Honeybourne Primary Academy
Turning potential into success

 

   SEND - Special Educational Needs and Disability

At Honeybourne Primary Academy, we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Our broad, balanced, creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed.

We celebrate our achievements, gifts and cultural diversity, irrespective of individual differences within the protected categories of the Equality Act of 2010.  Together we take pride in making a positive contribution to our school and the wider community. Within our school, every teacher is a teacher of every child including those with SEND and additional needs. We take pride in providing a fully inclusive practice as was noted by Ofsted (2020); 'Pupils with special educational needs and/or disabilities are fully included in all aspects of school life'.

Our SEND Team

Rachel Evans-Cook - SENDCo/Class Teacher

I have been part of Honeybourne Primary Academy since 2011 and took on the role of SENDco in 2014. I was accredited the National SENCo Qualification inJuly 2016 and was also accredited the NPQSL  (National Professional Qualification in Senior Leadership) in 2020. My role as SENDCo is to work closely with teaching staff, pupils, parents, governors and other professionals to provide support, advice, guidance and training to ensure that pupils have their individual needs met. As a team we develop, implement and monitor individual support/learning plans and continually assess, plan, do, review - the graduated response cycle. 

In my spare time, I can be found spending time with  my family, walking the dog, cooking, watching my son play rugby, listening to my daughter sing or assisting her with her pony!

Kate 1Kate Drew (Nursery Manager/Nursery SENDCo)

I have been the Nursery Manager and SENDCo at Honeybourne Primary Academy Nursery since September 2013.

I work closely with parents, Nursery staff and external professionals to ensure we offer a caring and safe learning environment where every child is happy, nurtured and encouraged to grow, develop and achieve their potential.

Our Nursery team is fully trained to deliver support to all children, ensuring individual needs are met.
 

In my spare time I particular enjoy visiting new places with my family, gardening and decorating.

Reverend Scott (SEND Governor)

EmmaEmma Checketts (Speech and Language Therapist)

I work weekly at Honeybourne Primary School, in both the School and the Nursery, as the NHS Speech and Language Therapist. 

I carry out individual assessment and/or therapy where necessary for children referred to the Speech and Language Therapy Service.  I work closely with Teaching and Nursery staff, and strategies and targets are collaboratively developed to support children’s speech, language and communication skills. Teaching staff work regularly on children’s targets and I am available to provide additional advice and resources to support implementation of targets. I also liaise regularly with parents to provide advice on supporting children’s communication skills at home.

I am available to provide training in school to staff and parents.

Please visit our website which contains further information and resources to download to support children’s speech and language skills: https://www.hacw.nhs.uk/childrens-speech-and-language-resources/

https://www.hacw.nhs.uk/childrens-speech-and-language-advice

 Kevin Mackelworth (Educatonal Psychologist)

Amy    Amy Sweet (Educational Psychologist)

My name is Amy Sweet and I am an Educational Psychologist. I work closely with children, families and schools to help children to reach their full potential. Children are referred to me for many reasons, and I am often asked to help children with their learning, social skills, how they are feeling and their behaviour. It is really important to me that my assessments focus on identifying children’s strengths and how these can be developed, as well as the things that they may need some support with.

Relationships are at the heart of my approach and I work in partnership with parents and teaching staff. I build rapport with children to help them to feel comfortable and confident to share their views, because it is important to me that children’s voices are central to my assessments.

My background is a mixture of Local Authority and private work, and I now run my own private practice in Worcestershire. I have a particular interest in mental health and in my previous role I worked as a specialist senior psychologist, in the area of mental health. I work closely with professionals in other agencies and I have previously worked alongside colleagues within a CAMHS and social care team and I have provided assessments to contribute towards Autism assessments.

In my spare time I enjoy spending time with my family and making good use of my national trust membership!

Nicholas Appleton (CCN)

I have been a teacher for 30 years and 18 years with the Autism team. I hold a degree in Theology & Music, PGCE in Secondary education plus post graduate autism qualification from Birmingham University.

I cover all the settings in Evesham, plus Martley, Upton-upon-Severn & Nunnery Wood High School pyramid in Worcester from Pre-school to post 16. Approximately 50 schools and pre-school settings.

  The local authority commission work that I undertake includes assessments for Pre-School Forum, EHCP, change of placement, Umbrella and tribunals.

Setting commissioned work includes support for pupils / students with a diagnosis of autism or social communication difficulties.

Main aim of our work is to support schools to be able to meet the needs of their pupils / students either through assessment of need, interventions and staff training.

Meeting the Needs of ALL Children

The aim of formally identifying a pupil with additional needs and SEND is to ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process called ‘The Graduated Response’.

Graduated Response

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess

This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.

This analysis will require a regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome; and that the interventions being used are developing and evolving as required. Where external support staff are already involved, their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

Plan

Planning involves consultation between the teaching staff, SENDCo and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and/or behaviour that is expected and a clear date for review. Parental involvement may be

sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

Do

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions, and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENDCo.

Review

Reviews of a child’s progress is made regularly. The review process will evaluate the impact and quality of the support and interventions. It also takes into account the views of the pupil and their parents. The class teacher, in conjunction with the SENDCo will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.