Darlinghurst Academy - Early years and education

We grow lively and creative minds.

We want children to have a chance to reach their potential.

We work hard to build:

Confidence
Resilience
Independence

Our aim is for a happy learning community. We want our children to work hard and play well.

Nursery

Our Nursery runs separate morning and afternoon sessions. Please contact us for more details.

General Enquiries

01702 478379

generalenquiries@darlinghurst.co.uk

https://www.darlinghurst.uk/home

Pavilion Drive, Leigh-on-Sea, Essex, SS9 3JS

Local Offer - Education

Toddlers and Pre-school (1-4 years) Primary Children (4-11 years)

Darlinghurst Academy’s Local Offer

In September 2014 a revised Special Educational Needs Code of Practice came into effect with minor amendments in 2015. This highlighted that all children and young people are entitled to an education that enables them to make progress so that they:

Achieve their best
Become confident individuals living fulfilling lives, and
Make a successful transition into adulthood, whether into employment, further or higher education or training.

In accordance with Chapter 4 of the SEND Code of Practice all Local Authorities must publish a Local Offer, setting out in one place information about provision that they expect to be made available for children and young people in their area who have Special Educational Needs, (SEN) or are disabled. (collectively known as SEND). This offer will, over time, be developed and reviewed in collaboration with the involvement of pupils, parents and service providers.

The Local Offer, provided by Southend City Council has two key purposes:

To provide clear, comprehensive and accessible information about the provision available to support disabled children and children with SEN and their families and how to access it.
To make provision more responsive to local needs and aspirations by directly involving children and young people with SEND, parents/carers and service providers in its development and review.

Additionally, as outlined in Chapter 6 of the SEND Code of Practice, schools are required to provide details of the school-specific offer, which we at Darlinghurst are calling the Academy Offer. This should reflect the Local Offer and elaborate on it.

All schools in Southend are committed to adopting a similar approach to the needs of all pupils with SEND. There is a shared expectation that all pupils, regardless of their specific needs, should be offered quality first teaching, which will enable all children to make the best possible progress in school and feel that they are a valued member of the wider school community.

The four broad areas within the Code of Practice encompass:

Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory and/or Physical

At Darlinghurst Academy our Academy Offer provides details of the resources, interventions etc. that we provide to support children with SEND. However, this support forms part of a structured programme of need and may run concurrently with other interventions or independently. Not all children will benefit from every aspect listed and agreement will be sought between all interested parties, parents, pupils and staff.

Some children will need increased support to access their learning because:

They have a significantly greater difficulty in learning than the majority of children their age
They have a disability as defined under the Equality Act which affects their ability to access and benefit from educational opportunities generally enjoyed by children of the same age.

Due to the ever changing needs of our children there may be additional support available that has not been covered here in this document. If you would like further information about what we offer at Darlinghurst, or what you feel your child needs, then please do not hesitate to contact our Inclusion Leader, Mrs Grant, directly.

If you are a new parent or thinking of joining us and what you feel your child may need is not qualified here please ring and make an appointment so that we can discuss your child specifically.

Communication and Interaction

These include

Speech and Language Difficulties

Developmental Language Delay
Developmental Language Disorder
Phonological/Severe Pronunciation Problems
Expressive language Difficulties
Receptive language/Language Comprehension Difficulties
Social Communications/Semantics and Pragmatics Difficulties

Disorders on the Autistic Continuum

Autism
Asperger’s Syndrome
Semantic/Pragmatic Disorder
Impaired Social Awareness
Impaired Social Communication
Impairment of Imagination

Provision Available

Speech, Language and Communication Needs
Access to support and advice from a Speech Therapist – obtained through the Early Help Family Support Assessment (EHFSA)
Access to support and advice from the specialist Speech and Language Teacher at the Speech and Language Unit
Individualised Speech and Language Programmes delivered in conjunction with the Speech and Language Therapist
Makaton
Talking Partners
Social Skills Group

Criteria could include:

Speech that is difficult to understand or unclear
May struggle to say words or sentences
May not understand words that are being used
May have difficulties knowing how to talk and listen to others
Selective mutism
Diagnosis from a Speech and Language Therapist (this can only be achieved if a child meets their criteria for short or long-term intervention)
Autistic Spectrum Disorder (including Asperger’s Syndrome and Autism)

Provision available

For children with a diagnosis access to support and advice from The St Christopher’s special school, who have expertise in ASD.
Closed activities i.e. those not open to interpretation
Social Stories
Visual Timetables
Use of Time out cards
Social Skills Group
Access to the Educational Psychologist
Take some language literally

Criteria could include:

Find social situations difficult
Unable to read body language of others
Poor imagination skills
Medical diagnosis of Autism or Asperger’s Syndrome (this can only be made by a paediatrician qualified to do so)

