SEND

At Castle View Academy we believe that all pupils should expect to receive an education that enables them to achieve the best possible educational and wider outcomes and become confident, able to communicate their own views and ready to make a successful transition into adulthood.
 

Every pupil brings a unique pattern of strengths and areas of need to our community and the Academy aims to fulfil the potential of all pupils.


Our graduated approach to SEND provision ensures that all teachers understand that they are responsible and accountable for the progress and development of all pupils in their class and how they access teaching assistants or specialist staff when pupils need increased levels of provision or support.

 

Our Approach

Four centres run a range of interventions to support pupils, as well as offering a range of training to support classroom teachers. The intervention provided takes a 3-tiered approach to supporting learning:

 

Universal – this is the teaching that a pupil will receive from his/her class teacher and may include some very minor adaptations to match learning needs. It also includes ensuring that all teachers are aware of how to match these learning needs, through good communication and training systems.

 

Targeted – it may be appropriate to consider making additional short-term special educational provision to remove or reduce any obstacles to a pupil’s learning.  This takes the form of a graduated four-part approach of

 

a) assessing a pupil’s needs;

b) planning the most effective and appropriate intervention;

c) providing this intervention;

d) reviewing the impact on a pupil’s progress towards individual learning outcomes.

 

Sometimes this intervention may take place outside the classroom, as a 1-to-1 or with a small group of pupils. These will be limited to a number of weeks to minimise disruption to the regular curriculum. Parents are kept informed of their child’s progress towards learning outcomes.

 

Specialist – it may be necessary to seek specialist advice and regular long-term support from a specialist professional. Such specialists may include speech therapists or educational psychologists. Sometimes the Academy will enlist the services of external professionals such as occupational therapists, sensory advisory teachers or services provided by the Local Authority. The Academy may need to prioritise referrals to these services. However, for a very small number of pupils, access to these specialists may be through an Education Health Care (EHC) Plan.

 

Our Four Centres:

  1. Learning and Literacy
  2. Social, Emotional and Mental Health
  3. Sensory and Physical

 

Each Centre is led by a teacher or experienced teaching assistant and coordinated through the Assistant Principal.

 

  1. Learning and Literacy Centre

 

Our Learning and Literacy Centre is led by our SENCO and supports pupils with some of the following difficulties:

  • Dyslexia, Dyspraxia, Dysgraphia
  • Moderate Learning Difficulties (MLD)
  • Global Development Delay
  • Autism (ASC)
  • Reading and spelling difficulties
  • Numeracy and literacy catch up
  • Concentration and Working memory delay
  • Speech and Language difficulties (SPLD)

 

Examples of the work of this Centre can include:

Universal

  • Quality First teaching with appropriate differentiation
  • Visual aids to support key vocabulary, concepts and themes.
  • Access to homework support clubs
  • Access to assessment for identification of significant needs.
  • Training for class teachers, co-teaching and observation

 

Targeted

  • Blocks of 1:1 small group lessons that focus on a range of needs such as literacy, numeracy, verbal reasoning, comprehension and spelling.
  • Teaching Assistant support in some lessons.
  • Targeted lunch-time clubs for vulnerable students.
  • Catch-up lessons
  • Learning coach support

 

Specialist

  • Where needed, help from an external agency (e.g. Educational Psychologist).
  • Exam access arrangements
  • External agency advice
  • Specialist transition support
  • Termly assessment for pupils with literacy difficulties to review & plan

 

  1. Social, Emotional and Mental Health Centre (SEMH)

 

Our SEMH Centre supports pupils who experience short but significant periods of high anxiety, stress, distress or anger that affect their education. It also includes pupils who have a range of longer-term recognised mental health conditions. The centre supports some of the following difficulties:

  • ADHD / ADD / OCD / ODD
  • Anxiety and Eating Disorders
  • Attachment and Bereavement
  • Attendance
  • Aspergers
  • Forming and maintaining relationships
  • Self-esteem

Examples of the work of this Centre can include:

Universal

  • Key stage transition support
  • Whole school behavior policy and anti-bullying policy
  • Seating plans
  • Access to assessment for identification of SEMH
  • Training for class teachers, co-teaching and observation

 

Targeted

  • Blocks of 1:1 small group lessons that focus on a range of needs such as organisation, anxiety and self-esteem.
  • Teaching Assistant support in some lessons.
  • Targeted lunch-time clubs for vulnerable students.
  • Mentoring
  • Support with college applications and career paths

 

Specialist

  • Where needed, help from an external agency (e.g.Clinical Psychologist).
  • Referral to the school counsellor
  • External agency advice
  • Personal support plans
  • In-class support for pupils at risk of exclusion

 

  1. Sensory & Physical Centre

 

Our Sensory & Physical Centre supports pupils with physical difficulties that may require specialist external or internal coordination. The centre supports some of the following difficulties:

  • Vision & Hearing
  • Gross motor co-ordination
  • Fine motor co-ordination
  • Self-organisation for daily living

It includes conditions such as cerebral palsy, physical injury, dyspraxia

               

Examples of work in the Centre can include:

Universal

  • Quality first teaching with appropriate differentiation
  • Visual aids to support key vocabulary, concepts and themes.
  • Amplification of sound for aid users.
  • School adheres to guidelines on physical access.

Targeted

  • Medical Care Plans.
  • Handwriting /fine motor/keyboard skills training.
  • Access to assistive technology, software, audio digital books and IPod applications.
  • Access to teaching assistant support.

Specialist

  • 1:1 Outside Agency support from Advisory Teachers.
  • Individual handwriting /fine motor/keyboard skills training.
  • Specialist equipment and materials, such as low vision aids and enlarged adapted resources.
  • Access to assistive technology, software, audio digital books and IPod applications.

 

 

 

Intervention Menu

 

We believe that all students at Castle View should be able to be educated in a mainstream setting alongside their peers and therefore we do not offer an alternative provision or inclusion unit. We do not believe in segregating students and firmly believe that the best place for any student to be is in front of their classroom teacher. 

We do however design and deliver a range of interventions to support children achieving age-related expectations  in reading, writing and maths, as well as supporting their attitudes to learning, social and emotional wellbeing and behaviour. Interventions are delivered by a range of trained staff from both within the Academy Staff and also through external agencies.  All interventions involve assessments to identify the starting point and on-going progress. Interventions are monitored in terms of their intended outcomes and staff then review impact. There is regular dialogue between teachers and learning coaches to measure progress towards the target identified for the intervention and all staff build in opportunities to apply learning across the curriculum. We use an electronic intervention tracking system so that we can judge the effectiveness of the intervention and track children’s progress as they move through school.

 

Some of the interventions that we currently offer to students include ;

 

Lexia for students for students displaying traits of Dyslexia

Group Reading Intervention to help students make progress towards reaching their Age Related Expected reading age.

Talkabout – Social and Emotional discussion group around Teenage topics.

Anxiety Gremlin Therapy to offer support to students who suffer from Anxiety around being in school.

Lego Therapy – Communication intervention for SPLD students.

Motiv8 Behaviour and Consequences – Students attend classroom and practical based workshops looking at behavioural choices and the consequences that come from these.

Year 7 Nurture Group – A group which provides extra support to Year 7 students who are struggling with transition from Year 6 to Year 7.

 

 

For more details on the Local Offer of Support for pupils with SEND from Portsmouth City Council, please visit

http://www.portsmouthlocaloffer.org/

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