What we offer…
Curriculum Intent
To ensure all learners receive the knowledge and cultural capital they need to succeed in life. Our curriculum extends beyond the academic, technical or vocational. It provides for our wonderful children broader development, enabling them to develop and discover their interests and talents. We want our children to leave us well rounded, respectable and ready for the world!
Principles and Objectives
At Marfleet Primary Academy we believe that all pupils should have full access to a broad and balanced curriculum. In the case of pupils with Special Educational Needs this is no different. However, when planning for these children, small step targets from personalised learning programs or an Education, Health and Care plan may have to be considered in order to provide the necessary resources to enable access to the wider curriculum.
Areas of need and provision offered
| Social Emotional Mental and Health (SEMH) | Communication and Interaction | Cognition and Learning | Sensory and/or Physical |
| Information about our extensive SEMH support can be found here: |
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Adaptations to the learning environment
Additional resources, e.g. IT Access to online specialist resources. Fine and gross motor interventions. Access to specialist services such as: Occupational Therapy (OT) or Integrated Physical & Sensory Service (IPASS). |
Threshold of Need – Plan – Do – Review
Universal Offer
All teachers work towards the achievement of every child through excellent quality first teaching. We call this our Universal offer.
Additional Support
Some children require additional support over and above quality first teaching. In this instance children are placed on the school’s SEN Cause for Concern register and are monitored closely by the class teacher and SENCo. Teachers may informally meet with the child’s parents and adaptations may be made to the child’s provision including additional resources or specific short term intervention. We call this our Additional Support offer.
Targeted Support
Following a period of monitoring more specific and specialised support may be required. At this stage the child will be placed on the school’s SEN register. We call this our Targeted Support.
SEN Pupil Passport
This is done in consultation with the child’s parents, class teacher and SENCo. This is when the child’s needs and support are formalised into a SEN Pupil Passport. Pupil Passports are reviewed termly with the input of class teacher, SENCo and parents. Actions and targets on the SEN Pupil Passports are closely monitored by the class teacher, SENCo and School Leadership Team (SLT) to ensure the targets are having the desired outcome.
Interventions we offer
We offer a range of targeted interventions which have been created with the support of outside agencies. These include:
- Makaton
- Lego Therapy
- Phonics intervention
- Occupational therapy programmes
- Fine and Gross motor skill programmes
- Friendship groups
- Speech and Language
- Emotional Literacy Support (ELSA)
- Alternative free time provision
Speech and Language
Speech and Language is an integral part of our SEN offer. We aim to identify Speech and Language needs early, ideally within our Foundation Stage. Here staff have received additional training to identify needs and know when to pass concerns to the SENCo. In addition all children within the Foundation Stage and Key Stage 1 are screened through our Speech Link programme. This allows us to offer individualised and group support which is tracked on a 10 week cycle. Some children will require specialised support from a Speech and Language Therapist. In this instance we refer these children with the permission of the parent to the NHS Speech and Language Service.
Specialist Services
Children with official outside agency/service involvement or with an Education Health Care Plan (EHCP) access the school’s specialist support services. Children receiving specialist service support may have access to such things as: personalised bespoke timetables, specialist onsite alternative provision (Blossoms), Forest School, horse riding, increased adult support in classrooms. These children may have input from the school’s Educational Psychologist. The advice received from an Educational Psychologist will be fed into a child’s SEN Pupil Passport.
Blossoms provision
The schools Blossom provision is currently a 4 place ‘Nurture’ provision for children with SLCN and ASD (or awaiting assessment). This provision is currently overseen by Miss Maden (Assistant SENCo) with teaching delivered by Miss Wilson.
Children who may benefit from accessing nurture/ASD provision may be unable to regulate their responses to stress and anxiety and get easily frustrated.
They may find it difficult to:
- trust adults and build relationships;
- share resources and the attention of adults and other pupils;
- ask for help;
- have a feeling of self-worth;
- explore the world around them;
- attempt new things confidently without fearing failure.
Children with these difficulties may find it extremely difficult to access any learning in a mainstream classroom and therefore will not make the academic progress that they potentially can. Furthermore, children who have complex Special Educational Needs, and therefore need more bespoke provision in order to meet their full potential, may find this difficult to access in a mainstream classroom setting.
For further information please speak to the office on 01482 781943 or email admin.mar@ebor.academy
