Welcome to the SEND page of our website.  Our SEND Department is led by Mr Waldren and comprises a team of teaching assistants and qualified staff who support students across the Academy. In addition, there is one Inclusion Officer who supports students throughout the day and 3 other members of staff who provide small group intervention.

At Castle View Academy we believe that all pupils should expect to receive an education that enables them to achieve the best possible education 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.

What We Do:

We provide support for students who have additional learning needs relating to categories of SEND defined in the SEN Code of Practice document as:

  • Communication and interaction difficulties
  • Cognition and learning difficulties
  • Social, emotional and mental health difficulties
  • Sensory and physical difficulties


Communication and Interaction

Children may have a delay or disorder in one or more of the areas around Attention / Interaction skills.

This may mean that pupils will find it hard to:

  • Ignore distractions
  • Focus on tasks / instructions
  • Stay on task without prompts
  • Use appropriate interaction
  • Maintain peer relationships
  • Initiate or maintain a conversation

Children may have difficulties understanding / receptive language and will need:

  • Visual support to understand or process spoken language
  • Augmented communication systems
  • Repetition of language and some basic language needs to aid their understanding

Children may have difficulties with speech / expressive Language and will need:

  • Simplified language and limited vocabulary
  • Frequent clarification of ideas
  • Some development in the speech sound system
  • Additional grammar / phonological development


Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as use of:

  • Language, memory and reasoning skills
  • Sequencing and organisational skills
  • An understanding of number
  • Problem-solving and concept development skills
  • Fine and gross motor skills
  • Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.


Social, Mental and Emotional health

Children may have difficulties with social and emotional development which may lead to or stem from:

  • Social isolation
  • Behaviour difficulties
  • Attention difficulties (ADHD)
  • Anxiety and depression
  • Attachment disorders
  • Low self esteem
  • Issues with self-image


Sensory and/or Physical

Children may have medical or genetic conditions that lead to difficulties with:

  • Specific medical conditions
  • Gross / fine motor skills
  • Visual / hearing impairment
  • Accessing the curriculum without adaptation
  • Physically accessing the building(s) or equipment
  • Over sensitivity to noise / smells / light / touch / taste
  • Toileting / self care

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
4.    Phoenix

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:
•    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

•    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

•    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


2.    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:
•    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

•    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

•    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


3.    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:
•    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.

•    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.

•    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


4.    Phoenix Centre

The Phoenix Centre is a safe-base for students and a temporary provision to provide students with the skills and confidence to re-integrate back into mainstream lessons.

The Phoenix Centre has two aims:
•    To support students who are vulnerable due to SEND or medical needs. These students may find main stream school challenging due to anxiety and need to be integrated back into mainstream education with a personalised timetable.
•    To intervene with students who are ‘not getting it right’ in regards to their attitude towards learning and behaviour for learning.

The centre runs two internal programmes, where students are referred by the pastoral team. The programmes are run in small groups and for a fixed period of time. 

Phoenix 1 - Dealing with Emotions, Anger and Relationships
This programme uses cognitive behavioural therapy techniques to help students understand and manage their emotions.  It aims for young people to:
•    Examine the causes of anger, how we respond to it and the effects it can have;
•    Examines how anger makes people think, feel and behave and how we can begin to change this;
•    Addresses the purpose of anger and how to deal with it in a more positive way;
•    Understand coping strategies for challenging situations;
•    Consider the importance of building relationships.

Phoenix 2 - Self-esteem and Stress
The programme develops an understanding of why we develop low self-esteem, what we can do to improve it and how all this links to coping with stress. In addition, the programme introduces long and short-term coping strategies for managing difficult situations.  It aims for young people to:
•    Examine the importance of self-esteem and where we develop it;
•    Use the positive and negative thought spiral to examine negative thinking patterns; 
•    Examine how and why stress affects us before looking at how changing our thinking patterns means we can cope better with the inevitable stress we will encounter;
•    Examine ways in which students can plan to make changes that can improve their future;
•    Look at different coping strategies for dealing with stress.


Inclusive Education

We pride ourselves on being fully inclusive and predominately all students attend mainstream lessons with their peers, to ensure they gain the highest specialist subject knowledge from their teachers. Staff at the Academy are continually receiving CPD on how to support a variety of additional needs, therefore in line with the DfE Code of practice First Quality Teaching is at the heart of support for SEND students.

For further support on Portsmouth's services and provision to supporting parents and young people click here to see the local offer.


Additional Information

Access Arrangement

SEND & Inclusion Staffing Structure

SEND Policy

Parents' Guide to SEN at CVA

Contact Information

Mr Dan Waldren - or 02392 370 321 (Ext 244)

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