The Kemnal Academies Trust is one of the largest Multi-Academy Trusts in the South and East of England with 45 Special, Primary, Secondary and All Through Academies in the TKAT Family.

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SEND

The Mill Primary Academy is part of The Kemnal Academies Trust (TKAT) As a locality group we are committed to being inclusive schools and adopt a similar approach to meeting the needs of all students including those with special educational needs/disabilities (SEND). 

We endeavor to ensure that all teachers are able to identify and provide for  students who have SEND, and to ensure the safe and happy inclusion of all students in school life.

The Kemnal Academy Trust Locality Schools:
  • Broadfield Academy
  • Hilltop Primary School
  • Seymour Primary School
  • The Bewbush Academy
  • Thomas Bennett Community College 
  • The Oaks Primary 
  • The Mill Primary Academy
The Mill Primary Academy is an inclusive school and offers the following range of provision to support children with SEND. Support is tailored to individual need as a result of assessment by internal and external agencies. Support is aimed at children becoming independent learners.

You can contact the SENDCo Ms Whitington via:

Telephone – 01293 571893

Online contact form, available on the website.

How does the school know if children need extra help?

Class teachers monitor the learning of all children in their class to ensure they make progress with their learning.

Teachers meet with the Senior Leadership Team (SLT), which includes the SENDCo, to review progress of children after data collection, 3 times each academic year. This is an opportunity for both SLT and teachers to discuss individual children. When concerns are raised that progress of a child is not in line with their age-expected targets the SENDCo will monitor/assess the child.  If it is felt that the child may have additional needs, the parent/carer will be contacted and invited to meet the SENDCo. Further referrals may ensue if appropriate, with the consent of the parent/carer, and the child will generally be placed on the SEND register at this point.

What happens when a child comes to The Mill from another school?

When children transfer to The Mill from another school, or enter The Mill from Pre-School provision, notes regarding the child’s SEND are generally sent to The Mill. If this is not the case, we may contact the previous school/provision. Parents are advised to bring copies of any notes/reports that they have on their child, to The Mill for the SENDCo’s attention as it may be that the prior school does not have, or pass on, relevant but important documents.

Can I meet the SENDCO prior to my child coming to the school?

We encourage parents who have. Child with SEND to meet the SENDCO to discuss their child’s needs, prior to entry, when choosing a school, or as soon as possible after starting at The Mill. Alternatively the SENDCO can call parents at a convenient time. Please contact the office if you would like to request a meeting or phone call.

What should I do if I think my child may have special educational needs/disabilities that may not have been identified previously?

You can contact the SENDCo through the office email office@themill-tkat.org, by letter, or you can call the school to request a call from the SENDCO.

My child is starting at The Mill in Early Years – how will school staff support my child?

The Mill is pro-active with preparing for children’s transition from pre-school settings to Early Years (Reception) in the following ways:

  • Home visits are planned for children joining the school in reception.
  • Staff, including the SENDCo, attend transition meetings with nurseries during the term prior to entry.
  • Where necessary, outside agencies are invited to liaise with staff prior to the child starting. 
  • Entry to Reception is phased over a small number of days.

Some children start with an EHCP already in place, or that is in preparation.

Some children are already being seen by an outside agency such as Speech and Language or Occupational Therapy, or be on the pathway for an assessment such as Autism.

Some children may have SEND that the previous Nursery has failed to identify.

In all cases attention is paid to the individual’s needs and every effort is made to provide what the child requires to support their learning and inclusion into the school community. 

How do Teachers track the progress of children with SEND?

When a child is placed on the SEND register they have a SEND profile drawn up (IEP Individual Education Plan). This informs the teaching staff of the child’s needs and of the resources required to meet their learning needs.

Children with SEND are assessed in the same way as children without SEND – that is through the assessment methods used in the school. These are:

  • Regular Reading tests (PIRA) and Maths tests (PUMA) conducted termly.
  • Monitoring of the child’s English work. 
  • Phonics assessments, especially in EYFS and KS1 but also in KS2 where necessary.
  • Reading Assessments through Accelerated Reader/Star reader progress and tests.
  • Dyslexia Gold - an online Reading Programme that details support
  • Reception Year uses Tapestry, an online learning journal.
  • Early Years do baseline assessments and track children throughout the year.
  • For EYFS children who may require an EHCP a more detailed tracking system is use “Development Matters” 
  • For children with an EHCP the outcomes detailed in the document are reviewed annually.

