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Ellacombe C of E Academy

Our vision at Ellacombe is for every child to be confident and happy as we nurture their development and strive for success. We are very much a school family, and have a fantastic relationship with our parents and families, working together to ensure the very best for each and every child.

To compliment our engaging and aspirational curriculum, we have a purpose built Early Years Foundation Stage unit and playground, separate KS1 and Year 6 units, a newly refurbished IT suite and a dedicated Thrive room.  We also have a newly refurbished nursery, Little Stars Childcare Centre, that offers high quality provision for 2 - 4 year olds with extended opening hours from 7.30am - 6.00pm weekdays during term time.

We are proud to be a member of the Learning Academy Partnership - a values led family of exceptional schools. Our schools work together within a Multi Academy Trust, currently consisting of 8 primary schools and All Saints Teaching School Alliance, to support school improvement across the South West.

Headteacher: Mrs E Semmens
Nursery: Yes
DfE No: 880/2000
Number on Roll: 370
Type of School: Academy

Who to contact

Contact Name
Mrs E Semmens
Contact Position
Head of Academy
Telephone
01803 293040
Fax: 01803 215343
E-mail
ellacombe@lapsw.org
Website
www.ellacombe.co.uk/
Notes

Executive Head: latkinson@lapsw.org

Head of School: esemmens@lapsw.org

Business Manager :kbarnett@lapsw.org

Parent Organisation
Learning Academy Partnership Multi Academy Trust (MAT)

Where to go

Name
Ellacombe Academy
Address
Ellacombe Church Road
Torquay
Devon
Postcode
TQ1 1TG

Childcare Information

School Pickups

Offers pickups
No

Local Offer

Links
https://ellacombe-lap.co.uk/
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

Within the Learning Academy Partnership, all teachers are accountable for the progress and development of all children in their class, including those identified with Special Educational Needs & Disabilities (SEND). All staff track those at risk of underachievement or slow progress so that rapid appropriate intervention can be put in place.

Additional structured and tailored intervention is provided by trained members of staff in addition to high quality teaching. Specialist teaching assistants, within the Trust, deliver interventions to accelerate progress in targeted areas of need.

Such interventions include:

  • Staff trained in the delivery of THRIVE
  • Staff trained in the delivery of Numbers Count, Counting to Calculating and Success @ Arithmetic
  • Staff trained to deliver Precision Teaching Intervention
  • All teachers and support staff are trained in the delivery of Read Write Inc
  • Designated LSAs with responsibility for the delivery of Speech and Language Therapy (SALT) targets which are set by specialist Speech and Language Therapists linked to the academies.
  • Designated staff deliver Pastoral support groups
  • Specialised interventions, devised to suit individual needs
  • Access to a range of agencies and support services, when required, such as:
    • Educational Psychologist
    • Speech & Language Therapists
    • Social Care professionals
    • Early Years Advisory Support
    • Portage Workers (home-visiting educational service for pre-school children with additional support needs and their families)
    • SEN Advisory teacher
    • Bereavement therapy – children and families in grief
    • Primary mental health worker

Furthermore, members of staff may receive additional training to enable them to support specific children with additional needs, for example, Makaton training to support children with communication needs.

What criteria must be satisfied before children and young people can access this provision/service?

We are inclusive and consider placements for any child in our Multi Academy Trust. We adhere to the guidance laid out in the Equalities Act 2010. Children with SEND are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage.

In order for us to provide a successful provision for children with additional needs, we ensure we work in partnership with families and that families sign up to this agreement of building a team of support around the child. This may involve other outside agencies.

We have clear induction meetings in order to ensure a child makes a successful start to our learning environments.

Through the academy’s regular monitoring of attainment and progress, children who may require additional support have their needs identified and become part of our Assess, Plan, Do, Review process. Parents are consulted and encouraged to participate in partnership with the academy.

How do we identify the particular special educational needs of a child or young person?

We have a clear system in place across the Trust to identify potential special educational needs for a child. We consider early identification of SEN to be vital.

  • We follow the SEND Code of Practice (2014)
  • All class teachers track and monitor the data of children’s progress and attainment. Where a child is making limited progress, or achieving below age related expectations, we will monitor to ensure this is not due to any underlying special educational need.
  • Classroom observations by Senior Leaders is standard practice to ensure that children’s barriers to learning are not an issue that can be dealt with through the development of teaching strategies. Any concerns will be shared with the SEND team.
  • The SEND team will subsequently use appropriate assessment tools to further investigate concerns raised through the observation and monitoring processes.
  • Where needed, we will refer to outside agencies to provide support in the identification and assessment of any barriers to learning.
  • We may support parents in liaising with medical professionals where an underlying medical condition is causing barriers to learning to aid the process of identification.
  • Where behaviour is causing barriers to learning, we will work closely with families to identify what the cause might be, such as parenting support, housing, bereavement or friendship issues.

