1
Opportunity Area Strengths Directory
Networking Tool and Enhancing SEND Provision
Opportunity Area – Priority 2
Strengthen the provision of support for children and young people with mental health concerns and those with special educational needs.
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Opportunity Area Strengths Directory
Inclusion Offer Inclusion Offer 94% of schools signed up for the Inclusion Offer, please note, this does not include the 21 schools that are part of the
school improvement programme.
Key information :• Aims to strengthen the effectiveness of support and enhance existing practice, including identifying strengths• Delivered in collaboration with the Cambridgeshire County Council SEND Team, who will be delivering STEPS training, providing locally based SENCO Award
training and we will be working in partnership with the SEND Specialist Teams to continue to support inclusive practice in sc hools. • Schools can access:
• SEND review• Needs specific training• Outreach support• SEND toolkit• STEPS training• NASENCO award• Funding to develop Advanced Nurture Support
• A majority of the schools have attended the SEND Review training and are now conducting the review process in their schools. Funding in line with the outcomes from the schools SEND Reviews will be released in the Autumn Term, subject to agreement from the Opportunity Area Inclusion Team.
• 51 schools signed up, 49 schools attended SEND Review training.• Two outreach support workers with a focus on SEMH will be joining the Opportunity Area team in September to provide bespoke s upport for the schools.
This has now been extended to ensure this support continues to March 2020. • 6 schools were successful in their application for bespoke Advanced Nurture Support, now being provided by NurtureUK following a successful procurement
process.
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Bottisham Village
College
Kettlefields Primary
School
East Cambs
East Cambs
SEN Enterprise Projects
We have been involved with some SEN enter-prise projects through the Young Enterprise charity.
That brings in funding to us to deliver mini – enterprise projects.
We have had students set up businesses building bird and bat boxes and selling them, and another one where students refurbish bikes to sell on.
We have also been involved with Wickes, who came into school and worked with our SEN students building wooden chairs and tables.
Students gained a qualification from this.
School Council, Buddies and Pupil Leaders
These are all important elements of pupil contributions especially for the children with SEND.
Peer Study Buddy System example:
Peers support one another and chunk work for a peer. Teachers and children come together and request to be a buddy then training is provided for the study partner
www.young-enterprise.org.uk
www.kennettcommunityprimary.org.uk
Secondary Cluster
Soham Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Cheveley CofE
Primary School
Mepal and Witcham
Primary School
Highfield Littleport
Special School
East Cambs
East Cambs
East Cambs
Learning Principles
Pupils are involved and take ownership of their own learning so they all are aware of what they need to help them learn—their key principles to learning. Roles and responsibilities are promoted within Cheveley CofE Primary School as young leaders, buddies and librarians.
The BEAM Project
BEAM is a movement screening and development tool for young children suitable for use in primary schools. It is a fun-to-use schools-based programme developed by qualified physiotherapists.
Curriculum Enrichment
There are additional enrichment interventions: Nurture Group, Lego Therapy, TEACCH, Forest Schools, Riding for the Disabled (RDA), Play Therapy, Physiotherapy, Occupational Therapy, Speech and Language therapy, Music Therapy and sensory circuits.
There has been flexibility of provision between LECA to create bespoke curriculums for young people.
www.cheveley.cambs.sch.uk
www.kentcht.nhs.uk/product/beam/
www.forestschoolassociation.org
Soham Cluster Group
WASP Cluster Group
and DEMAT Trust
Special Heads Group
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Swaffham Bulbeck
CofE Primary School
East Cambs
Pupil Voice through Assertive Mentoring
The key components of assertive mentoring include:
• It requires one-to-one conversations between pupils and class teachers to reflect on their progress.
• Robust target setting based on prior attainment.
• Rigorous assessment of a pupil’s learning needs.
The benefits of this approach are:
• Pupils being involved in their own target tracking
• Pupils will have greater understanding and ownership of their own targets
• Pupils will develop a dialogue with their teacher
Parents can be given evidence-based judgements on their child's progress. The pupil will have an assertive mentoring file to support these judgements.
assertivementoring.com/home/
primary/primary-assertive-mentoring/
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Rackham Primary
School
Cromwell
Community College
East Cambs
Fenland
Child Centred Curriculum
There has been developments in the school curriculum from EYFS through to KS2. The curriculum is centred around children's’ interests and likes and ensures coverage of special days/ events. In EYFS children help plan the following day’s activities based on their interests within a topic.
