Intervention	What is it?	Who is it for?
Nuffield Speech and Language Programme	The Nuffield Early Language Intervention (NELI) is an evidence-based oral language intervention for children in nursery and reception who show weakness in their oral language skills and who are therefore at risk of experiencing difficulty with reading. It is delivered over 30 weeks by teaching assistants in groups of three to four children.	EYFS
Time to Talk	Time to talk has been specifically created to teach and develop social interaction skills and improve oral language skills for children aged between 4-6 years old. Time to talk contains over 40 sessions which are designed for children who will be seen two to three times each week.	FS1
Speech and Language Therapy (SALT) Stoke Services	We follow speech and language plans from Speech and Language Therapists.	EYFS/KS1
Wellcomm-A Speech and Language Toolkit for Screening and Intervention in the Early Years	The WellComm toolkits were developed by Speech and Language Therapists at Sandwell and West Birmingham Hospitals NHS Trust with the aim of providing easy to use support for everyone involved with children.   Requiring no specialist expertise, they quickly identify areas of concern in language, communication, and interaction development in order to ensure early targeted intervention.   Once a profile has been drawn up for each child, The Big Book of Ideas provides focused teaching and intervention activities to meet individual needs.   The optional Online Report Wizard automatically generates a personalised profile with a list of targeted interventions from The Big Book of Ideas, providing a structured approach to personalised teaching and learning.	EYFS/KS1
Talk Boost	Talk Boost KS2 is a targeted intervention aimed at children 7-10 year old children with delayed language, aiming to boost their language skills helping them to catch up with their peers. The programme aims to accelerate children’s progress in language and communication, after an eight-week intervention.	KS2

Mrs Holly Green
holly.green@coopacademies.co.uk

01782 234868

Mrs Green is responsible for overseeing the management of educational provision and progress of those children in the school identified as having a Special Educational Need or Disability.  It is our aim to be as fully inclusive as possible for children with a variety of learning and developmental needs as well as physical disabilities.

If you wish to book an appointment with Mrs Green, please contact the school office.

What kind of SEND does the school provide for?

The school accommodates all SEND in line with the Equality Act 2010 and provision is available for all the four areas of need outlined in the 2014 Send Code of Practice. As a school, we work with the speech and language resource centres and this helps us to provide a tailored curriculum for children with speech and language needs. We have tailored interventions that run for children with Cognition and Learning needs and these are matched to the child’s individual needs. We offer similar personalised programmes for children with Social, Emotional and Mental Health needs and children work individually and within small groups.
 

How will the school support my child/young person?

Children are assessed when they start school through the Early Years Foundation Stage curriculum. We use this information to provide starting points for learning and to develop a personalised learning journey which shows appropriate support and challenge for every child. Parents/carers are encouraged to discuss any concerns with the class teacher and the Special Educational Needs
Co-ordinator (SENCo).

• The Special Educational Needs Co-ordinator is Mrs Holly Green.
• There is rigorous tracking of pupil progress in all year groups which is analysed at half-termly pupil progress meetings.
• Targets are set for all pupils in Reading, Writing and Maths.
• Pupils not making expected progress are given support individually or in a small group.

There are termly meetings where parents can discuss their child’s progress and any concerns, but we also encourage parents to discuss their child’s progress at any time with class teachers, SENCo, the Principal or other appropriate professionals.
 

How will teaching approaches and the curriculum be matched to my child’s/young person’s needs?

Our curriculum is broad and balanced and is differentiated so all can succeed. We believe in a creative approach to teaching and
learning.

• All learning is carefully planned to take account of individual needs.
• All children are entitled to have access to high-quality learning opportunities and appropriate resources according to their individual needs.
• Those who need extra help will be placed at School Support and given support from within our school expertise or from specialist services.
   

How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

We encourage an active partnership between school and home. We aim to provide an inclusive, creative, child-led curriculum that
will equip children to be successful in life. We have high expectations of all pupils and of staff and this ensures that every pupil reaches what they are capable of.

• On our website we regularly share information about the curriculum and we provide regular newsletters for each class, setting out the learning for each half term.
• We hold regular meetings with parents to discuss their child’s progress.
• Home reading books enable parents to support their child’s learning.
• Home learning enables parents to support their child’s learning weekly.
• Children’s targets are discussed regularly with parents.
• Any child with a statement/EHCP will have an annual review where a member of staff from the LA will attend and progress is monitored.
   

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

We encourage children to talk about their overall wellbeing through play times, lunchtimes, assemblies and informal conversations. We want every child to feel safe and have good relationships with their staff. All children are encouraged to get on well and enjoy the positive ethos in the school.

