At Pye Green, we want all pupils, regardless of their barriers, to be able to access education as fully as possible to be able to reach their potential. No child should be disadvantaged or left behind. We are a fully inclusive school where reasonable adjustments are a given and whole school training is prioritised. Close working relationships with parents are essential and this is something we pride ourselves on.

Within school, all pupils are entitled to Quality First Teaching. This is a style of teaching that emphasises high quality, inclusive teaching for all pupils in a class. Quality First Teaching includes adaptive learning, strategies to support SEN pupils’ learning in class, on-going formative assessment and many others. All staff at Pye Green Academy are aware that this is the expectation and, as such, your child will have work appropriately adapted and differentiated for them as required.

High quality teaching targeted to meet the needs of your child’s areas of weakness will be our initial response. Where progress continues to be less than expected, the class teacher working with the SENCDO, will then assess whether the child has an additional need. Children with additional needs will have an IEP (Individual Education Plan) and a One Page Profile that is created in conjunction with the pupil and parents to encompass the interests, needs and strengths. For some pupils with more complex and specialist needs, we may call on the expertise and experience of specialists from outside the Academy. These may be people who work for the SEND specialist teams in the Local Authority.

For the majority of children and for most of the time, we provide support in class, as part of normal day-to-day lessons. As an inclusive academy where every pupil is valued, we want all pupils to take a full part in all lessons and in every aspect of academy life alongside their peers. Our teachers plan and deliver high quality lessons that are adapted to meet the needs of all learners. However, if a pupil’s personalised assessment shows that they would benefit from working as part of a small group, this is carefully planned by skilled teachers, and delivered with support from teaching assistants.

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For pupils who are new to English, we provide a personalised pupil support plan that identifies their particular needs and details the additional support they will receive to help them improve their English and make progress in their studies. The plan is drawn up in partnership with the pupil and their parents. It highlights the key strategies that the Academy will use to help the pupil to learn, any additional activities (and programmes) the pupil should engage in at home and the way their progress will be monitored.

In drawing up plans for pupils with English as an additional language (EAL), we draw on the proven approaches we have used and refined over the years and on best practice from other academies and schools.

Our staff receive training on the best approaches to support pupils with EAL and incorporate this learning into their lessons. Some pupils with EAL benefit from one to one tuition or small group work to help them to make more rapid progress in their English language development. If this is needed, we consult with the pupil and parents to make sure it is well planned with clear objectives and timescales. The partnership with the pupil and parents is essential in helping pupils with EAL make the progress we want them to make so that, like all our pupils, they achieve their full potential.

We have very high expectations of all our pupils, staff and parents. We set ambitious progress and attainment targets for all our pupils based on their ability and prior attainment. We ensure that Gifted and Talented pupils are challenged and supported to excel, with stretching personalised targets in the classroom and tailored enrichment activities. Our approach enables Gifted and Talented pupils to play a full and active part in the life in of the Academy, taking on leadership roles and experiencing special activities that will excite and challenge them. A member of the Senior Leadership Team takes specific responsibility for Gifted and Talented provision, which is delivered by a class teacher.

From time to time, pupils may need access to additional support because of specific short-term issues. For example, if a pupil has had to deal with the bereavement of a close family member or friend, then they will need special emotional support. In these circumstances, we will work closely with the family and other agencies to make sure that we provide the support the pupil needs to help them deal with their emotions and to enable them to continue to make progress in their studies.

For some pupils, issues in the home or other external matters can affect their attendance or behaviour at the Academy. In these circumstances, the Academy provides intensive support to make sure they get the help and support they need to improve in these areas and to continue to succeed in their learning.

The Academy’s Pastoral Manager and SENDCO provide specialised, individual guidance for any young person in need. Sometimes the pupil and family need access to more specialist help. In these cases, we work in partnership with other agencies (the Local Authority, Health Services, voluntary organisations) to plan and provide this specialist support.