Teachers are also identifying popular areas to explore further in future projects. Off to explore and curriculum days/ weeks to give children the opportunity to explore and showcase different talents.
A positive ethos in the school that you can do anything you want.
Tracking Booklets
All children with an EHCP have a n outcomes tracking booklet to enable more holistic progress.
Majority of pupils complete 8 GCSEs but there are alternatives Prince’s Trust, Personal Development and Employability Skills all focus on functional skills.
assertivementoring.com/home/
primary/primary-assertive-mentoring
https://www.cromwellcc.org.uk
WASP Cluster
Secondary Cluster
Group invite
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Manea Community
Primary School
Thomas Eaton
Academy
Fenland
Fenland
Outdoors Learning
Children have numerous opportunities on a weekly basis to learn outside via the enquiry based learning and sustained shared thinking approach as part of the Forest School principles.
Manea has implemented many programmes to support readiness for learning for SEND chil-dren; sensory circuits (when needed) Lego Therapy, SALT programmes, Fizzy activities and more.
Manea is very welcoming to others observing and sharing practice. They have hosted Forest School and outdoor learning training for cluster schools.
Pupil Voice
Pupil voice is strong, and a the moment school are collating information around subjects what they enjoy and what helps them learn. All children have an opportunity to be heard through school council, eco warriors and Big Talks. Older children are involved to support young children through the Big Talk process. All vulnerable groups are involved in the process.
www.manea.cambs.sch.uk
www.thomaseatonschool.co.uk
March / Chatteris
Chair
March / Chatteris
Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster
Group
Experience Octavia TBAP School
Fenland
Induction Process
During the school induction process learners are asked to share their future aspirations so that motivating pathways can be developed for them to succeed. PASS Surveys are also completed on induction and then repeated as a measure of their feelings about learning and education.
Octavia have achieved the Inclusion Quality Mark ‘Centre of Excellence’ status for their ongoing work around the inclusion agenda. Octavia has also achieved the Rainbow Flag Award (outstanding in all six areas) to ensure the academy is fully inclusive to their LGTB+ community.
www.tbap.org.uk/octavia
TBAP
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Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links SENDCo Cluster Group
Engage Burrough Green CofE
Primary School
The Shade Primary
School
East Cambs
East Cambs
Parent School App (eschools)
The majority of parents have the app. The
app provides information on: attendance,
events, results, pictures and fees due.
School Website
Information page for school community
on emotional wellbeing. Supporting
children’s emotional wellbeing and mental
health is something that we take very
seriously at The Shade Primary School.
Poor emotional wellbeing can effect chil-
dren’s ability and readiness to learn, as
well as effecting social aspects of their
lives. At The Shade we are fortunate
enough to have a Youth Wellbeing Worker
who comes to school for one day a week.
The Youth Wellbeing Worker is able to
work 1:1 or in small groups with children
of all age groups to support their emotion-
al health and wellbeing. This is via a varie-
ty of different social, emotional and men-
tal health interventions.
www.theshadeprimary.org.uk/
Emotional-Health-and-Wellbeing
Soham Cluster
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Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links SENDCo Cluster Group
Engage Highfield Ely Special
School
Stretham Community
Primary School
Little Thetford C of E
Primary School
East Cambs
East Cambs
East Cambs
Family Liaison Worker
A member of staff provides ongoing
support for families and to share
information. The family liaison worker
also organises social coffee mornings to
support families networking. Plus Dad and
siblings groups.
Updated APDR format
The new APDR format builds on previous
targets and provision providing parents
with the continuous provision through
each term.
Parent Events
Archaeology open afternoon for parents,
concert for Grand parents, Father and
Mother Day lunches, Class assemblies,
Christmas plays and End of year perfor-
mances.
www.highfieldschoolely.co.uk
www.strethamschool.co.uk
www.littlethetfordprimaryschool.org
Special Heads Group
WASP Cluster
WASP Cluster
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Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links SENDCo Cluster Group
Engage Wilburton CofE
Primary School
East Cambs
Reading in Pyjamas (Books at Bedtime)
Wilburton school likes to involve their
parents and promote reading through an
annual event. The Books at Bedtime pro-
vides a community feel. Children return to
school in the evening dressed in their
pyjamas along with their parents to hear
the teachers (also in pyjamas!) read a
bedtime story. Parents accessed
information about the Powerful Words
Project while they were there.