• Individual health care and dietary plans are in place where needed and are shared and reviewed regularly.
• Support staff are all first aid trained.
• Risk assessments are updated regularly.
• The Headteacher/Family Support Worker works closely with the Educational Welfare Officer to monitor attendance.
• Our academy council gives children the opportunity to contribute their views and concerns.
• Children take part in pupil interviews and complete questionnaires and their views and opinions are considered.
   

What specialist services and expertise are available at or accessed by the setting/school/ college?

• Our staff receive regular training and our teachers all hold qualified teacher status. We consult with parents before involving any specialist outside support.
• Intervention groups are run by staff who have had the necessary training.
• The school has links with key professionals such as occupational therapists, physiotherapists, speech and language therapists, educational psychologist, behaviour and language support and SEND services.
   

What training are the staff supporting children and young people with SEND had or are having?

We have a highly trained staff and are always looking to update and widen our skills.

• Our SENCo has completed the SENCo qualification.
• Staff have been trained in Precision Teaching, speech and language programme and social skills groups.
• Support staff have received training for carrying out standardised assessments.
   

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

Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the
participation of their child. Our special needs and inclusion policies are on the website. All children are included in all aspects of school life wherever possible by careful risk assessment, making reasonable adjustments or putting extra support in place as appropriate.
 

How accessible is the school environment?

Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect
diversity in our setting and do our very best to meet the needs of all out learners.

• Part of our school is a new build, all on one level and is accessible to all.
• Our school has a wide entrance door with press button doors.
• Risk assessments are carried out if a child has specific needs.
• We work hard to build dialogue with parents through face to face meetings.
• We have two disabled toilets located throughout the school.
   

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

We believe that the needs of our pupils are best served by smooth and co-ordinated transfer and transition systems. To that end we co-operate with all schools to ensure relationships and dialogue are developed and sustained at all levels.

• Before starting school, children and parents visit the Nursery setting on a series of induction afternoons.
• Foundation Stage staff complete home visits in the July before the children are due to start with them in September. Children also stay for stay and play sessions in the nursery during transition arrangements.
• We prepare children well for transition to High School by encouraging high standards and independence.
• Children are given the opportunity to visit their chosen High School.
• Enhanced transition in the form of extra meetings and visits are arranged for children who have additional needs.
• We work closely with our main High School, St Peters Academy and have many joint policies and procedures to aid continuity.
   

How are the schools resources allocated and matched to children’s special educational needs?

Budgets are closely monitored and aligned to the school improvement plan. Regular reviews take place to ensure funds and staffing are best allocated to meet the needs of all children.

• We use our Special needs and our pupil premium funding to target vulnerable children.
• Provision is reviewed regularly to ensure there has been an impact on pupil progress and that funding is spent to benefit the children.
   

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

We ensure all pupils can access the curriculum by carefully planning learning according to individual children’s needs.

Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Interventions are then put in place to support their learning.

If interventions are not having the expected impact then the SENCo may refer to external professionals in discussion with parents.
 

How will our child be involved in the decisions about their learning?

We ensure that children have the opportunity to talk about their targets and share their experiences with the staff who work with them. Children have the opportunity to complete a questionnaire about their learning at the end of each term to express what they
have enjoyed and to discuss any further help that they may need.
 

How will we be involved in the decisions about the learning of our children and young people?

Parents views are collected each term by the SENCo when pupil passport meetings are done. A copy of the targets are shared with
the parents and progress towards these targets is shared by the class teacher.
 

How are parents involved in the school? How can I be involved?

We believe in building strong partnerships with parents.

• The school involves parents in their child’s learning through meetings, workshops, newsletters, assemblies and information on the website.
• We encourage parents to support their child’s learning through reading books and other home learning activities.
• Parents attend meetings with their child’s class teacher and also the SENCo if they have additional needs.
• Class teachers are usually available at the beginning and end of the day to address any concerns. Parents can leave a message for any member of staff to contact them through the main school office.
• Children can be given a home/school diary where comments can be recorded by either party.
   

What do I do if I want to make a complaint?

If you would like to make a complaint in the first instance you should contact your class teacher. You can also contact the SENCo
if you wish to make a complaint. If the school is unable to meet parent’s needs following discussions, a parent may feel the need
to complain. If a parent would like to make a complaint, they should request the School’s complaints policy from the school office.
 

What other support is available to parents and how can I contact them?

For further information please contact the school office in the first instance on 01782 234868.

The Principal is Mrs Kirsty Suleman.

The strategic lead for SEND at the school is Mrs Holly Green.

All class teachers will be happy to meet with parents to discuss any concerns.

The Local Authority’s Local Offer for SEND services is available here.

The SENDIASS team can be contacted on 01782 234701 / 01782 234847 or iass@stoke.gov.uk.

The local safeguarding team can be contacted on 01782 235100 or SRT@stoke.gcsx.gov.uk.