What SEND support looks like at Ribbon Academy

School staff, pupils themselves and their families should agree the level of SEND support required to meet the needs of your child and an ‘Assess, Plan, Do and Review’ cycle should be put in place. This is also known as the graduated approach.

The graduated approach means that class teachers and/or the SENDCo will:

  • Assess your child’s special educational needs
  • Plan provision to meet the aspirations and agreed outcomes for your child
  • Do – put the provision in place
  • Review the support and progress, including more specialist expertise if required

SEND support should be reviewed at least three times a year with you and your child (where possible), with input from any professionals who are actively supporting your child at that time. This can include:

  • Teaching and Learning Partner (TLPs) working with individuals or small groups
  • Care workers for children with physical and medical needs e.g. moving & assisting, peg feeding etc.
  • Outside professionals providing intimate care support or medical treatment e.g. physiotherapy or occupational therapy etc. (following training by specialists)
  • Adults delivering extra-curricular activities
  • Place2Be – Mrs. Sue Hardy, SPM
  • Education Welfare and Attendance Officer – Mrs. Kathryn Maddison

Outside support from specialised agencies may provide a variety of services appropriate for the individual child which aren’t available in school. This includes:

  • Autism and Communication Team
  • Behaviour Intervention Teams/PRU (Pupil Referral Unit)
  • Cognition and Learning Team
  • EAL (EMTAS) English as an Additional Language
  • Educational Psychology Service
  • Equalities and Inclusion Education Development Advisors are part of the Early Years Development Team, Education Durham
  • EWEL Team
  • Sensory Team for Children with Visual or Hearing needs
  • SENDIASS – Special Educational Needs and Disability Information Advice and Support Service
  • Health Provision
  • CAMHS
  • Consultant Paediatricians
  • Occupational Therapy
  • Physiotherapy
  • School Health
  • Speech and Language Therapy
  • Specialist Support Team for Children with Physical and Medical Needs

Education, Health Care Plans

In exceptional cases, school and families may decide to request:

  • a place in an enhanced mainstream provision, if relevant to your child’s needs
  • an Education, Health & Care (EHC) assessment

This type of support is available for children whose learning needs are, severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will require specialist support in school from a professional outside the school to meet their needs within school.

For your child this would mean:

The school (or you) can request that Local Authority carries out a Statutory Assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a Statutory Assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think that your child needs this, they will ask the school to continue with the current support.

After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health and Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

The EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.

Additional adults may be used to support your child within whole class learning, targeted individual intervention programmes or within a small group. An individual Costed Provision Map would indicate required levels of support above the £6000 threshold with a need for additional top-up funding from the LA.

‘The quality of education at the school is “Good”, with a broad and inspiring curriculum that builds knowledge progressively.’

OFSTED COMMENTS

‘Early years provision is rated “Outstanding”, with staff providing a magical learning journey that encourages curiosity and independence.’

OFSTED COMMENTS

‘Quality of Education: The quality of education provided is considered “Good”. The curriculum is broad, inspiring, and well-thought-out, enabling pupils to build on their knowledge progressively.’

OFSTED COMMENTS

‘Reading and Literacy: Reading is prioritised, with an effective phonics program starting in the early years. Pupils’ love for reading is nurtured through various competitions and a well-stocked library.’

OFSTED COMMENTS

‘Community and Extracurricular Activities: Pupils engage in activities like ‘Ribbon Radio’ and the ‘Poets’ Podium’, developing confidence and showcasing their talents. The school also runs breakfast clubs, after-school activities, and a community café, enhancing the sense of community and belonging.’

OFSTED COMMENTS

‘The Ribbon Academy is rated as “Good” overall, reflecting high standards in various aspects of school performance.’

OFSTED COMMENTS

‘Parents are highly supportive of the school, agreeing that their children are happy and well-supported.’

OFSTED COMMENTS

‘The school has a strong safeguarding culture, with effective systems in place to ensure the welfare and safety of all pupils.’

OFSTED COMMENTS

‘Reading is a priority, with an effective phonics program starting in early years, fostering a love for reading among pupils.’

OFSTED COMMENTS

‘Leadership and management are “Good”, demonstrating high ambitions for all pupils and a strong culture of mutual support among staff.’

OFSTED COMMENTS

‘Pupils thrive in an inclusive, nurturing environment where their accomplishments are celebrated.’

OFSTED COMMENTS

‘Behaviour and attitudes are rated “Good”, with pupils showing positive behaviour both in and out of lessons.’

OFSTED COMMENTS

‘Early Years Provision: The provision for early years is rated “Outstanding”. The staff provide an exceptional range of carefully planned learning activities that encourage curiosity, independence, and the development of spoken language from day one.’

OFSTED COMMENTS

‘The school provides rich extracurricular opportunities, such as “Ribbon Radio” and the “Poets’ Podium”, which help develop pupils’ confidence.’

OFSTED COMMENTS

‘Inclusivity and Nurturing Environment: The school is described as inclusive and nurturing, with high expectations for pupils’ behaviour and achievements. Celebratory displays showcase pupils’ accomplishments, creating a positive and inspiring learning environment.’

OFSTED COMMENTS

‘Behaviour and Attitudes: Behaviour and attitudes at the school are rated “Good”. Pupils exhibit positive attitudes towards learning and demonstrate a strong understanding of the school’s values.’

OFSTED COMMENTS

‘Leadership and Management: Leadership and management are rated “Good”. Leaders have high ambitions for every pupil, and there is a strong culture of mutual support and teamwork among the staff. The governing body and trustees are knowledgeable and committed to the success of the pupils.’

OFSTED COMMENTS

‘Personal Development: Personal development at the school is rated “Outstanding”. The curriculum provides a wide range of experiences that prepare pupils for success beyond the school gates, including educational visits and active citizenship opportunities.’

OFSTED COMMENTS

‘Personal development is “Outstanding”, offering a wide range of experiences that prepare pupils for success beyond the school.’

OFSTED COMMENTS

‘Pupils feel safe and have positive attitudes towards learning, understanding and demonstrating the school’s values.’

OFSTED COMMENTS

‘Safety and Well-being: Pupils feel safe at the school, describing it as a “safe spot”. There is a strong culture of safeguarding, with effective systems in place to report and follow up on concerns. The pastoral team works tirelessly to ensure the welfare of all pupils.’

OFSTED COMMENTS