Cognition and Learning

These include:

Mild and Moderate learning Difficulties
Severe or Profound Learning Difficulties
Specific learning Difficulties

Provision Available

Mild and Moderate learning Difficulties
Screening Programmes to identify those who need targeted support
In class support
Interventions – group and individual support
Access to the Educational Psychologist

Criteria could include

Lower than expected levels of progress despite quality first teaching and significant interventions.
Parent, teacher and/or pupils identify concerns about the child’s ability to access certain aspects of the curriculum where normal interventions and/or differentiation have proved unsuccessful. Outside agencies may also be involved.
Specific learning Needs (e.g. dyslexia and dyspraxia)

Provision available

Screening Programme and further assessment to devise a bespoke programme of study
Access to the Educational Psychologist
Specialised programme that develops co-ordination – gross and fine motor skills in conjunction with the Occupational Therapist

Criteria could include

Parent, teacher and/or pupils identify concerns about the child’s ability to access certain aspects of the curriculum where normal interventions and/or differentiation have proved unsuccessful. Outside agencies, other than those listed, may also be involved.

Social, Emotional and Mental Health Needs

Provision Available

Behavioural Needs
Access to a Behaviour Support Manager
Access to specialist support from Outreach Service
Access to support through our Outdoor Learning environment
Family support through the Early Help Team (accessed through the completion of an EHFSA)
Access to the Educational Psychologist

Criteria could include

Children are displaying extreme behaviours, due to underlying social and emotional difficulties, which are preventing them from accessing the curriculum and impeding their ability to learn and make progress.

Poor control over own emotions
Unable to take responsibility for own behaviour
Diagnosis from a medical professional
Emotional and Mental Wellbeing

Provision available

Access to support and advice from the Nurture Base
Access to our Pastoral Support Team, including through our Outdoor Learning environment
Access to EWMHS (Emotional Wellbeing and Mental Health Service previously CAMHS, Child and Adolescent Mental Health Service) through the EHFSA dependent on meeting their criteria although a self-referral can also be made
Individualised Pastoral Support Plan which could include support from our Behaviour Support Manager
Access to an Emotional First Aider
Access to the Educational Psychologist
Family Support through the Early Help Team (following completion of an EHFSA)

Criteria could include

Children are displaying extreme behaviours which are preventing them from accessing the curriculum and impeding their ability to learn and make progress.
Behaviours displayed significantly disrupt the delivery of the curriculum to others within the class
Poor self-esteem and self-worth
Eating disorders
Poor control over own emotions

Social Needs

Provision available

Social Skills Group
Joined up working with Social Care and other outside agencies dependent on need and meeting that agencies access criteria.
Access to support through our Outdoor Learning environment

Criteria could include

Concerns are raised by parent, pupils and/or teaching staff regarding children’s social interaction.
Concerns are raised by pupils, parents and/or teaching staff about the safety and well-being of pupils in a variety of situations.

As a result of the Cornoavirus pandemic we recognise that many children may have mental health and emotional and wellbeing needs upon their return to school. These will be treated on an individual basis and will not necessarily mean that a child will be placed on the SEND register.

Sensory and Physical Needs

These include:

Hearing Impairment
Visual Impairment
Multi-sensory Impairment
Physical Impairment

Provision Available

Hearing Impairment

Access to Hearing Impairment Specialist Teacher based at the Local Authority
Physical Environment Audit

Criteria could include

Identified hearing impairment that may or may not need hearing aids.
Visual Impairment

Provision available

Access to Specialist Teacher for the Visually Impaired based at the Local Authority
Touch Typing lessons
Braille lessons if identified
Physical Environment Audit
Adapted resources
Specialist equipment if identified

Criteria could include

Identified visual impairment other than that which can be remedied using just glasses.
Multi-sensory Impairment

Provision could include

Risk assessment and additional support provision as identified

Criteria could include

Identified through medical assessment.
Physical Impairment

Provision available

Disabled toilet
Reasonable physical adjustments
Access to support and advice from Physiotherapist and Occupational Therapist as required
Trained LSA support
Ramp access to most classrooms

Criteria could include

Identified physical impairment requiring short or long-term medical intervention and support.

Medical

This can encompass many things and will be dependent on the needs of the individual child.

