Local Offer

  • Our ‘Local Offer’ for Special Educational Needs and Disability (SEND)

    Falmouth Primary Academy, as part of the The Learning Academy Trust provides an inspiring education, through excellence. We recognise and value individuals and are committed to raising aspirations for all. Everyone is focused on success. Falmouth Primary Academy is at the heart of our community.

    Our local school offer details the provision that we provide within the Academy and outlines our determination to meet the needs of all children within the school, including those with additional needs and disabilities.

    All staff and governors are involved in monitoring and evaluating the provision provided and are collectively responsible for the successful implementation of the offer to ensure success and achievement for all pupils.

    Responsible Persons

    The SENCO is Mrs Jennifer Hobday. The LAB member responsible for Inclusion is Mr Richard May.

     

  • Listening to and responding to children and young people

  • Whole Academy approaches - The universal offer to all children and YP

    • Views and opinions of all pupils are valued.
    • Pupil voice is represented in all aspects of Academy: School council, Class meetings, Head boy and girl Prefects
  • Additional, targeted support and provision

     

    • SEND pupils are included in all consultation groups.
    • Additional provision is developed in light of student voice and observed needs.
  • Specialist, individualised support and provision

     

    • Individual support is responsive to the views and needs of pupils with SEND.
    • Pupils’ views and assessed needs are an integral part of TAC meetings, SEN and Annual Reviews
    • Pupils’ views are incorporated into personalised curriculums which are represented by their Pupil Support Plans (PSPs)
    • All documentation is presented in a format that is accessible to the pupil.
  • Partnership with parents and carers

  • Whole Academy approaches - The universal offer to all children and YP

     

    • The Academy works in partnership with all parents and carers. The Academy has access to a full time Family Support Worker to provide advice to all parents who require additional support in a range of situations.
    • Parents and carers are encouraged to participate in activities to support their children, the Academy and wider community through The Friends of Falmouth Primary.
    • Parents and carers are invited to attend all progress review meetings and respond to parental view questionnaires..
    • Pupils’ progress reports are sent home annually.
  • Additional, targeted support and provision

     

    • Parents and carers have been invited to attend information sessions about our literacy and numeracy programmes.
    • The Academy website provides ideas to support children’s learning
    • Parents are able to contact the Academy about their concerns at any time and arrange appointments to discuss matters with the appropriate members of staff.
    • If pupils are identified as requiring additional and different provision, parents are consulted and advised regarding their children’s needs and progress.
  • Specialist, individualised support and provision

     

    • Parents and carers are actively involved in all TAC meetings and SEN or Annual Reviews where their views are integral to consultation and development of positive outcomes for their child.
    • Where appropriate, parents are given support to access multi-agency support and are involved in all relevant consultations.
    • All documentation is presented in a format that is accessible to parents.
  • The curriculum

  • Whole Academy approaches - The universal offer to all children and YP

     

    • The curriculum is designed to ensure the inclusion of all students.
    • All students, regardless of ability, have full access to the curriculum, which is designed to encourage independence and is skills based.
    • The Academy incorporates learning through use of the local environment.
    • Regular data tracking and pupil progress meetings identify pupils who need specific interventions.
    • The Academy has a whole school behaviour policy, with rewards and sanctions.
  • Additional, targeted support and provision

     

    • Intervention packages are needs led.
    • The progress of all pupils taking part in intervention groups is measured on a regular basis.
    • The intervention packages are adapted in light of pupil progress.
    • Small group interventions includes a variety of personalised programmes such as: Read Write Inc Top-up tutoring, Speech and language programmes, Fine and gross motor skills focused programmes, Social skills programmes, Self-esteem programmes, Subject specific acceleration programmes
  • Specialist, individualised support and provision

     

    • Pupils are supported in accessing all areas of the curriculum regardless of their SEND, with adult support where necessary. The curriculum is appropriately differentiated to ensure achievement for pupils with SEND.
  • Teaching and learning

  • Whole Academy approaches - The universal offer to all children and YP

     

    • The Academy ensures quality first teaching to support the progress of all pupils.
    • The literacy programmes Read Write Inc (RWI) is taught in differentiated groupings to ensure appropriate targets and progress for all pupils. The majority of pupils in KS2 are taught literacy through daily differentiated literacy lessons Numeracy is taught through daily differentiated lessons.
    • Partner work is integral to all aspects of teaching and learning.
    • Lessons are planned to incorporate different learning styles and encourage thinking skills.
    • Pupils’ work is consistently marked to facilitate pupils’ understanding of whether they have achieved the learning objective and the next steps in their learning.
    • Pupils self-assess their understanding and learning throughout the curriculum.
  • Additional, targeted support and provision

     