To help foster community spirit, some
school children also took part in the Fauré
for all community concert. It was
organised within the community and the
singing event was supported by the school
choir and one Year 6 pupil singing a solo
for Pie Jesu.
Parent comments are also collated after
the coffee morning which our Year 6
teacher held to share the school's work
around Zones of Regulation.
There was a fundraising café in November
to raise money for the library which the
Community Baptist Church and the WSA
supported from the local community.
www.wilburton.cambs.sch.uk
The Zones of Regulation: A curriculum
designed to foster self-regulation and
emotional control.
WASP Cluster Group
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Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links Contact and Cluster group
attendance
Engage Burwell Village
College Primary
School
Ely College
East Cambs
East Cambs
Communication Drop Ins
The communication drop ins have had a
good take up by parents and Burwell are
hoping to extend this approach to SEND
information sharing. Burwell also send
letters home providing information linked
to the intervention their children are
receiving.
SEN Intervention and Parent Engagement
An embedded SEN intervention
programme, led by a HLTA/L3, who sets
and plans for across the week before
school, lunch and after school. The focus is
spelling, literacy and numeracy. The
impact on the students has raised reading,
spelling, computing numeracy and
confidence levels. The college have good
parental engagement and communicate to
all of the parents in our feedback termly.
Across Years 7 – 11 spelling, reading age
and comprehension is measured.
www.burwellvillage.cambs.sch.uk
www.elycollege.com
Soham Cluster
Secondary Cluster and
CMAT Trust
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Effective Soham Village
College
Ely St Johns Primary
School
Kennett Primary
School
East Cambs
East Cambs
East Cambs
Go4Schools
Straightforward, powerful, online mark
books for subject-specific, continuous
pupil tracking. Promoting parental
engagement with online access to daily
information and progress reports. Share
key information via smartphones.
Project X CODE
This is an evidence based, reading
intervention for struggling readers
targeting synthetic phonics and
comprehension skills. With a motivational
character series and a unique two-text
approach children start and finish their
interventions when it is right for them.
Rich CPD opportunities for teachers and
teaching assistants.—Newbury writing,
British Picture Vocabulary Scale, Fischer
Family Trust – running record, Wonderful
Words, Accelread and Accelwrite,
Talk Boost and Early Talk Boost.
www.go4schools.com
www.oxfordowl.co.uk
www.dyslexic.com/acceleread
literacy.fischertrust.org/overview/wave
-3/
Secondary Cluster
Ely Cluster
Soham Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Effective Spring Meadow
Infant School
Downham Feoffees
Primary Academy
East Cambs
East Cambs
Augmentative Alternative Communication
(AAC)
There are many children using AAC; PECS,
communication boards, key vocabulary on
lanyards and first/then systems. Spring
Meadows promotes a symbol and print rich
environment. Colourful semantics is also
used to visually scaffold sentence
structure.
Shared Focus—Talk 4 Writing
All staff have received training in Talk 4
writing, questioning, and talking
partners. Talk 4 Writing is powerful
because it is based on the principles of how
people learn. The movement from
imitation to innovation to independent
application can be adapted to suit the
needs of learners of any stage. The aim is
to bring fun and enjoyment back into
writing and to provide clear strategies that
are known to work that schools can shape
to suit their needs.
pecs-unitedkingdom.com
www.widgit.com
communicationmatters.org.uk
Colourful semantics is aimed at helping
children to develop their grammar but it
is rooted in the meaning of words
(semantics). Colourful semantics reas-
sembles sentences by cutting them up
into their thematic roles and then col-
our codes them.
www.talk4writing.co.uk
Ely Cluster
Ely cluster and C-MAT
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links Sendco Cluster Group
Effective Meadowgate
Academy
Fenland
Video Modelling and TEACCH
Meadowgate is an outstanding Academy
priding themselves on being able to
deliver highly effective personalised
programmes allowing pupils to access
their education and achieve their
potential. The most recent initiative,
which stems from in-house research, is
using video modelling to support learning
a new skill. The videos can be used to
support the learning of life skills, language
development and communication
rehearsal.