How do we consult with parents and/or children and young people about their needs?

Our academies and nurseries recognise that it is essential we work in partnership with parents. We do this in many ways:

  • Individualised processes in place between nurseries and academies to ensure smooth transition.
  • Individualised transition processes in place between the academies and secondary schools.
  • Home Visits on entry for children transferring from nursery
  • Open days
  • Tours of the academy by senior leadership
  • Staff visible and present on the playground at the beginning and the end of the day to communicate with parents and carers
  • Termly parent consultations
  • EHCP (Educational Health Care Plan) Annual Reviews
  • Termly Individual Support Plan reviews
  • Family Support Team
  • Behaviour feedback: home/school communication books,
  • Regular ‘check in, check-ups and check outs’ (opportunities for teacher/pupil communication)
  • Invite parents to observe and build awareness of the structured educational interventions their children are receiving e.g. Read Write Inc. and Numbers Count
  • Subject leaders provide parent advisory/information sessions for key areas of children’s learning e.g. approaches to calculation or reading development.
  • Regular coffee mornings for parents to share information.

What is our approach to teaching children and young people with special educational needs?

We are fully inclusive learning environment and value each child as an individual. All children are treated equally and we ensure that, when additional needs are identified, a team is built around the child. This team is inclusive of the parents/carers who know the child best, education (the class teacher and SEND team) and any additional outside agencies who may be involved in providing specific objectives and supportive advice (including health and social care).

The information from the team provides a clear identification of the child’s needs. Teachers then use this information to ensure child’s needs are recognised and planned for within the classroom environment. Teachers are responsible for ensuring quality first teaching is differentiated to meet the needs of the SEND children.

Some children may require individual assessment by the SEND team. The assessment will determine whether the child requires a bespoke programme of support. The programmes are devised to suit individual needs of the child. These may be delivered one-to-one with a designated LSA or within small group on a regular basis. Children identified with a higher level of need will also have an ISP (Individual Support Plan) with individualised targets.

How can we adapt our curriculum for children and young people with special educational needs?

We adapt the curriculum by:

  • Differentiation in class teaching – quality first teaching – ensuring access for all learners
  • SEND team identify children who are in need of tailored intervention, in liaison with class teachers and parents.
  • Individual Support Plans provide key targets
  • Engaging parents in curriculum days and workshops to support home learning.
  • Resources and specialist equipment provided and tailored to support children with special educational needs to progress within the classroom.
  • Work covered in 1:1/group sessions is reinforced and consolidated in the classroom.

How will we ensure we get the services, provision and equipment that children and young people need?

At times we need to call on the advice of professionals to ensure that we have identified and provided for a child’s needs effectively, this might include gaining support from Torbay’s Early Years Advisory Teacher and other professionals throughout Torbay for expert guidance and specialist equipment.

There may be times when we may not always have the resources and facilities to meet the specific needs of an individual child. Where this occurs, although we make every reasonable effort to do so, we would take advice from the Special Educational Needs Team and signpost parents/carers for advice.

  • Advisory Teacher for SEN
  • Educational Psychology Service
  • Speech and Language Therapy Service
  • Hearing Impairment Service
  • Visual Impairment Service
  • School Nurse
  • Paediatrics
  • PMHW / CAMHS
  • Social Care
  • Mayfield Outreach
  • Mayfield Chestnut (behaviour)
  • Combe Pafford Outreach

How is this provision funded?

At the Trust, provision for meeting the needs of children with special educational needs is funded by the academies’ notional SEN budgets. Some children with special educational needs may also be eligible for Pupil Premium funding if they are in receipt of Free School Meals, are Looked After by the Local Authority or if their parents work in the Armed Forces.

Children with complex special educational needs and/or a disability who have an Education, Health and Care (EHC) plan (previously known as a Statement of Special Educational Needs) may also receive additional Element 3 funding from the Local Authority according to the complexity of the child’s needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As outlined below under "What other support is available for children and young people with special educational needs and how can they access it?", we may need to draw upon additional support from outside agencies.

The Family Support and SEND Teams will be able to signpost parents and carers to appropriate agencies and can offer to support through the referral process.

How do we support and improve the emotional and social development of children and young people with special educational needs?

