How we support learning
Supporting children with educational and physical needs
At GEMS Twickenham Primary Academy we recognise that all children have a right to a broad, balanced relevant and differentiated curriculum. We aim to create a happy, educationally exciting and positive environment in which all pupils can develop to their full potential. We recognise that children are individuals, that each one has needs special to him or her.
We aim to:
We adopt a whole school approach to special educational needs. No pupil will be refused admission to school on the basis of his or her special educational need although we will be clear about what the school can provide in its start-up phase. We will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. All staff work to ensure inclusion of all pupils and to ensure that pupils with special educational needs and disabilities can fulfill their potential and achieve optimal educational outcomes. All areas of school life are inclusive and the teaching is tailored towards individual learning providing challenge and support; encouraging everyone to reach their full potential. Staff provide a positive ethos to enable the children to work towards the development of life skills and instill life-long learning aspirations for everyone through a range of activities which are fun and enjoyable.
We have a register of our SEND pupils and each pupil has an individual educational plan (IEP) to identify areas for development, provision that is in place, targets and action points. The IEPs are drawn up by our SENCO with input from the class teacher, parents and the pupil if appropriate. Our SENCO works closely with the Principal to implement early intervention strategies. These range from differentiated activities to support in and outside the classroom. We have strong links with our Local Authority Educational Psychology and Mental and Emotional Welfare services. They provide training for staff, workshops for pupils and some support for individual pupils.
If there are more applications received than there are places, any children for whom the school is named in a Statement of Special Educational Needs or Education Health & Care Plan will take priority over other applicants when being offered a place.
Who should I contact to discuss concerns or needs of my child?
Our SENCO is Miss Kizzie Elliott
GEMS Twickenham Primary Academy, 57 Colne Road, Twickenham, TW2 6QF
Ph: +44 (0) 203 019 6196 Email: email@example.com
Assessment, planning and review/ Partnerships for Progress
How does the school know how well my child is doing?
How will I be kept informed about how well my child is doing?
How regularly will I be updated on my child's progress?
Will I know if my child is not making progress and what will happen?
What is the curriculum and how is it taught? How will the curriculum be adapted to meet the needs of my child? How flexible can teachers be in meeting the needs of my child? Is there any additional support available to help my child reach his/her expected outcomes?
Are there any special features or strategies to help children learn? How do I know my child's particular needs will be met?
Children may be identified as benefiting from social skills groups and the use of social stories.
What arrangements are available for pupils to access tests and assessments? How will I know if my child qualifies for additional support or time to access tests?
How does the school help my child to feel comfortable and safe and manage social situations? How does the school help develop my child's social and emotional skills? What is the school's policy on bullying?
What facilities are in the school to assist children with disabilities move around the building and take part in all lessons? How do I know my child will be able to access all lessons?
Who does the school work with? How does the school work with other agencies? How will I be informed?
TPA works with a number of services including:
The Local Offer is a website that provides information on local services and support available for families including children and young people aged 0 - 25 years with special educational needs or disabilities.
Local Offer website www.afclocaloffer.org.uk
Email address for enquiries and feedback: firstname.lastname@example.org
Phone number for enquiries: 020 8547 4722
Parent carer forums are local groups of parents and carers of children and young people with disabilities who work alongside local authorities, education, health and other service providers to ensure the services they plan, commission, deliver and monitor meet the needs of children and families. They also offer support and advice to families from a parent point of view.
SEND Family Voices (SFV) provides this service for Kingston and Richmond.
Phone: 07469 746145
Independent Supporters can work with you and your child to ensure that your voices are heard. They offer a free, friendly, flexible service for families and young people. They offer support when:
you have applied for an education, health and care plan (EHCP) for your child
your child has a statement that is transferring to an EHCP.
They aim to do this by:
supporting you to understand the legal framework underpinning the changes in SEN
helping you think through and identify what the changes mean for you
attending or supporting you at meetings with the local authority or school
The local organisations that provide this service are:
Independent Support Partnership
Phone: 020 8831 6076
KIDS Richmond and Kingston SEND Information, Advice and Support Service (SENDIASS)
Phone: 020 8831 6179
In addition to independent support, the Information, Advice and Support Service (SENDIASS) offers advice across a wide range of subjects. This may include help with personal budgets and how to use the Local Offer plus:
support with understanding reports and letters, attending meetings and preparing for assessments and reviews
information and signposting to support services in your area
support with transition and preparing for adulthood
support with and signposting to mediation
advice and support on benefits
How will the school help my child settle with confidence and manage change as they move between schools and year groups.
Early years Transition
Moving on at Year 6
If your child is moving to another school we will:
If your child joins us from another school we will:
Children who are learning English as an additional language (EAL) have skills and knowledge similar to those of monolingual English-speaking children. Their ability to participate in the full curriculum may well be in advance of their communicative skills in English. The school is committed to making appropriate provision of teaching and resources for pupils for whom English is an additional language, and for raising the achievement of ethnic minority pupils who are at risk of underachievement. The school will identify individual pupils’ needs, recognise the skills they bring to the school and ensure equality of access to the curriculum. Each EAL pupil has an individual learning plan (ILP) to identify areas for development, provision that is in place, targets and action points. The ILPs are drawn up by our SENCO with input from the class teacher, parents and the pupil if appropriate. Initially support will focus on the extension of vocabulary to facilitate access to all areas of the curriculum. Support tends to be within the classroom, especially in reception and Key Stage One but pupils may be withdrawn when more intensive support is required.
GIFTED AND TALENTED
At Twickenham Primary Academy we recognise and provide for pupils who require additional challenge and pace to their work because they are either gifted or talented. We tailor education to individual need, interest and aptitude to ensure that every pupil achieves and reaches the highest standards possible. We use a RED (Recognise, Encourage and Develop) approach which is embedded across the curriculum at all levels. A register of these pupils is kept updated by our SENCO. We may have many pupils who are recognised as being ‘able’ due to their advantageous experiences and home tutoring. This does not necessarily reflect their innate ability and these children would not be included within the school’s register. Each pupil has an individual learning plan (ILP) to identify areas for development, provision that is in place, targets and action points. The ILPs are drawn up by our SENCO with input from the class teacher, parents and the pupil if appropriate. RED boxes of activities are located in each classroom to provide challenge and key stage two pupils receive an invitation to join a weekly club to extend them in their area of gift or talent.