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SEND at Barnsley Primary Partnership

28 Jun 2019   |   Jessica Jenkins   |   The Forest Academy, Oakhill Primary Academy, Oakwell Rise Primary Academy

This year has seen extensive developments in SEND across the Barnsley Primary Partnership. An Inclusion Team dispersed across our three primary settings has worked collaboratively to deepen our understanding of the needs and provision for our children. We grow and develop together. We merge our experiences. We learn from each other. We take risks to change outcomes for children.

Our team consists of:

Using a wide range of ‘front line’ training opportunities to embed inclusive classroom practice, our staff expertise and confidence has grown and the positive effect in the classrooms is very clear to see. As well as drawing on expert training from our Wellspring colleagues at Springwell and Greenacre, we have worked closely with a range of professional partners – including an Educational Psychologist, an Occupational Therapist and the Social Communication and Interaction Team. The directive has been key work with individual children but also developing toolkits, layered training to meet the needs of pupils within phases and developing the teaching team’s expertise in diagnosis, delivery and impact.

As part of our clear Assess-Plan-Do-Review cycle, we have developed detailed and intricate year-long SEN Support Plans through peer collaboration and reflection. We call these our ‘Plan As’.  Our talented teachers have been co-authoring plans as ‘experts’ – linking with the SENCOs, our various professional partners and parents to ensure we meet the needs of our children. As a key area of challenge, we have also devised a ‘Plan B’ to support pupils who are displaying specific SEMH needs.  The teams are working tirelessly to ensure their best endeavours to nurture the children in our settings, whilst maintaining high expectations and high challenge.

In a recent Ofsted inspection at The Forest Academy we were able to share the Barnsley Primary Partnership SEND systems and ethos. The inspector was blown away by the inclusive approach in a mainstream Primary setting:

 ‘Exemplary support plans are in place to ensure that teachers and other staff provide high-quality care and help for each pupil. Pupils with SEND are fully included in lessons, with work and activities skilfully adapted by staff. This school is an excellent example of fully inclusive practice.’ The Forest Academy Ofsted report, January 2019


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