Meadowgate Academy also has a qualified
TEACCH consultant who can support
implementation of structured teaching
across the academy for children and
young people with Autism or
communication difficulties.
Special Heads
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links Sendco Cluster Group
Effective Rackham Primary
School
Robert Arkenstall
Primary School
East Cambs
East Cambs
Powerful Words Project
The impact is assessed and a report
written. Mrs Wordsworth products have
been used to accelerate progress in
reading and writing in KS2. The project
introduces 15 minutes a day of additional
vocabulary instruction from Tier 2 words.
The goal is to teach children 120
additional words per half term. It also
turns classrooms into language rich
environments.
Transition
Procedures are robust for transitions.
Starting with EYFS liaison with pre –
schools who share information, paper-
work and involvement of outside agencies
with the Reception Teacher and SENDCo.
Transition between classes at the end of
the year has been improved by using
transition booklets being created for
children with specific difficulties around
transition. Visual timetables are in use in
every classroom. Transition to secondary
has improved by additional visits if
needed.
uk.mrswordsmith.com/blogs/blog/
supporting-disadvantaged-pupils-in-
east-cambridgeshire-with-their-reading
-and-writing
“We are so proud of the jumps forward
in writing. The children are driven.
They are excited to write and discuss.
They are excited about vocabulary.
They are excelling. The impact of PWP
is everywhere even the school disco—
voracious boogying..”
www.robertarkenstall.co.uk
WASP Cluster
WASP Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster group
Effective Lionel Walden
Primary School
Fenland
Diminishing the Difference Project
The project aims to support teachers with
improving the progress and attainment for
disadvantaged pupils in mathematics.
Support, initially provided when the
children are in Year 3, will continue
throughout Key Stage 2 with external
training sessions and termly in-school
visits from a named adviser.
CPD sessions aimed to provide Year 3
teachers and senior leaders with advice
and guidance to address learning needs
and behaviours, including sharing ideas
and strategies for supporting children with
learning key mathematical vocabulary and
developing their confidence.
In-school support included writing a
project action plan, which teachers and
their colleagues could implement and
review throughout the year. Teachers also
collected and submitted data, tracking
children’s progress in maths throughout
the year.
learntogether-
live.storage.googleapis.com/upload/
www.cambslearntogether.co.uk/
school-improvement/projects/
Diminishing%20the%20Differences%
20in%20Y3%20evaluation%20%282018
-19%29%20anon.pdf?inline=true
The project has supported learning for
children with SEND and pupil premium.
Outcomes:
Increased teacher expectations.
Children demonstrate greater
confidence and willingness to try.
Increased independence and resilience
in some learners.
Improved teacher subject knowledge.
March / Chatteris
19
Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links Contact and Cluster group
attendance
Effective Cavalry Primary
School
Sir Harry Smith
Community College
Fenland
Fenland
Flexible Provision
Innovative approaches enable pupils to
access the learning environments they
need. School try to maximise the
potential of the sensory room, Rainbow
Room (alternative provision) and use of
meetings rooms for quiet learning spaces.
My Story Journal
The progress for all children with complex
learning needs and EHCPs are recorded
through ‘My Story’ journals which are
updated half termly.
The Enhanced Provision Centre
The EPC provides nurturing environment
to facilitate the transition from as early as
year 5 up to year 9. Pupils tend to
withdraw from English and Mathematics
to have focused tuition. There is also an
emphasis on life skill development. To
access the provision the requirements are
lower cognitive abilities and lack of
resilience.
www.cavalry.cambs.sch.uk
www.sirharrysmith.cambs.sch.uk/
page/?title=SEN%
3A+Supportive+Skills&pid=54
March /Chatteris Chair
Secondary Cluster invite
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Opportunity Area Strengths Directory
SEND Fo-
cus School Area Strength Resourcing and Links SENDCo Cluster Group
Effective Leverington Primary
Academy
Murrow Primary
Academy
Clarkson Infant and
Nursery School
Fenland
Fenland
Fenland
Safe Spaces
Provision is adapted to meet needs of
individual pupils. Safe spaces are
introduced if needed and then developed
by allowing pupils to share their space
with a peer.
Manual Activities
As part of innovative practice individual
pupils get the opportunity to engage in
gardening, cookery, and access to the
enhanced outside area.
