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17/10/17

Two of our amazing pupils entertaining Year 1 pupils during lunch today https://t.co/i8GITEY4Tk

17/10/17

Thank you to N and his family for our Diwali gift https://t.co/lkRmcsYF1S

17/10/17

Great Parents Evening tonight...always lovely to see our amazing families celebrating achievements https://t.co/ksunFlNH8J

17/10/17

Retweetd From Andy Buck

Congratulations to tonight’s winner https://t.co/PQGJNvUaub

17/10/17

Retweetd From Andy Buck

Some serious jigsaw puzzling going on in this evening! https://t.co/FM8EcvIDnP

17/10/17

Retweetd From Paula J matthews

Good luck to the children !

16/10/17

Retweetd From Cheryl Kenyon

Well done to all children who performed everyone did a great job and some amazing performances. lovely to see so many school together:)

16/10/17

Great meeting with today....very excited about the future training for our staff and projects for our children https://t.co/cf9VNMbfLG

16/10/17

Well done to our amazing drummers! https://t.co/O2tltdkTKx

16/10/17

Well done to our amazing children! https://t.co/HhAQSLHWjl

16/10/17

Retweetd From Tracy Butchart

Good luck everyone, have fun 😃

16/10/17

Retweetd From Cheryl Kenyon

Good luck, have a great time:)

16/10/17

Backstage in the dressing room...not long now until the performance! https://t.co/ttnySY0Jp4

16/10/17

We are on our way to to take part in the Black History Month celebration event. Our pupils will perform using the djembe drums https://t.co/CYA4JAlcFe

16/10/17

Amazing Y1 homework project showcase at our academy today! Superb projects and great parent support! https://t.co/nabdo1fvud

14/10/17

More amazing ‘Core Values At Home’ projects https://t.co/SvOVoWgGTm

14/10/17

Amazing ‘Core Values At Home’ projects created by our amazing pupils and their families https://t.co/XLj8efgMVv

13/10/17

Our precious family display in Nursery. When you join our academy, so does the whole family. https://t.co/q0WB9OiyOM

13/10/17

Our amazing ‘Always’ pupils today at our special lunch https://t.co/ivd8EGOuc4

13/10/17

Retweetd From Harris Careers

Looking for a role at lunchtime or after school? has your ! https://t.co/zmxsUbkS55 https://t.co/8FKCsna6S3

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

SEN & Disabilities

 

Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. All pupils at Harris Primary Academy Mayflower have the right to achieve their maximum academic and social potential.   At the Academy we believe that all students have learning differences rather than learning difficulties and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.

We offer a range of support to develop teachers expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO, as  well as specialist advice/input within the classroom.  We also have a learning resource base in the Academy where students can access specialist intervention as appropriate.

You will find detailed provision maps of what Harris Primary Academy Mayflower can currently offer for your child, depending on their needs and the support they require. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.

 

The SENCO (Special Educational Needs Coordinator) is Mrs Clair Bazela
Contact details: 0203 772 4588
Email: c.bazela@harrisprimarymayflower.org.uk

 


 

Harris Primary Academy Mayflower's vision for pupils with SEND

 

The terms School Action, School Action plus and Statement will no longer apply.

Under the new Code, children with complex SEN will be given an Education Health Care plan (EHC plan). For some children this will mean being educated in specialist provision. Where it is felt these children can still be educated in a mainstream setting, the support outlined in the EHC plan will be provided by the school in collaboration with the Local Authority (LA).

It will be the school’s responsibility to provide for all other children with additional needs.

SEN will be categorised under four main headings: Communication and Interaction which includes Speech, Language and Communication needs and Autistic Spectrum Disorders, Cognition and Learning, including Specific learning Difficulties, Social, Emotional and Mental Health and Sensory Needs which are hearing and visual impairments.

The Code of Practice explains that once a potential SEN is identified, four types of action are needed to put effective support in place. These actions form part of a cycle through which decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and what supports the pupil to make good progress.

This process is known as the ‘graduated approach’. The four actions are:

  1. Assess: the class teacher and SENCO/ SEN teacher should clearly analyse a pupil’s needs before identifying a child as needing SEN support.
  2. Plan: parents must be notified wherever it is decided that a pupil is to be provided with SEN support. Teachers, SENCO/SEN teacher and parents should collaborate on problem solving, planning support and strategies.
  3. Do: Implement the agreed support and set a date for review
  4. Review: the effectiveness of the support should be reviewed in line with the agreed date

Our plan

For most children at Harris Primary Academy Mayflower, their needs will be met through quality first teaching with clear differentiation. Where more targeted support is required we will continue to involve outside agencies such as Educational Psychologists and Speech and Language therapists and use their advice to consider how best to support a child. Should it become apparent that the targeted support within school is still not efficient; the school is able to apply for additional funding to support that child. It would be at this stage that an EHC plan may be considered.

Our aim will be to provide support in school where it is most needed.

Our SEN teaching Assistants will continue to provide support; although this will be more class based its aim will be to help identified children make progress in certain areas relating to maths or literacy. It will continue to be delivered on a half termly basis.

For those children with more specific needs, requiring additional support, this will be provided by one of our  SEN team .

They will deliver a half term’s intensive programme to identified children working towards clearly identified targets. The intervention will be delivered in the way that best suits the child or children involved.

For all children their progress will be reviewed regularly.

 

‘The Local Offer’ For our academy can be found through clicking on this link and it details what we are able to provide for pupils with a special educational need or disability.

 

If you have any questions or queries please do not hesitate in contacting me.

Best wishes

Mrs Clair Bazela

SENCO Harris Primary Academy Mayflower

 

 

 


 

The SEN Code of Practice key changes

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  • It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  •  For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

To see the  SEN Code of Guidance, please visit https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/325875/SEND-Code_of_Practice-June2014.pdf

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