North Mead Is Proud To Be An Inclusive Academy

North Mead Primary Academy is proud to be an inclusive school, valuing the individuality of all children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well-being of all our children matter.

This page shares the policies and practices that we have in place to ensure these aspirations become apparent.

Changes To SEN

The changes in the Children and Families Bill affect the way children with special educational needs (SEN) are supported in schools. The new approach began in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:

  • Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feed back to the school on the young person’s progress.
  • Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
  • School Action and School Action Plus will cease and be replaced by a single school-based category for children who need extra specialist support.

Who is the North Mead Primary Academy SENCO?

Kirsten Holland

How will North Mead Primary Academy know if children need extra help?

Concerns can range from learning difficulties, language and communication difficulties, sensory impairment, medical problems to emotional, social and mental health issues.

  • Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected levels means that there is no learning difficulty or disability
  • Information passed from a child’s previous school may indicate that a child has a difficulty and support will need to be continued.
  • Reports received from e.g. doctors, educational psychologists, special needs teaching service, speech and language therapists may recommend specific support.
  • We always take into account information given by parents.
  • We listen to concerns expressed by the child.

After completing an assessment period, Teachers identify children to complete an ‘Early Monitoring form’ which will be discussed with parents and the Special Educational Needs Co-ordinator. Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.

What should I do if I think my child may have special educational needs?

Talk to your child’s class teacher about any concerns you may have. The class teacher will discuss these with the SEN Co-ordinator. Alternatively, you can arrange to meet with the SEN Co-ordinator directly.

What will happen if my child is identified as having special educational needs?

Once it has been agreed that a child has additional needs, you will be informed and they will be placed on the Special Educational Needs Register under the category of SEN Support. They may receive extra support or intervention if this is felt appropriate. Your child will receive 3 reviews each year whilst they are on the SEN register. This will be recorded on their own individual Pupil Passport. If they continue to make slow progress or have ongoing problems then the school may ask for advice from outside agencies (see question 9). A small number of children may go on to have an Education, Health and Care Plan (EHC) – these are for the most complex children that have significant and ongoing needs. If a child has an EHC plan then they will also have an additional Person Centred Review and the plan can stay with them up to the age of 25 if it is deemed necessary. These children will also receive a review in the 1st half of the Autumn term of Year 6 to discuss transition to an appropriate secondary school.

How will North Mead Primary Academy support my child?

At North Mead Primary Academy we are mindful of and comply with the LA Expectations of Schools, which outlines the key ways pupils should be supported in class. Our provision menu shows the full range of specific targeted support we give identified pupils to address their additional needs. All interventions and approaches in this document have been shown to have a positive impact on pupils’ learning.

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

Different interventions and approaches are used to address specific areas and we look carefully at your child’s individual needs when deciding how best to support your child and which interventions to use.

How will the curriculum be matched to my child’s needs?

Teachers are responsible and accountable for the progress and development of all pupils in their class. Lessons are differentiated to match each child’s needs. Teachers will make reasonable adjustments to the curriculum to meet individual need. At North Mead Primary Academy we have a well-designed curriculum with strong teaching and learning.

How will both you and I know how my child’s doing?

Teachers make on-going assessments for all children lesson by lesson and over a series of lessons. This information informs planning. Children receiving interventions will have their progress tracked throughout the time they are receiving the support. For children on the SEND register, there will be three reviews over the year. This will give you a chance to meet with the class teacher and you are offered the opportunity to meet with the SEN Co-ordinator during parent’s evenings. Your child’s progress will be discussed (including any interventions they have received). However, at any point during your child’s time at Northfield House Primary Academy, please feel free to ask your child’s class teacher how your child is doing. All children will receive a mid-year and end of year report that will inform you of your child’s progress throughout the year.

How will North Mead Primary Academy help me to support my child’s learning?

Children on the SEND register will be given outcome targets and at each review advice will be given on how you can help your child achieve these. At any point during your child’s time at North Mead Primary Academy, you can talk to your child’s class teacher about what support you can give.

What support will there be for my child’s overall well-being?

See our Removing barriers to learning document. This shows how we use out Inclusion Leader, Learning Mentor and Attendance Officer worker to support your child’s overall well-being.

What specialist services and expertise are available at or accessed by North Mead Primary Academy?

There are a variety of services and expertise that we can access:

  • Educational Psychologist
  • Learning
  • Communication and Interaction Support
  • Service (also Early Years Special Needs Teaching Service)
  • Learning and Autism Support Team
  • Social, Emotional and Mental Health Support Team
  • Education Welfare Officer
  • Visual / Hearing Support
  • Speech and Language Therapy
  • Medical – referrals to paediatricians via the GP
  • School Nurse
  • Social Care and Safeguarding
  • Sure Start
  • ADHD Solutions
  • Memphys
  • Parent Partnership

How accessible is the school environment? What facilities or equipment is available?

North Mead Primary Academy is fully accessible for all students. The school has a lift to allow access to the first floor.

Our environment is inclusive, and accessible. For further details please read our Accessibility Policy on the policies page.

How will I be involved in supporting my child?

We work with our families closely to ensure both school and home are working in tandem to support the best outcomes for the child. We do this through regular review meetings, individual student plans and via our Pupil Passports.

How is my child involved in this process?

We conduct regular pupil interviews, presentations and by setting regular targets and reviewing progress and outcomes with the child.

How will my child be supported with moving classes, year groups or to another school?

North Mead Primary Academy operate a robust transition plan, tailored for children’s specific needs. We use transition books, and visual aids to support children’s transition and work closely with other schools and secondary schools to support a smooth transition for each child.

How will my child be included in activities outside of school including trips?

As an inclusive school, our clubs and trips are open to all children, with risk assessments in place to ensure all children can access our broader enrichment offer.

What can I do if I am worried, unhappy with something or I need to make a complaint?

You may contact our SENCO, Miss Holland, our Principal Mr Burpitt, or Chair of the Academy Council, Mrs Brown.

A copy of our complaints policy is available on our policies page.

Who else can support me and my child?

ADHD Solutions, VAL and other external agencies are available for support.

Get in touch with school to be signposted appropriately.

Local Offer

You can find out about our Local offer here: Local Offer