Please note this is not specifically classed as a special educational need

Provision Available

Specialist support as needed
Access to specialist medical professionals
Access to school nurse
Individualised Care Plan
Medical Room
Secure storage for medication

Criteria could include

Medical need requiring short or long-term care/intervention

Some of the organisations below may also be able to answer any questions that you may have about additional educational needs

Autism Anglia is a good website they offer arrange of autism specific information for the family
The National Autistic Society
Information and support for Autism and Asperger Syndrome. Parent to Parent (P2P) is a confidential telephone support service for parents and carers of an adult or child on the autism spectrum (recommended by the NAS) 08088004106
NAS Recommended Autism Helpline Call 0808 800 4104. Lines are open 10am-4pm, Monday to Friday (free from landlines and most mobiles) We give impartial, confidential information, advice and support to people on the autism spectrum, their families, professionals, researchers and student
SCOPE can offer support locally regarding disabilities that may be affecting an individual or family. Our local contact is Linzi.Lee.Ellison@scope.org.uk 07436831218
Contact a Family Organisation who helps families of children with varying disabilities.

This list is not exhaustive and the information does not replace professional advice/diagnosis, our aim is to keep adding to the list of sites. If you know of any other good quality websites, groups or phone numbers which may be of use to other parents or if you would like information on a specific need to be published then please let Mrs Grant know.

Darlinghurst Academy SEND Policy and Information report.

Tracy Grant. Call 01702 478379 or 01702 509209. Email info@autus.org.uk

6-10 years 0-5 years

Universal

How does the setting/school/college know if children/youngpeople need extra help and what should I do if I think my child/young person may have special educational needs?

We know when pupils need help if:

concerns are raised by parents/carers, teachers or the child
limited progress is being made
there is a change in the pupil’s behaviour or progress

We identify the needs of pupils with SEND as early as possible including gathering information from parents and other agencies. The school has strong links with outside agencies which may be able to provide additional support to the family as a whole or the child as an individual. Many of these agencies can be accessed through the completion of an Early Help Family Support Assessment (EHFSA)

The school works as a team and all pupils are continuously monitored by their class teacher who are well placed to identify any needs or concerns.

What should I do if I think my child may have special educational needs?

The class teacher is the initial point of contact for responding to parental concerns
If you continue to have concerns then contact Mrs Grant, our Inclusion Leader, who will be happy to discuss your concerns further.

Where a concern has been raised a 360 assessment will be undertaken by the class teacher in order to investigate and identify barriers to learning. This will be used to support and identify any additional provision needed

How will early years setting/school/college staff support my child/young person?

How will the teaching be adapted for my child with SEND?

Each pupil’s education programme will be planned by the Class Teacher, in conjunction with the parent and additionally the Inclusion Leader where necessary. Provision will be personalised to suit the pupil’s individual needs, their strengths and their weaknesses. This may include additional general support by the Teacher or Learning Support Assistant in the classroom.
If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills etc. then additional interventions may also be put into practice. The length of time of the intervention will vary according to need and the appropriateness and effectiveness of the interventions will regularly be reviewed.
Pupil Progress Meetings are held each term. This is a meeting where the Class Teacher meets with the Principal, Vice Principal, Year Lead and Inclusion Leader to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as a Speech and Language Therapist and Educational Psychologist and a referral will be made through the completion of additional documents in conjunction with the parents.
A few children will have needs that can’t be met purely by the school’s SEN budget and they will be considered for an Education, Health and Care Plan in conjunction with parents, the school and the Local Authority including any additional agencies involved with the child.

How will the cirriculum be matched to my child's/young persons needs?

The school uses a number of methods of assessment to identify the strength and weaknesses of all children, including those with SEND.

When a pupil has been identified with special needs their work will be personalised by the Class Teacher to enable them to access the curriculum more easily. Reasonable adjustments to the learning environment will be made, wherever possible, to facilitate the appropriate provision of care needed for all pupil’s.
If a child has been identified as having an additional need, they will be given an Individual Support Plan (ISP) and a 360 assessment completed. Outcomes will be identified according to the area of need in conjunction with the child and parent/carer. These will be monitored by the Class Teacher and Inclusion Leader. ISPs will be discussed with parents and new outcomes agreed with them in conjunction with the pupil; we value highly the contribution that both the pupil and their parents/carers have in this process. Due to the Coronavirus it may not be possible for this to be undertaken face to face.

How will both you and I know how my child/young person is doing and how will you help me support my child's/young person's learning?

Normally you will be able to discuss your child’s progress at Parents’ Evenings. However, due to the Coronavirus this may no longer be possible and alternative means will be sought
Your child’s Class Teacher should be available if you wish to raise a concern. Due to the Coronavirus this may need to be over the phone. Appointments can be made to speak in more detail to the Class Teacher or Inclusion Leader by contacting the school office.
ISPs will regularly be reviewed and new outcomes agreed

What support will there be for my child's/young person's overall wellbeing?

Our Pastoral Team will support each child based on their individual needs, in discussion with parents and any outside agencies as necessary.