Speech, Language and Communication
Needs
School priorities SLCN at Clarkson due to
extensively trained staff members who
deliver targeted interventions such as Talk
Boost, Early Talk Boost and Talking Boxes.
There is clear assessment and measures of
progress from children attending the
groups.
www.leveringtonprimary.co.uk
www.murrowprimary.co.uk
ican.org.uk/training-licensing/i-can-
programmes/talk-boost-ks1/
www.thecommunicationtrust.org.uk/
projects/talk-boost-ks1/
Wisbech
Wisbech
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Effective Alderman Payne
Primary School
Littleport Community
Primary School
Fenland
East Cambs
SENDCo Surgeries
The surgeries provides staff a forum to
discuss pupils access to learning. The
curriculum design at Alderman Payne is
project based which allows for all children
to succeed in areas other than
Mathematics and English.
Robust Graduated Response
Any SEND concerns teachers may have
there is a clear system to follow including
completing a form which includes input
from parents / carers. The APDR cycle is
also triggered at this stage. Learning plans
are created via EduKey.
Teachers reflect on planning individual
learning needs. SLT meet weekly with
teaching assistants to support
developments. To facilitate this process
SLT and teachers are outside on the
playground at least five minutes before
school begins readily available for parents
to converse with.
www.aldermanpayne.co.uk
www.edukey.co.uk
Wisbech Chair
22
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Expectations Isleham Church of
England Primary
Shool
Fordham CofE
Primary School
East Cambs
East Cambs
Educator—Provision Map online
Tracking system including pre and post
data collection.
PuMa
Termly standardised maths assessment to
assess and predict pupil progress.
PiRA
Termly standardised reading assessment
Bespoke Tracking System
Extensive assessment tools and a menu of
interventions available at the school.
Specific assessment tools; for maths
assertive mentoring, for reading rising
stars and PM Benchmark. The focus is
key performance indicators and the
result is transferred onto assertive
mentoring grid. If a young person
appears in the grey this triggers the first
round of APDR.
www.risingstars-uk.com
assertivementoring.com
Soham Cluster
Soham Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Expectations Bottisham Primary
School
Isle of Ely
East Cambs
East Cambs
Therapeutic Commitment
The whole school has a therapeutic
commitment to behaviour management.
Two newly trained ELSA (Emotional
Literacy Support Assistant) staff began in
September 2019 to begin support for
increasing numbers of children with
anxiety in varying levels.
“By encouraging better recognition and
self-management of emotional states, chil-
dren will become better able to access
the educational opportunities presented to
them”.
Ely Hero
An Early Years Teacher was recognised
locally for her dedication to her role, and
nurturing of pupils in her care during
their transition from Pre-School to
Reception Class.
“Enthusiasm flows in her class as does the
wonderful aura of calmness and respect
reflected by her.”
www.elsa-support.co.uk
What is an ELSA?
An Emotional Literacy Support
Assistant (ELSA) is often a TA/LSA
equipped to offer individualised or
small group support for children/
young people who are experiencing
temporary or long term additional
emotional needs. This provides a
safe and supportive relationship
within which children can think
through challenges.
www.elystandard.co.uk/news/ely-
hero-awards-2019
TBC
Ely Custer
24
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Expectations New Road and Park
Lane Academy
Fenland
Assessment Tools
A range of assessment tools are
implemented to show progress.
Diagnostic, SENDCo assessments at wave
3 of the graduated approach: York
Assessment for Reading and
Comprehension, Sandwell, British Picture
Vocabulary System and Phonological
Assessment Battery.
www.gl-assessment.co.uk/products/
british-picture-vocabulary-scale-
bpvs3/
www.gl-assessment.co.uk/products/
york-assessment-of-reading-for-
comprehension-yarc/
www.gl-assessment.co.uk/products/
phonological-assessment-battery-
phab/
March / Chatteris
25
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Expectations Glebelands
Community Primary
School
Fenland
Graduated Response
Glebelands have a clear graduated
approach model prioritising equity. There
is a clear Universal Offer that applies to
all children then a layered targeted and
personalised support to meet individual
needs. Assertive mentoring principles are
applied to target set jointly with parents/
carers and teachers to work towards the
CYP future aspirations. The NFER is
completed three times per year if this
indicates an area of difficulty then
standardised assessments are used.
Glebelands has an extensive resource of
assessments and interventions.
