Pennyman Primary Academy
At Pennyman Primary Academy we provide a fully inclusive and exciting learning community where children are challenged to be the best that they can be. This is reflected in our academy motto:
Every Child, Every Chance, Every Day
Who to contact
Where to go
- Pennyman Primary School
Pennyman Primary School
- TS3 0QS
We recognise that pupils learn at different rates and that there are many factors that influence achievement and attainment.
Many pupils, at some time in their school career, may experience difficulties which pose barriers to learning; these may be long or short term. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability; the policy covers all of these pupils.
Inclusion at Pennyman Primary Academy aims to reduce educational failure and maximise potential for all children by supporting children’s holistic development and helping to remove barriers to achievement. We will provide effective learning opportunities for all children based on their individual needs.
Pennyman Primary Academy hosts a 55 place unit for specialist provision to children with particular physical, medical or learning needs. Pupils will join mainstream classes wherever possible but sometimes will be taught in small groups where appropriate to support learning and personal needs.
- Contact Telephone
- 01642 314750
- Contact Email
- Local Offer Age Bands
- 5 -11 Years
- SEN Provision Type
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Children are tracked closely using whole school and specialist SEN tracking systems; those children considered vulnerable are identified. The SENDCo maintains a register of children with special educational needs and adopts a graduated response (Diary child; SEN Support, EHCP). Additionally, at every assessment point, pupil trackers are used to identify where other groups/individuals are causing concern in terms of progress and/or achievement. This model allows a transitory approach to the targeting of interventions both integral to, and additional to, class lessons.
- How will early years setting/school/college staff support my child/young person?
We have a continuous process of assessment ensuring children are challenged appropriately and achieve as well as they can. Vulnerable learners are tracked termly as part of pupil progress meetings and IEP reviews (where applicable). Close monitoring is undertaken by the Inclusion team which enables all vulnerable children to be monitored, with support targeted as and when required.
- How will the curriculum be matched to my child's/young person's needs?
Provision guidance based on pupil outcomes is provided to teaching staff; associated plans such as IEP’s and intervention plans are monitored closely by the SEND Inclusion team, through Key Stage pupil progress monitoring. Intervention practices follow a graduated response and take a positive approach to tackling under-achievement, viewing difficulties as differences in learning styles, to be accommodated and facilitated within teaching strategies, rather than perceived as a barrier to progress.
- Quality First Teaching
- Adult support in classrooms
- Differentiated teaching to promote choice and independence in learning
- Mentoring/friendship groups
- Extended school activities
- Commissioning of external professionals to engage targeted pupils
- Family support, with clear referral routes and easy access to targeted and specialist services
- Subject specific external moderation and Peer reviews
- Peer moderation and collaboration across the TVEd Trust
All children have an entitlement to a broad and balanced curriculum which is differentiated to enable them to both understand the relevance and purpose of learning as well as experience levels of understanding and rates of progress that brings feelings of success and achievement. Wherever possible, children are not withdrawn from the classroom, however, there are times when to maximise learning, children may work in small groups or in a one to one situation.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
We have adopted a whole school approach to support children’s needs, using a range of strategies which are regularly reviewed. The Trust Board, senior leaders and the Inclusion Team meet regularly to track progress and review the effectiveness of school procedures. We monitor planning, assessment, attainment, target setting, standards of teaching and learning and the school environment itself (see school website for 3 year Accessibility Plan). Access arrangements are sought for pupils with special educational needs for end of Key Stage 2 tests, in accordance with DfE guidance.
Within class, Individual Education Plans (IEPs) are reviewed and updated by class teachers with support from the SENDCo on a termly basis. The targets are generated through close liaison between parents, pupils, school and other agencies. Pupil progress and concerns about vulnerable pupils/groups are relayed to staff by Key Stage leaders where future and past actions are discussed against data and other measures. This information forms the basis of next steps in relation to vulnerable groups.
- What support will there be for my child's/young person's overall well being?
Pennyman Primary Academy employs care support staff to provide general first aid, lifting/handling through to more complex medical care, i.e paediatric first aid, tracheostomy care, stoma care and catheterisation. Children attending the academy unit provision who have medical and/or physical needs would have their healthcare support delivered by the care support team.
- How accessible is the setting/school/college enviroment?
The Academy site is fully accessible; it is a single storey site with ramps, disabled toilet(s) and washing facilities. Access arrangements are reviewed regularly and are available to download from the academy website (3 year Accessibility Plan). All visitors to the academy must report to reception and wear ID badges for the duration of their visit, signing out upon departure. All staff and children who require special assistance during emergency evacuation are included in the academy Personal Emergency Evacuation Plan (PEEP). Routine fire and emergency evacuation exercises are held each term. Visitors working directly with children must produce a valid Disclosure & Barring Certificate to Office staff.