Provision available at Ark Dickens Primary Academy

Provision available at Ark Dickens Primary Academy

Throughout their time at Ark Dickens Primary Academy children may receive varying levels of support according to their changing needs and circumstances. The information in the table below is a guide to the ‘typical’ levels of provision. As such, levels of support and provision will vary across time for individual children in response to their individual needs.

Ark Dickens Primary Academy provides a graduated response to each child dependent on the level of need. These are often referred to as waves of intervention.

A Universal or Whole School approach:  Quality first teaching through differentiation in response to identified areas of need is the first step in responding to any special educational need or disability.  In most cases, this should enable all pupils to access a wide and varied curriculum.

Targeted support:  One to one or small group support may sometimes be needed for those pupils who need additional short-term provision to catch up or remove any obstacle to their learning.  This is reviewed every half term and you will be kept informed of your child’s progress.

Specialised individual support: In some cases, individualised programmes may be needed for pupils who require specialist advice and or regular long term support from a professional outside the academy. Parents will be one hundred percent involved in this process.

Whole school approach, universal, quality first teaching.

 

   
  • Teachers plan for all subjects to take into account the identified needs of pupils using half termly assessments and pupil progress meetings to monitor the impact of support.
  • A team of support staff including teaching assistants and learning mentors are available to support in class with focused groups of pupils.   
  • Teachers provide a fully inclusive and differentiated class / curriculum approach according to the individual needs of pupils through:
    • Ongoing staff training and weekly master classes in school to share good practice.
    • Partnership with The Drive for Literacy Programme to access training and resources for teachers to support Dyslexic pupils in their classroom. 
    • Advice and training from the school’s speech and language therapist to support teachers to meet the needs of pupils with speech language and communication needs in class.
    • Advice and training from Portsmouth’s Behaviour Advice service to help teachers support individual pupils in class.
    • Advice and training from Portsmouth’s Educational Psychology Service to help teachers differentiate according to individual pupil needs
    • Advice and training from Solent’s Children’s Therapy Service to help teachers understand and support the early development of balance, movement and fine motor skills.  Advice is also provided for children who need physical or sensory adaptations to be made in class.
    • Advice and training from the Autism Education Trust to ensure that all staff have a basic awareness of autism and the needs of individual pupils
    • Advice and training from Portsmouth’s hearing impairment and visual impairment services to help teachers support individual pupils in class
  • Pupils are grouped within the classroom to reflect pupils’ learning needs for each lesson for areas such as handwriting, spelling, maths, writing and reading.
  • Teachers provide visual and practical learning opportunities through curriculum schemes such as Mathematics Mastery and Talk for Writing approaches.
  • There is a whole school focus on phonics from the early years to key stage one, using the Read Write Inc programme, to ensure a solid foundation in reading.   
  • There is a whole school focus on early language and communication skills using the Talk Boost materials in the Early Years and key stage 1 to develop pupils’ speaking and listening
  • Pupils have access to technology to support learning such as clicker 7 computer software and talking postcards.
Targeted support for individuals or small groups.
  • Literacy:
    • Where pupils fail to make progress with the class phonics, teaching the school may decide that they would benefit from daily 1:1 Read Write Inc tuition, which is monitored through daily and weekly targets.
    • Where pupils need further support in reading fluency, the school may decide that they would benefit from  a ten-week  Boosting Reading Potential programme, monitored to ensure accelerated progress in reading age
    • Where pupils need further support in reading comprehension, the school may decide that they would benefit from small group work with a member of staff with Inference Training.  This runs over 8 – 10 weeks and is monitored to ensure accelerated progress in comprehension age
    • Where pupils are significantly behind their peers in reading, the school may decide that they would benefit from The Fischer Family Trust Wave 3 Programme.  This runs over a half term or 10 weeks and is monitored to ensure accelerated progress in reading age.
    • Where pupils fail to make progress in writing, the school may decide that they would benefit from small group support led by a trained member of staff.  This is monitored over each half term to ensure accelerated progress against the writing curriculum.
  • Numeracy:
    • Where pupils fail to make progress in maths, the school may decide that they would benefit from small group support led by a trained member of staff to target misconceptions.  This is monitored over each half term to ensure accelerated progress against the maths curriculum.
  • Speech, language and communication
    • Where pupils are being seen by the Speech and Language Therapist, the school may be required to deliver a targeted programme, led by a trained member of staff and monitored by the therapist against individual targets
  • Social, emotional and mental health
    • Where pupils are showing signs of behaviour difficulties, the school may decide that they would benefit from small group or individual support from a member of the pastoral team.  This would be monitored on a half termly basis against individual targets.
    • Where pupils are being supported by Portsmouth’s behaviour team or Child and Adolescent Mental Health team, the school may be required to deliver a targeted programme, led by a trained member of staff and monitored against personal support plan targets
  • Physical and sensory (including medical)
    • Where pupils are being supported by Occupational Therapy and Physiotherapy, the school may be required to deliver a targeted programme,  led by a trained member of staff and monitored by the therapist against individual targets
    • Where pupils have a medical plan, a trained member of staff will be responsible for administering medication or following specified programmes
Specialised individual support (according to need)
We have access to specialist support from a range of agencies outside of the academy.  This includes:
  • Solent HNS : Speech and Language
  • Multi- Agency Behaviour Support Team (MABS)
  • Child and Adolescent Mental Health Service (CAMHS)
  • Portsmouth Educational Psychologist Department
  • Access to a Specialist Teacher ( Drive for Literacy)
  • Advisor for the hearing / Vision Impaired
  • Access and liaison with the Physiotherapist and Occupational Therapist
  • School Nursing Service
  • Social Services