Consulting with our SEND Pupils, Parents & Carers

Our aim within the Ribbon Academy is…

‘To develop a modern, world – class curriculum that will inspire and challenge all learners and prepare them for the future.’

Ribbon Academy operates its inclusive provision in line with Durham Local Authorities SEND policies and procedures. All of our pupils follow the Early Years Foundation Stage and the National Curriculum at a level and pace suitable for their ability, whilst our SEND philosophy places children at the heart of personalised learning and our curriculum is tailored to meet individual pupil needs. At times, modifications to the curriculum may be implemented, supported by the use of PIVATS, or similar programmes, which provide a structured approach to assessing, planning for learning, tracking and measuring small steps of attainment. To fulfil this vision, within Ribbon Academy, we are committed to:

  • A range of teaching and learning styles
  • Differentiated materials (both for reinforcement and extension)
  • Access to ICT
  • Additional in class support
  • Additional out of class support
  • Flexible groupings (including small group work)
  • The appropriate use of rewards and sanctions
  • Mentoring and counselling
  • A broad range of extra-curricular activities, including additional learning opportunities before and after school
  • Assessment procedures that emphasise pupils’ strengths and achievements
  • Applications to examination boards to obtain access arrangements as appropriate

By the time children leave our school in Year 6, all achievements, additional needs and learning styles will be passed over in a fully transparent transition period including parent meetings, meetings with new school staff and children’s taster days.

(It is important to note that not all pupils referred to our SENDCo will permanently be placed upon our SEND register; any support and guidance given may be short, medium or long term depending on need).

Ribbon Academy has a relentless focus upon sustained progress and achievement and we are committed to the equal inclusion of every pupil across all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). At Ribbon Academy, we recognise that all pupils are entitled to a quality of provision which will enable them to achieve their full potential. We believe in positive intervention; removing barriers to learning; raising expectations and levels of achievement, and working in partnership with other agencies in order to provide a positive learning experience for all SEND pupils from the earliest point at which difficulties arise.

We believe that the time spent at Ribbon should prepare our young people for future life and equip them with the skills they need to be independent, resilient members of the community. As such, we ensure that the years spent with us are about so much more than an education based upon exams; life at Ribbon is an experience which will remain with, and prepare, our students for the rest of their lives.

Our SENDCo is responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision in school to support individual children with SEND. She will liaise with staff to monitor pupil progress and plan further interventions where progress is slower than expected, as well as having regular contact with a wide range of external agencies that are able to give more specialised advice.

‘The quality of teaching across all subjects continues to improve.’

OFSTED COMMENTS

‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’

OFSTED COMMENTS

‘The teaching of phonics is a strength.’

OFSTED COMMENTS

‘The governing body knows the school and the local community very well.’

OFSTED COMMENTS

‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’

OFSTED COMMENTS

‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’

OFSTED COMMENTS

‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’

OFSTED COMMENTS

‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’

OFSTED COMMENTS

‘Ribbon are doing a fantastic job.’

PARENT COMMENTS

‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’

OFSTED COMMENTS

‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’

OFSTED COMMENTS

‘School have done a fantastic job in all areas.’

PARENT COMMENTS

‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’

OFSTED COMMENTS

‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’

PARENT COMMENTS

‘All support and communication is brilliant’

PARENT COMMENTS

‘We are so grateful to all the effort the teachers are putting in.’

PARENT COMMENTS

‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’

PARENT COMMENTS

‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’

PARENT COMMENTS

‘Disadvantaged and most-able children are making particularly good
progress.’

OFSTED COMMENTS

‘Parents are
confident that their children are happy, safe and well taught.’

OFSTED COMMENTS

‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’

OFSTED COMMENTS