Children’s progress is discussed at the Parent/Carer consultation evenings held in the Autumn and Spring term, and in the end of Year Report. IEPs are reviewed and shared with parents. 3py.

For children with an EHCP, an Annual review takes place, which is submitted to the LEA, in which outcomes named on the EHCP are reviewed. Parents/Carers are invited to this along with professionals.

Children may be supported in a number of ways - some examples of support include:

  • In-class support for learning, through adaptive teaching, by the teacher or a Teaching Assistant.
  • Individual timetable if required with learning breaks and access to the sensory room.
  • 1-1 for Emotional Literacy, ACE (Academic Mentoring), SALT (Speech and language).
  • Small group for Friendship Circle; Lego Therapy (SALT); Booster sessions for Maths or English.
  • Support for lunch and break time. Children with sensory needs might include the offer of a small group provision, if appropriate.
  • Outside agencies such as NHS Speech and language Therapy Services, Occupational Therapy Services.
  • Online Speech and Language Therapy through “Mable”
  • Referrals are made through the SENDCo, most commonly to: the Child Development Centre; CAMHS; School Nursing Services for Enuresis or Sleep Difficulties; LBAT (Learning and Behaviour Advisory Service); ASCT (Autism and Social Communication Team).
  • Enlarged font, coloured paper for writing, reading rulers, access to IT for recording work, as appropriate
  • Extra adult support for school trips, if required

The above is also accessible to all children with or without SEND, as appropriate.

For more information as to the support ordinarily available within school resources, see:

Special educational needs and disability code of practice: 0 to 25 years

 

Very few children need an EHCP in order to get the support they require in school.

The SEND Code of Practice outlines what provision schools must provide to meet the needs of children, and most children with SEND fall within the “SEND Support” category.

In the UK, in 2023 the percentage of pupils with an EHC plan was 4.3%, and the percentage of pupils with SEND but no EHC plan - “SEN support” – was 13.0%.

When schools apply for an EHCP it is generally because the child either needs specialist provision, or requires support in mainstream costing more than £6,000 p.a.

It currently becoming more and more difficult for children with high-level needs, to find a suitable placement in specialist schools. 

What do I do if I think my child needs an EHCP?

If you are unsure about whether your child needs an EHCP  it is best to speak to the SENDCo, to see what is available, and what is provided, for your child within school resources.

If you wish to request an EHCNA (assessment for EHCP) you can go directly to the Local Authority, in which case the LEA will contact the school which must then provide the information. The application is considered on the basis of what the school, or other professionals, provide.

The local education authority has information on their webpage:

https://www.westsussex.gov.uk/education-children-and-families/special-educational-needs-and-disability-send/

 

  • Mrs Atkin Speech and Language provision
  • Mrs Crockford SALFLO (Safeguarding and Family Liaison Officer)
  • Mrs Gething SEN Support Assistant
  • Ms Haywood ACE (Mentor) and NEST (Lunchtime Support
  • Mrs Lakeman ELSA (Emotional Literacy Support Assistant)
  • Mrs Khan EAL and Dyslexia Gold Co-ordinator
  • Ms Whitington SENDCO
     

Lunch time clubs

After school clubs

Bagels and fruit in classrooms
 

Breakfast Provision (as available, and paid for by parents)

After school clubs run by Little Stars Nursery (on a paid-for basis)

Worry baskets in class

Learning without Walls (outdoor learning)

Room 13 Artist 2 days pw

Sensory Room based in EYFS

EAL support

Makaton in Early Years

Funding for FSM support

Daily Phonics: Read Write Inc for EYFS and KS1

Attendance Officer on site 4 dpw

Educational Welfare Officer on site 1 dpw

We have a disabled toilet on the ground floor near EYFS.

We are a school with a first and second floor and we do not have a lift so this is a consideration for children and adults who may have physical disabilities. Meetings can be arranged on the ground floor and we will always endeavour to facilitate access for parents/carers as required.

We have a large playground and large area around the school which is sued for Learning Without Walls, Sports Days and after-school clubs.