Cherry Orchard Primary Academy is a new two-form entry primary academy for students between the ages of 3 – 11. The academy will therefore admit a maximum of 60 children into each year group between Reception and Year 6. The academy will enjoy brand new facilities, a nursery for pre-school children and a specialist resource provision for children with speech, language and/or communication needs (SLCN).
The SRP supports pupils with an Education, Health and Care Plan (EHCP) or SSEN who require highly specialist provision for their speech, language and/or communication needs (SLCN). In exceptional cases, the provision may be offered as part of an initial plan to determine pupil’s individual needs.
Pupils will typically present with a profile of severe language disorder that requires specialist provision including direct speech and language therapy and specialist teaching support to be delivered within their mainstream primary school.
The language disorder may occur with or without a known associated condition e.g. Autism Spectrum Disorder or Hearing Impairment. It will be evident that language disorder is the main or primary barrier to learning.
There will be sufficient evidence on entry that the pupil’s language and /or speech needs require this level of specialist provision.
In order to achieve successful inclusion for our children within the SRP we are able to include no more than 2 children per year group. This stipulation is made to ensure effective inclusion and learning opportunities for all children.
The aim is to increase the amount of time children are able to successfully access the mainstream curriculum with and without specialist support in order that they develop the strategies they require to successfully manage their difficulties and become independent learners. Children will access a high level of mainstream inclusion as this will provide a variety of learning and social opportunities, and enable them to most successfully generalise their learning, as well as develop independence.
Children with severe language disorder may experience social, emotional and mental health needs as an underlying need but the provision is not for children who experience these difficulties as the primary and major barrier to their learning.
Children who are subject to an Education, Health and Care Plan assessment may be identified as suitable for the provision. In this case the relevant Kent SEN officer will send the child’s paperwork for consideration by the Academy.
Children with an existing Education Health and Care Plan may be identified as appropriate for a place in the SRP through their Annual Review. In this case the school should make the relevant Kent SEN officer aware of the request for a change in provision/placement and if appropriate he/she will send the child’s paperwork for consideration by the Academy.
Designated staff from our school will visit the child to observe them in their current setting and liaise with staff to gain further insight into their needs and to support the decision making process.
The decision to offer the provision will be taken by the relevant SEN Manager.
Each pupil’s progress will be closely monitored and reviewed by the specialist staff in collaboration with mainstream school staff and parents/carers including the pupil as appropriate. Other professionals may be involved.
The EHCP In Year review and Annual Review meetings will regularly consider the outcomes of support to determine whether the needs of the pupil continue to require this level of provision. If significant changes in the pupil’s profile occur, therapy input and alternative provision may be considered. Transition from the provision to a mainstream setting will be considered at the point where a child has made progress and no longer needs the provision. This could be where:
Resultant or additional learning needs can be met within the mainstream setting
The child is at the end of Year 6 and transferring to secondary school.
Alternative provision will also be considered where a child needs a higher level of specialist support or an alternative type of support because their presenting needs have changed. This will be through in year reviews and the Annual Review process.
When a child is ready to leave the provision, effective transition will be planned and supported to enable success in the new setting.