How we Adapt the Curriculum and Learning Environment for Children & Young People with SEND
Ribbon Academy ensures accessibility of all pupils to the school through:
adaptations to the physical environment
improvements in the provision of information
access to the curriculum
Parents/carers should always talk to the SENDCo and/or Deputy Head Teacher to discuss what we can reasonably do to include every child.
All children learn and develop in different ways and may need extra help and support at various points throughout their time at school. Some children, at some time in their school life, might have additional or different needs and it may be that they will be on our SEND register for a short period or a long period of time. However, children’s needs will be reviewed regularly in order to ensure that the provision is suitable and supports every child’s development. We will:
ensure that all pupils have access to the school curriculum and all school activities in order to promote highest levels of achievement
help all pupils achieve to the best of their ability, regardless of any difficulty or disability they may have
ensure that all staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs
support pupils to gain in confidence and improve their self-esteem
work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
make suitable provision for children with SEND to develop their abilities, interests and aptitudes and gain maximum access to the curriculum
promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
regularly review policy and practice in order to achieve best practice.
In addition, Ribbon Academy is fully compliant with DDA requirements.
Our learning environment is large and specifically set out for easy access for children with physical/mobility difficulties.
The school is on one level with easy access through double doors.
There are disabled toilets and a specially equipped room for intimate care needs, including a child’s toilet adapted for easy access, a hoist and large changing bed.
There is a Sensory Room in the main teaching corridor and Nursery.
We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.
Children with physical/medical needs have a comprehensive Individual Health Care Plan in place.
After school provision is accessible to all children including those with SEND.
Extra-curricular activities are accessible for children with SEND.
SEND interventions may include:
Cognition and learning – Memory Magic, Number Stacks, Dandelion Readers, Nessy, Giant Ben 10, Lego Therapy, advice from the Cognition and Learning Team.
Communication and interaction – Speech and language programmes as advised by Speech and Language Therapists, Colourful Semantics, Listening Skills; a structure imposed on aspects of play using ‘Identiplay’ with planned, structured activities and adult modelling.
Social, Emotional and Health Difficulties – Zones of Regulation; social stories; Lego Therapy, Nurture Groups, Place2Talk and Place2Be. We also work with the EWEL (Emotional Wellbeing Team).
Sensory and/or Physical Difficulties – gross motor skill programmes; fine motor skills interventions; advice from the Occupational Therapy Service.
If a child has physical and/or medical needs, then a detailed Individual Healthcare Plan is compiled in close consultation with parents/carers and with support from the relevant medical professionals involved with the child.
Individual Healthcare Plans (including any emergency procedures) are shared and discussed with staff.
Staff receive appropriate training, where required, on an annual basis.
Where necessary and in agreement with parents/ carers, medicines are administered in school but only where a signed Administration of Medication Consent Form is in place to ensure the safety of both child and staff member.
We have members of staff who are trained in the Administration of Medication
We have members of staff who have First Aid Training, including Paediatric First Aid Training.
Risk assessments are completed to support children with complex physical/ medical needs.
For pupils with complex needs, we aim to meet their needs through an Individual Healthcare Plan. This plan is compiled in close consultation with parents/carers and with support from the medical professionals involved with the child e.g. community paediatric nursing team.
Individual Healthcare Plans are reviewed and updated each year or as required. They may include:
Parental Agreement for School to Carry Out Procedures
moving and assisting/handling plans
Parental Agreement for School to Administer Medication
Copies of these Individual Healthcare Plans are shared with relevant staff and other agencies involved with the care of the child.
Some pupils may require a Personal Emergency Evacuation Plan (PEEP) written in conjunction with the Site Manager and representative from the LA SEND and Inclusion Service.
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘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.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘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.’
‘All support and communication is brilliant’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘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.’
confident that their children are happy, safe and well taught.’
‘The quality of teaching across all subjects continues to improve.’
‘School have done a fantastic job in all areas.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘We are so grateful to all the effort the teachers are putting in.’
‘Ribbon are doing a fantastic job.’
‘The teaching of phonics is a strength.’
‘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.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘Disadvantaged and most-able children are making particularly good
‘The governing body knows the school and the local community very well.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘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.’