Home Page

SEN and Inclusion

Inclusion

 

We at Meadow Park Academy understand that each pupil has individual and unique needs. However, some pupils require more support than others to achieve. Many pupils may require help throughout their time in education, while others may need a little extra support for a short period to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognize this and plan accordingly. Meadow Park Academy aims to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the academy curriculum. 

 

Inclusion at Meadow Park Academy includes:

 

  • Special Educational Needs
  • Gifted and Talented Children
  • Children with English as an additional Language
  • Child Protection
  • Looked After Children
  • Child Action Teams (Family Support Workers, Primary Mental Health Workers, Prevention and Support Workers, Emotional Welfare Development Workers)
  • Educational Psychology
  • In school Interventions
  • Deployment of Support Staff
  • Liaison with Medical Professionals

 

If you have any queries about Inclusion at Meadow Park Academy please make an appointment to see Mrs Holmes or Mrs Doran at the School Office.

 

Supporting Children with Additional Needs

 

We at Meadow Park Academy understand that each pupil has individual and unique needs. However, some pupils require more support than others to achieve. We acknowledge that a significant proportion of pupils will have SEN at some time in their academy career. Many of these pupils may require help throughout their time in education, while others may need a little extra support for a short period to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognise this and plan accordingly. Meadow Park Academy aims to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the academy curriculum. 

 

Provision

 

Students known to have SEN:  If a pupil is known to have SEN when they arrive at the Academy, the Head, SENCo, literacy and numeracy coordinators, departmental and pastoral colleagues should:

  •  use information from the pupil's primary school to provide starting points for the development of an appropriate curriculum for the student;
  • identify and focus attention on the pupil's skills and highlight areas for early action to support the pupil within the class;
  • ensure that ongoing observation and assessment provide regular feedback to all teachers and parents about the pupil's achievements and experiences, and that the outcomes of such assessment form the basis for planning the next steps of the pupil's learning;
  • ensure that appropriate informal opportunities for the pupil to show what they know, understand and can do, are maximised through the pastoral programme;
  • involve the pupil in planning and agreeing targets to meet their needs;
  • involve parents in developing and implementing a joint learning approach at home and in school

 

Graduated approach  

 

The Code recommends a four part cycle through which earlier decisions and actions are re-visited, refined and revised with a growing understanding of the pupil's needs and of what supports the pupil in making good progress and securing good outcomes.  The Academy's approach is explained in the table within the policy below.  However, each case will be considered on an individual basis and where necessary action taken outside of this approach.Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff

 

One Page Profiles

 

 If the parents and the Academy decide that a pupil should receive additional support, apply for an assessment or an Education Health and Care Plan, the Academy will work with the parents and other agencies if appropriate in order to employ strategies to assist progress.  Such strategies which will be written in a One Page Profile, will include:

•          the short term targets set for or by the pupil

•          the teaching strategies to be used

•          the provision to be put in place

•          when the plan is to be reviewed

•          success and / or exit criteria

•          outcomes (to be recorded when the One Page Profile is reviewed).

 

One Page Profiles will be reviewed at least twice a year.

 

Education Health Care Plans

The Academy (as well as the parents) can ask the LA to arrange an Assessment of the pupil.  The Academy will always consult with parents before exercising this right.  If the LA refuses to make an Assessment, the parents (but not the Academy) have a right of appeal to the First-tier Tribunal (Special Educational Needs and Disability).

 

 Provision under the Education Health Care Plan (EHC Plan):  Where a prospective pupil has an EHC Plan, we will consult the parents and, where appropriate, the LA to ensure that the provision specified in the EHC Plan can be delivered by the Academy.  We will co-operate with the LA to ensure that annual reviews of EHC Plans are carried out as required.

 

 


  • Vision and Values for MPA
  • At Meadow Park Academy we aim to develop the individual as a whole - mind, body and spirit, by celebrating
  • each child’s unique skills and qualities and targeting personal development alongside achievement and
  • progress. We encourage our pupils to be creative, take risks and build character in order to maximise
  • achievement in all areas. In doing so they develop a lifelong love of learning through nurture and adventure as well as
  • the resilience to follow their own paths and contribute to our communities as responsible global citizens.
  • Our School Values
    • To be responsible
    • To be determined
    • To be proud
    • To be respectful
    • To be creative
    • To be positive