  • Two members of our staff are trained in the delivery of Thrive
  • A range of pastoral interventions based on the identification of need e.g. building positive relationships, mentoring
  • Professional Development for all staff focusing on behaviour management.
  • Meal Time Assistants training and support for lunchtime behaviour management
  • The academy has a Positive Behaviour Policy which is the backbone for all our behaviour management.
  • Guidance for parents in the emotional and social development of children (which may manifest as behavioural difficulties) with signposting to appropriate support through the Family Support team.
  • A Nurture Group is available for children who requires additional emotional and social support – access is via a specific Nurture assessment. This provision is only currently accessible at Ellacombe C of E Academy.
  • The Trust has access to a Primary Mental Health Worker. Their role is early intervention to promote, maintain and improve the emotional well-being and mental health of children and young people from 5 to 18 years of age.
  • Where social care is supporting a family, designated members of staff will liaison with the case workers.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Nursery to Key Stage 1

  • Open day for potential parents
  • Home visits from family support team and teachers
  • SEND team and Family Support Lead liaison with children who may require extended transitions
  • Opportunities for nursery children to spend time at the setting, meeting staff etc.
  • School Entry Plans will be implemented with children already identified with a high level of SEND need. These plans will be reviewed following entry to the academy.

Key Stage 1 to Key Stage 2

  • Open day for parents
  • Transition day for children to spend the day with their next teacher prior to moving year group.
  • Extended transition plans for children who may require additional transition days
  • Class teacher handover to include sharing of SEN information

Key Stage 2 to Key Stage 3

  • Open day for parents and children
  • Year 5 opportunities to visit local secondary schools
  • Extended transition for vulnerable children or those identified who would benefit from addition transition time.
  • Transition meeting between SEND Leads and class teachers and child in both setting environments

What other support is available for children and young people with special educational needs and how can they access it?

There are many avenues of support to explore in regards to Special Educational Needs. The SEND Team can aid parents and children in accessing the following (which is not an exhaustive list):

  • When need is identified SEND lead will liaise with parents, class teachers:
  • Social, Emotional and Mental Health:
    • Family Support Team liaise with Social Care and oversee Child Protection, Child In Need, Early Help & SHEF, Child Looked After
    • Pastoral interventions – identified by need
    • Thrive
    • Liaison with outside agencies for advice and support – Educational Psychologist, Primary Mental Health Worker & Child Adult Mental Health Service (CAMHS), Mayfield Outreach
    • Implementation of the academy’s behaviour policy
    • Behaviour concern may be referred to SEND Team which may result in referral to Chestnut Outreach
  • Communication and Interaction
    • Speech & Language concern may result in referral for Speech and Language Therapy
    • Liaison with Speech and Language Therapist. Recommendations implemented by specific Speech and Language support staff.
    • Use of resources such as: talking postcards, whiteboards
    • Request to outside agencies for advice such as Coombe Pafford, Mayfield and Coast Academies (ASD)
    • Makaton
  • Cognition and Learning
    • Concern forms may be referred to SEND Leads from staff with concerns for progress or achievement.
    • Specific tailored 1:1 interventions: Read Write Inc, Numbers Count, Counting to Calculating and Success @ Arithmetic (Reading and Maths), Precision Teaching.
    • Battery of 1:1 assessment may be undertaken by SEND Team to determine barriers to learning followed by the implementation of appropriate bespoke intervention
  • Physical and Sensory
    • Outside agencies for advice such as Visual and Hearing Impairment Advisory Teachers
    • Implementation of recommendations by Occupational Therapist or Physiotherapist by an allocated member of staff
    • Outside agency referral to Occupational Therapist for assessment and intervention
    • Provision of support resources as advised (wedges, specialised equipment)
  • Medical
    • Regular meetings with SEND Team, Family Support Team and School Nurse
    • Liaison with medical professionals for children with ongoing treatment
    • Implementation of medical plans as advised by medical professionals

What extra-curricular activities are available for children and young people with special educational needs?

Our Trust has many extra-curricular activities available to all children, such as:

  • A wide range of after school clubs (fees may apply)
  • Regular school visits that are fully inclusive – we complete full risk assessments where children with specific difficulties may require additional support.
  • Residential visits for Y5 and Y6
  • Breakfast and After School Club available for all children (fees apply)
  • Peripatetic teachers offer music tuition (fees apply)

Family Support Team will signpost service to provide guidance on where parents could access extra-curricular facilities outside of school.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

A graduated approach to SEND is used across the Partnership, following the Assess, Plan, Do, Review process.

As soon as an SEND concern is raised, the academies will seek the viewpoint of parents and children involved. Your voice as a family is extremely important in ensuring we have a full and broad picture of your child and that we have all relevant information to support the assessment and support process.

We may use the advice of professionals such as Educational Psychologists and/or Speech and Language Therapists, to agree desired intervention that is recorded as part of either a child’s Individual Support Plan or on a Provision Map. If your child has an Individual Support Plan (ISP), Parents/carers will be invited to a review meeting at least 3 times a year and your views (Child and Parents) taken into consideration in planning next steps. Parents will be aware of outside agency involvement with their child and will be provided with relevant reports detailing intervention and progress.

Termly tracking of data and other evidence of progress is recorded on children’s records to ensure we can monitor the impact of additional support and intervention.

