able and talented.
What is the Local Offer? (LA)
All schools and local authorities (LA) are required from September 2014 to review information about services they expect to be available for children with special educational and additional needs (SEND) aged 0-25. This is the local offer.
The local offer has been designed to improve choice for families. This is to inform and help parents understand the range of services and provision available in the local area.
Please take the time to view Bristol’s Local Offer through the following website:
Please find our Additional Needs Information Report below, which we have written in a question and answer format.
Additional Needs and Inclusion Information
At Little Mead Primary Academy we operate on an open door policy.
· Class teachers are available at the beginning and end of every school day.
· If you still have concerns then an appointment can be made, via the school office, with the school’s Special Educational Needs Co-ordinator, Miss Rebecca Ware (SENCo).
At Little Mead Primary Academy we pride ourselves on the wide range of support and provision available to all our children.
· The children receive high quality teaching which is differentiated to match the children’s needs.
· Every class is assigned a reading volunteer who will read with identified children weekly.
· We run a range of high quality interventions across the school. These include:
o Better Reading Partners (BRP)
o First Class @ Number,
o Rapid Maths
o Thrive – Please follow link for more information: https://www.thriveapproach.com/
o Language for learning, time for talk, book talk
o Direct Phonics, Maths and Writing Groups
· In the early years classrooms (Nursery and Reception) the children learn and work in small groups with a key worker who leads the learning, under the direction of the classroom teacher.
· Key workers are available at the beginning and end of each school day to liaise and discuss their child’s learning.
· We have a qualified speech and language therapist who works one day a week.
· Class teachers and key workers are available at the end of the school day to discuss your child’s progress.
· Parents Evenings are held twice a year, where parents are invited to attend to discuss their child’s learning. For children identified as having additional needs, target plans will be issued and discussed with parents and children at these meetings
· End of year reports detail the children’s progress throughout the year.
If you have concerns about your child’s progress then an appointment can be made, via the school office, with the school’s Special Educational Needs Co-ordinator, Miss Rebecca Ware (SENCo).
· The children’s progress is monitored by their class teacher and meetings are held three times a year with members of the senior leadership team (SLT) where progress is formally monitored and reviewed.
· If for any reason, the school has concerns about a child’s progress or learning then parents will be informed at the earliest instance and a meeting will be arranged.
· All children have access to additional support and this is allocated according to individual needs and monitored through a regular plan, do, review cycle.
· Our qualified teaching assistants are allocated to classes and children, depending on their areas of expertise.
· Where class teachers have concerns surrounding a child’s needs, the school SENCo is readily available to offer further guidance and support on how best to meet their needs.
- What support from outside agencies and specialist services is available for children with additional needs?
At Little Mead we have access to a range of specialist services and outside agencies designed to support children with additional needs. This includes:
o Speech and Language Therapists,
o Educational Psychologists,
o The Child and Adolescent Mental Health Service (CAMHs)
o School Nurse
o Occupational Therapists.
To find out which services are available or to seek further advice on how to access these services, please click on the link below.
We are a fully inclusive school where every child has an entitlement to a broad and balanced curriculum.
· Targeted questioning in lessons are differentiated to ensure children can access the learning and make progress.
· Children with complex needs may require an individualised curriculum designed by the class teacher and teaching assistant, taking on board suggestions from outside agencies.
· At Little Mead we have a range of people that parents and carers can meet with if they require further support or assistance. Please contact the school office for an appointment.
· Parents and carers can contact Supportive Parents which is a charitable organisation offering free and impartial advice to parents and carers of children with Special Educational Needs and Disabilities (SEND). Please click on the link below for further information.
· Please visit www.findabilitybristol.org.uk for a full list of services available to parents and carers.
Little Mead Primary Academy is a single storey building on one site. All areas are wheelchair accessible and there are disabled toilets in all key stages, including shower areas and changing facilities. We ensure wherever possible that:
· The equipment used is accessible to all children regardless of their needs.
· After school provision and extra-curricular activities are accessible and available for all children, including those with additional needs.
A full access audit of the site, carried out in March 2017, confirmed that the site is fully accessible and inclusive. For more information please view our Accessibility Plan Policy :
- How does school prepare a child with additional needs for starting at Little Mead, or for leaving to join another school?
At Little Mead we acknowledge that changing or starting a new school can be a difficult time for all children, therefore we make the necessary arrangements to ensure this is as smooth as possible. Before children arrive, a meeting is held with parents, the child and class teacher to identify and discuss any learning and additional needs. A meeting is arranged with all relevant staff and all information and documents are transferred over.
A carefully planned programme of transition is designed and where necessary, a member of teaching staff will also accompany the child.
For children with additional needs leaving Little Mead, a transition plan is put in place, together with the new school to ensure that the child's views are at the centre of the process and that any additional needs are planned for.
We recognise that some children experience difficulties socially and emotionally and require a nurturing environment. All classes follow a structured Physical, Social, Health and Emotional (PSHE) programme to support these needs however some children require a more individualised approach.
All teaching staff adopt a Thrive approach and our learning mentor is assigned to support identified children throughout the week. For children identified as having higher complex needs, additional support is also provided at break and lunchtimes.
For children recognised as More Able and Talented we ensure there are a range of opportunities to develop their learning needs. Class teachers are mindful of children working above age related expectations and cater for them through differentiated learning opportunities.
Links are made with the local secondary schools where children are invited to attend subject specific workshops. In some cases after school clubs are run which target specific children and areas of the curriculum.
The assessment of pupils learning is on-going throughout their education at Little Mead and is continually monitored by members of the senior leadership team. We build on previous information and identify those pupils who are making less than expected progress.
Where progress is less than expected, evidence is gathered from a range of sources. This can include:
o Observations of the children’s learning and development
o Continual monitoring of their progress at key points throughout the school year
o Regular liaison between class teachers, key workers and parents and carers
Following this, a meeting is arranged with parents and the child’s class teacher, and where possible the school SENCo, to discuss and identify necessary next steps. This will be dependent on the needs of the child and the views of the parent and child.
The Additional Needs Policy defines a child may need additional support if he or she:
i.has a significantly greater difficulty in learning than the majority of children of the same age;
ii.has a disability which prevents or hinders the child from making use of educational facilities provided for children of the same age; or
iii.has any social, learning or medical need which impedes his/her ability to reach his/her full potential.
- What should I do if I am not happy with the provision at Little Mead for my child with Additional Needs?
Please access the Complaints Policy through the following link:
It is important to speak to your child's class teacher if you have any concerns. If you do not feel this has helped, contact the SENCo or Head Teachers through the school office Tel: 0117 3773279 or email: email@example.com
You may also find 'Supportive Parents' helpful.