    • Class teachers and teaching assistants share information and lesson plans to ensure that pupils with SEND have targeted support and provision.
    • Teaching assistants/class teachers work with small groups to: ensure understanding; facilitate learning; foster independence; support pupils’ focus and engagement.
    • Independent learning is supported where possible through the use of a range of technology such as interactive whiteboards, laptops, IPADS, kindles and digital cameras.
  • Specialist, individualised support and provision

     

    • Personalised and differentiated work is provided to facilitate independent learning.
    • Pupils’ progress and achievements are celebrated to support the development of self-esteem and confidence.
    • One-to-one support is in place for pupils who need more intensive support but independence is encouraged wherever possible.
    • Appropriate external agencies are consulted for advice on teaching and learning for pupils requiring highly specialised additional provision.
  • Self-help skills and independence

  • Whole Academy approaches - The universal offer to all children and YP

     

    • Independence and self help skills are instilled in all pupils from Foundation onwards.
    • Appropriate resources are available in all classrooms to promote independence, such as: Learning walls, ICT, Resources that are easily accessible.
  • Additional, targeted support and provision

     

    • Pupils can access personalised provision, appropriate to the individual lesson, to support learning. This may include: Small group support by the teacher or teaching assistant. Additional visual support in the form of task boards, footnotes and mind maps.
  • Specialist, individualised support and provision

     

    • Where appropriate, personalised visual timetables and NOW/NEXT task boards are utilised to support the development of independence.
    • Where necessary, intimate care plans are devised with the parents and carers, with the aim of promoting self-help skills. The School Nurse service can also be consulted to further encourage independence in toileting.
  • Health,wellbeing and emotional support

  • Whole Academy approaches - The universal offer to all children and YP

     

    • Emotional resilience and well-being are considered fundamental to effective learning at the Academy.
    • The PSHE curriculum is embedded in all aspects of the Academy’s curriculum and includes all pupils. Regular PHSE sessions are held in each class and adapted to the needs of the pupils.
    • Risk assessments and safety policies are in place to ensure all children are safe within the Academy.
    • Routine hearing tests are conducted on all children in Y1.
  • Additional, targeted support and provision

     

    • Where appropriate, pupils participate in small intervention groups to promote self- esteem and emotional well-being. The type of provision will be planned according to need.
    • All staff provide additional support and advice to parents and carers who have concerns regarding their children’s health and emotional well-being. The Academy can also access a Family Support Worker as necessary.
  • Specialist, individualised support and provision

     

    • Students with specific medical conditions have an individual health care plan.
    • Additional support for pupils can be requested from specialist agencies such as: the CICESS team for looked after children; School Nurse Service; CAMHS; social care; CLEAR, DREADNOUGHT
    • TACs, Early Support meetings and Annual Reviews are supported by a range of agencies.
  • The physical environment (accessibility, safety and positive learning environment)

  • Whole Academy approaches - The universal offer to all children and YP

     

    • All areas of the Academy are accessible to everybody, current scheme of building work allowing.
    • Accessible equipment is provided according to need.
    • Pupils feel safe and secure in their environment and empowered to ask for help when required.
    • There is a designated ‘Designated Safeguarding Officer’ (and deputies) and a named teacher for Looked After Children
    • Teachers focus on rewarding good behaviour to promote a positive learning environment.
    • The rewards and sanctions system is applied robustly on a whole school basis.
  • Additional, targeted support and provision

     

    • Access to specialist equipment resources where appropriate.
  • Specialist, individualised support and provision

     

    • Designated teaching areas are available, dependent on the specific needs of pupils.
    • Dedicated resources are matched to pupils’ needs.
  • Transition from year to year and setting to setting

  • Whole Academy approaches - The universal offer to all children and YP

     

    • The Academy provides excellent transitional arrangements with its onsite nursery and onwards to the two local secondary schools.
    • The transitions from all the local nursery settings are carefully planned and involve a number of visits by appropriate staff. New pupils are invited to visit the Academy on several occasions prior to entry to ensure a smooth transition to school.
    • The Academy has regular access to the Falmouth Secondary School transition team. Falmouth Secondary School pastoral support staff also visit Y6 during the summer term. Transition days are organised annually and children transitioning to alternative secondary settings will have transition days arranged. Children have the opportunity to attend “Inspire” workshops at the local secondary school. There are also regular sporting activities for KS2 through the local secondary school’s partnerships held at the local secondary schools.
    • Transitions between year groups are carefully planned, with full consultation between relevant teachers and transition visits arranged at the end of the academic year.
  • Additional, targeted support and provision

     

    • The SENCO liaises with all settings to ensure all information is shared to support successful transitions.
    • Additional transition sessions between year groups are arranged according to the specific needs of individual and identified groups of children.
  • Specialist, individualised support and provision

     

    • The SENCO and Head of School liaise with the relevant settings to arrange additional transition visits for pupils who require a personalised transition programme.