An Education Health and Care Plan (EHCP) is reviewed annually, twice if under five years old. The Annual Review enables provision for the pupil to be evaluated and, where appropriate, for changes to be made. Parents and pupils are consulted and encouraged to give their views as part of this review process. 

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

All intervention and provision implemented across the LAP is regularly reviewed to measure impact. If the intervention hasn’t been effective in ensuring progress within the targeted area of need, the child’s needs will be reassessed and interventions modified accordingly. The review process varies depending on the area of need: Cognition and Learning, Communication and Interaction, Physical/Sensory and Social, Emotional and Mental Health. This may be in conjunction with outside agencies, for example, occupational therapy reviewing impact of a support plan they have provided and the Academy has implemented.

As part of our practice, we collect information and feedback from parents and pupils through the use of parental and pupil termly reviews.                                                                                                                      

Expertise is shared across the Academies. We carry out cross Academy moderation, which ensures that we have secure assessments of all children in the Partnership.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Quality First Teaching, is the key to ensuring the best progress for all children. We invest in our staff to provide a learning environment where high quality interventions are run by trained staff, rather than deploying a Teaching Assistant in each class room. 

  • Class teachers and Learning Support Assistants are trained in the delivery of the systematic phonics programme Read, Write Inc.
  • Numbers Count trained teacher
  • Staff Trained in the mathematical intervention programmes: From Counting to Calculating, Numbers Count and Success at Arithmetic. Each of these is a well-researched intervention programme for different key stages of the primary curriculum.
  • Staff trained in the delivery of Thrive and working alongside specialist advisory teachers to update skills.
  • SEND Team attends regular SENCo Forums held in Torbay where there are opportunities to network and share good practice with local SENCos in Torbay and beyond.
  • Members of the SEND Team has additional qualifications in SEN
  • Termly SEND Clinics/Inclusion Meetings held with class teachers and SEND Team to share expertise.

The SEND team works with advisory teachers and professionals from medical outreach where required to ensure children with additional needs are best supported with recommendations from all professionals involved with the child.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Pupils with more complex and significant needs will have Individual Support Plans (including those with an EHCP).  These documents are produced in consultation with parents and the pupil. A summary of the SEND need is recorded and targets set. A review meeting is held to measure the impact of the support provided and to consider whether changes to that support need to be made. These meetings are held termly and the pupil, their parents, the class teacher and a member of the SEND team can all contribute to the review.

Where staff are concerned about a potential Special Educational Need, parents will be involved fully in the process of assessments and any outside agency involvement.

Once a barrier has been identified through liaison with teaching staff and other professionals (such as Speech and Language Therapists or Educational Psychology) an Individual Support Plan may be put in place. We recognise that families hold a wealth of information and it is essential we work as a team to ensure best outcomes for children.

  • Teachers are on the playground in the mornings and afternoons for direct contact to support home/school communication
  • Regular coffee mornings are held with the Family Support Team who support any concerns or celebrations raised
  • Parent Consultations are held termly, where progress and concerns are shared.

Other communication documents may be used, based on the child’s individual needs, such as: home/school reward or behaviour chart and medical care plans.

How can parents, children and young people make a complaint about our provision?

We endeavour to work with parents at every opportunity, with staff available to speak to before and after school, a visible presence on the playground to build a collaborative relationship.

However, at times a complaint may be raised. If this is the case, there are many ways of gaining a positive resolution.

  • Initially parents/carers should seek a consultation with the class teacher or the Assistant Heads and see if matters can be resolved
  • If the concern persists or is unresolved an appointment to see the SENCo can be arranged through the school office in the individual Academy

How can parents, children and young people get more information about the setting?

If you would like to gain more information about the Learning Academy Partnership (South West) and what we can offer children and families please:  

  • Contact the Academies directly via phone or email:
  • We welcome parent tours, please contact the Academies for information.
  • Our websites provide up to date newsletters and information: http://www.lapsw.co.uk

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The Academies have regular visits from the School Nurse Team to discuss pupils’ medical needs. Drop-in sessions are arranged for parents to discuss any health concerns.

If a pupil has been referred to the Paediatric team the Academy will be contacted for information and consultation.

The Family Support Team and Designated Safeguarding Leads have access to Torbay Education Safeguarding Service (TESS) and Social Care Team.  

The Academies have access to Torbay SEND Team and the Educational Psychology Service. Meetings are held termly to discuss pupils with SEND prior to engaging their involvement or to discuss progress.

SENDIASS is available to attend meetings to support parents.

The Partnership could access the services of a bereavement counsellor to support bereaved children.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

The Looked After Children Coordinator will liaise with the SEND Team with regards to accessing appropriate support and provision for identified SEND children. This will follow the Assess, Plan, Do, Review model.