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SEND Information

All Ebor Academy Trust schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the local authority (LA) to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

What is the local offer?

The LA Local Offer

  • The Children and Families Bill was enacted in 2014. From this date, Local Authorities and schools are required to publish and keep under review information and services they expect to be available for the children and young people with Special Educational Needs (SEND) aged 0-25. This is the ‘Local Offer’.
  • The intention of the Local Offer is to improve choice and transparency for families. It will also be in an important resource for parents in understanding the range of services and provision in the local area.

The School SEND Information Report

This utilises the LA Local Offer to meet the needs of SEND pupils as determined by school policy, and the provision that the school is able to meet.

The LA local offer can be found here

Our Environment

At Easington Church of England Primary Academy, we are committed to providing our pupils with a broad, balanced and enriched curriculum which is accessible to all and promotes inclusion. All our pupils are included in all aspects of school life and are equally valued in school. We create environments that are safe and calm so that our pupils feel comfortable to be in school and to enable them to flourish. Our staff work closely with a team to provide consistency of approach and strategies that we have in place for our pupils.

Because all children learn in different ways, we have tailored our classroom environments so that they can meet a range of needs. Where needed, our classrooms provide:

    • Visual supports (including dyslexia friendly, speech and language friendly and autism-friendly approaches)
    • A distraction-free learning zone
    • Sensory Processing strategies (movement breaks, noise reducing headphones, move and sit cushions, fiddle toys etc)
    • Access to multi-sensory and hands-on learning
    • Use of IT and alternative methods of recording where needed
    • Use of de-escalation strategies
    • A Restorative Practise Approach with daily check-ins and Affective Questions
    • A preventative rather than reactive approach
    • Positive praise – and lots of it!
    • Staffing ratios appropriate to the level of support needed.
  • If a child is still struggling in school and needs additional support, it may be that they need more Specialist level intervention and resources putting in place. Again, parents would be very much involved in this discussion and would work with the school to plan this. At this stage, your child would be receiving ‘SEND Support’ and the SENCO Team would be closely involved to support staff, your child and the family. The majority of children at this level with have some Assistant Teacher Support. Each child’s support package will look different depending on their level of need. As we are keen to promote independence and develop young people’s life skills for the future, where a child has AT support, we discourage the concept of 1:1 ‘velcroed’ support. Through careful planning, we will ensure that each child’s needs are met through a balanced approach of 1:1, group work and monitored independent time.

    SEND Support Defining

    The new SEND Code of Practice (2014) defines children as having special educational needs (SEND):

    A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

    A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

      • has a significantly greater difficulty in learning than the majority of others of the same age, or 16
      • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Communication is key

We pride ourselves on strong links with parents/carers and the child. We will always keep you in the loop when planning provision and intervention for your child. We have introduced comprehensive documentation for all our pupils receiving SEND Support that is written and reviewed jointly with parents and pupils. We know that by working together, we have a much greater chance of getting it right for your child. There are dedicated sections of your child’s plan for parents/carers and pupils to complete. We welcome yours and your child’s input into their plan, not just at their review meeting, but on a more regular basis as things arise.

 

Workforce

As part of Ebor Academy Trust, we are committed to providing high-quality training and support to all our staff. We have an experienced Academy Specialist for SEND who has dedicated time to work with our schools and our workforce. Our staff access in-house specialist training as a well as a wide range of external courses from other professionals and agencies.There are also ELSA trained staff in school to support children with social and emotional aspects of learning and speech-language and communication strategies.
Our Senior Leadership Team carry out weekly learning walks in all of our classrooms which ensure that advice and support is given regularly to staff which means we are confident that our pupils are receiving the best possible support and teaching.All staff in school are made aware of individual children’s specific needs and training/ support will be put in place as needed. This helps ease transitions from different teachers and into new year groups in September. The careful transition is also planned with Secondary Schools for those pupils in Year 6.

SENCO Team

Mrs S. Marshall – SENCO

Get in touch

admin.eas@ebor.academy

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