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Personal Development and Wellbeing provision

Personal Development and Wellbeing

At Marfleet Primary Academy we recognise the importance of the development of the ‘whole child’. We understand wellbeing is fundamental to the overall health of an individual, enabling them to successfully overcome difficulties and achieve what they want. This is why our curriculum focuses not just on academic achievement but on Personal Development and wellbeing.

The school offers all children access to a comprehensive Personal Development curriculum as part of our Marfleet Learning Goal. Alongside this we also offer a range of support for children and families in need of additional help to aid their wellbeing.

The school uses a ‘Barriers to Success’ Strategy to monitor all children weekly.

The Universal Offer is the offer given to all of the pupils identified as having a barrier to success

Universal offer – The offer provided for all children

  • Quality first teaching in all areas of the school

  • Communication friendly classrooms

  • Consistency within the classroom in terms of organisation, structure, routines, space, and place

  • High quality and effective Early Years offer

  • High quality and effective transitions between Key Stages and beyond

  • Attainment and progress of all  groups across all year groups to be tracked and monitored

  • PiXl assessment and pupil progress tracking via Insight

  • Bespoke curriculum targeted at developing the whole child based on context of individual schools

  • High quality inclusion packages offered bespoke to each school

  • Comprehensive Personal Development opportunities

  • Access to broad and balanced curriculum with extensive Cultural Capital opportunities for all

  • Additional access to ICT may be necessary to support access to curriculum

  • Comprehensive package of parental support

  • Weekly monitoring and identifying of possible vulnerabilities

  • Comprehensive referral and support system offered to all staff

Additional, Target and Specialist services are bespoke to the emerging needs. These will be agreed during the triangulation meeting and monitored by the schools Inclusion lead.

Additional support – Despite all the support from the Universal offer if a pupil is falling behind their peers a ‘BTS’ is to be made by class teacher and pupils are to be put onto Additional Support.

BTS referral completed by class teacher – Inclusion Team to identify need

  • Parental meeting

  • Late report/attendance incentives

  • Behaviour report

  • Personalised check ins

  • Free uniform and equipment offered

  • Parental support (signpost parents to appropriate support)

  • PiXl and other academic intervention

  • School trips offered free of charge

  • Speech Link/Lexia screening

  • EAL targets and tracker using Bell Foundation Resources

  • Classroom based interventions for wellbeing, behaviour or S&L

Targeted support – a more individual ‘Targeted’ offer given to individual pupils and or families.

  • MSP

  • Pastoral passport/Individual behaviour plan (may include positive handling plan)

  • Formal attendance/behaviour/wellbeing/SEN meeting with lead

  • ELSA

  • S&L sessions

  • Allocation of Key Worker for children and or parents/ carers

  • School and external assessments for dyslexia

  • Additional resources provided within classroom/Environment adjusted

  • Alternative provision during free time

  • Friendship/Lego/Social skills group within the year group team or Assistant SENCo

  • WRAP intervention

  • 1:1 attendance intervention

  • Bespoke SEND provision for high needs children

  • Boxall assessment undertaken

  • Referral to external services

Specialist services

  • 1:1 wellbeing support with lead

  • Intervention with Assistant SENCO

  • Referrals to other agencies

  • Outreach services

  • Virtual school connection & PEP (if LAC)

  • Alternative provision accesses

  • Part time timetable – PSP (if applicable)

  • Bespoke timetable

  • EHCP application

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