What specialist services and expertise are available at or accessed by the school/setting/college?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise, some of which can only be accessed through the EHFSA or GP. These may include:

Educational Psychologist
EWMHS (Emotional Wellbeing and Mental Health Service)
Social Services
Speech and Language Therapist
Physiotherapy and Occupational Therapist
Early Help Family Support Service
School Nursing
Behaviour Outreach Support (Parallel Learning Trust)
The St Christopher’s School
Paediatric support through the Lighthouse Child Development Centre
Local Authority Attendance Officer

What training are the staff supporting the children and young people with SEND have had or are having?

We aim to keep all members of staff up to date with relevant training and developments in teaching practice in relation to the needs of pupil with SEND. The Inclusion Leader attends relevant courses and meetings. In addition to this different members of staff have received training related to SEND and this continues to be reviewed in line with the changing needs of the children. These have included sessions on:

How to support pupils on the autistic spectrum.
How to support pupils with social and emotional needs.
Mental Health First Aid.
How to support pupils with speech and language difficulties.
How to support pupils with physical and co-ordination needs.
How to support pupils with Diabetes.
How to support pupils with Downs Syndrome.
How to support pupils with Cystic Fibrosis.
First Aid training.
epi-pen training.
Makaton training
How to support pupils with a visual impairment.
How to support pupils with a hearing impairment.

Where a child is due to attend the school whose needs have not been previously supported every attempt will be made to secure training prior to the child’s arrival or as soon as possible thereafter.

Mrs Grant has also gained the qualification ‘National Award for Special Educational Needs Co-ordination.’

How will my child/young person be included in activities outside this classroom including school trips?

Activities and school trips are available to all. However, due to the Coronavirus the regularity of these may need to be curtailed
Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

How accessible is the setting/school/college environment?

We try to ensure that classrooms provide an enriching, visually stimulating learning environment to enable all pupils to access the curriculum and resources needed. Due to the Coronavirus additional practices have been put in place to ensure the safety of all. Where a child needs specialist resources or adaptations then additional advice will be implemented.

As an academy we are happy to discuss individual access requirements. Facilities we have at present include:

ramps into the school to make the building accessible to all.
adapted toilets for disabled users.
wide doors throughout the building.
designated disabled parking bays
regular reviews of the School Accessibility Plan
Personal Emergency Evacuation Plans (PEEPs)
visual timetables
a small number of children may need a quieter space to support them at lunchtime and we have designated zones in this respect
for children who may be overly anxious they may have the opportunity to visit our Anchor Room for a short period to reframe their learning. This facility remains available during the Coronavirus restrictions with additional precautions in place.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

When a child with an EHC plan is in Year 5 a transition meeting/review will be arranged with the parents, child and potential new school(s) to arrange an action plan to ensure a smooth transition
We work closely with the local secondary schools to provide as much support and information as possible
Additional visits accompanied by members of staff can be arranged if required
Work is undertaken in the classroom to provide transition support for all pupils in Year 6.
Dedicated staff meetings for handover sessions take place between teachers when changing within school year groups so that needs, effective strategies and resources are shared, with additional transition visits where able/required.
We work closely with local Pre-schools and Nursery’s especially for those children coming to the school who are known to have special educational needs.
The Inclusion Leader ensures that all relevant information about vulnerable pupils is shared with all staff
Where necessary a transition book/social story will be created to prepare a child for their new teacher and learning base.

During the academic year 2019-20, due to the Cornoavirus, alternative arrangements have had to be made and due to the ongoing pandemic support will be subject to change and adaptation to ensure the safety and well-being of all.

Where a child is moving to or from another school for different reasons additional, personalised transition arrangements can be made with the Inclusion Leader.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

These decisions are made in consultation with the Class Teacher, Year Lead, Inclusion Leader and, where appropriate, external agencies.
Decisions are based upon termly tracking of pupil progress and level of need as well as the result of any assessments undertaken within school and outside agencies.
If your child has an Education, Health and Care Plan (EHCP) then the amount of support will also be influenced by this.
During their school life if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

How is the decision made about what type and how much support my child/young person will receive?

These decisions are made in consultation with the Class Teacher, Year Lead, Inclusion Leader and, where appropriate, external agencies.

Decisions are based upon termly tracking of pupil progress and level of need as well as the result of any assessments undertaken within school and outside agencies

All parents and pupils are encouraged to contribute to their child’s education. This may be through:

discussions with the Class Teacher
during parents’ evenings – although there may be limitations in place due to the Coronavirus
during discussions with Mrs Grant and/or other professionals
parents and pupils are strongly encouraged to participate in the setting of ISP outcomes

How are parents involved in the setting/school/college? How can I be involved?

All parents and pupils are encouraged to contribute to their child’s education. This may be through:

discussions with the Class Teacher
during parents’ evenings – although there may be limitations in place due to the Coronavirus
during discussions with Mrs Grant and/or other professionals
parents and pupils are strongly encouraged to participate in the setting of ISP outcomes