The information is also shared with
parents through an interactive SEND
Information document on the website.
The intrinsic circles model, as
demonstrated on the school website,
shapes the targeted support for families.
The website also includes a ‘game board’
visual for SEND frequently asked
questions.
NFER - National Foundation of
Educational Research.
Equity model to graduated approach.
March / Chatteris
26
Opportunity Area Strengths Directory
SEND Focus School Strength Contact and Cluster
group attendance
Area Resourcing and Links Impact and
Embedding
Embed Sutton C of E
Primary School
Lantern
Community
Primary School
Sutton Children
The curriculum is being developed
around being a Sutton child at the
centre and encompassing the school
values; Koinonia, responsibility and
Respect. There is a school language
developing around are the children
ready to learn? Mental health needs
and speech and language
underpinning all focus. There is now
a new room called Celestine with
emotional wellbeing approaches but
the aim is to have a nurture ethos
running through everything including
peaceful spaces in every classroom.
Staff Development
Staff are committed to development
and middle leaders are studying for
the NPQ. Ely School Partnership
have network meetings for sharing
good practice.
WASP Cluster
Trust Cluster—CMAT
East Cambs
East Cambs
www.sutton.cambs.sch.uk
www.thelanternschool.net/
27
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Littleport and East
Cambs Academy
East Cambs
We are Inspired
The ethos of the school runs through
everything and promotes aspirations for
all. Sharing the sight with the academy
special school helps break down barriers
through the assemblies and sharing
facilities. The school is working towards
the Gatsby Benchmark developing careers
and enterprise opportunities.
The eight Gatsby Benchmarks are:
•A stable careers programme.
•Learning from career and labour
market information.
•Addressing the needs of each pupil.
•Linking curriculum learning to ca-
reers.
•Encounters with employers and
employees.
•Experiences of workplaces.
•Encounters with further and higher
education
•Personal guidance.
www.careersandenterprise.co.uk/
schools-colleges/understand-gatsby-
benchmarks
Secondary Cluster
28
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Westwood Primary
School
Fenland
The Extra Mile
Westwood have adopted an holistic
approach to education. Their methods are
relational starting with parents and
carers. The importance of attendance
was prioritised and a walking bus was
developed.
The strength of more experienced staff
has been used to support the
development of new staff.
The self-funded nurture provision: The
Snug makes a positive contribution to the
inclusive ethos.
Westwood also provides a young carers
group, with draw and talk intervention
and sand therapy.
www.westwood-cambs.org
“The Walking bus has enabled
vulnerable children to attend school
regular basis.
Developing a supportive team which
develops confidence in all.
The Snug enables us to respond
positively to the social and emotional
needs of the children in our care. It
has also facilitated building strong
links with parents and carers to
minimise the need of exclusion.”
March / Chatteris
29
Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Kingsfield Primary
School
Beaupre Community
Primary School
Fenland
Fenland
Leadership
Strategical leadership to staffing; looking
at strengths and areas for development as
well as class dynamics before creating a
class.
Leading by example, and dedication to
building relationships with pupils to be
able to meet needs.
Assessment Data / Therapeutic Thinking
Assessment data for cohorts is compared
in terms of achievement and progress.
Analysis reports are written termly and
shared with Governors to monitor any
variances across the school, the
Headteacher and class teacher are held to
account. Any positive areas / cohorts are
discussed and where there is good
practice this is shared through staff
meetings and opportunities for peer
observations.
Therapeutic thinking is a drive across
setting down to visual conflict and resolve
models for children on the playground
which they engage in.
www.kingsfield.cambs.sch.uk
www.beaupreprimary.co.uk
March / Chatteris
Wisbech
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Alderman Jacobs
Primary School
Fenland
‘Shine a Light on the Good’
Alderman Jacobs focused on supporting young
people with attachment because we hold the ethos
at the forefront of our practice. The CPD for adults
is ongoing and has been crucial for maintaining the
impact of the strategies used. Leadership and
mentoring time is used to support children with
SEND and SEMH needs, including liaising with
families around provision. Specific behaviour
mentors are assigned to key children to reduce
incidents. The curriculum and teaching of it
includes all children with SEND and aims to
maximise learning for all. Support planners and
vocabulary mats are used for all. Over time
Alderman Jacob only use tried and tested
interventions, using the EEF site for information.
Recently we have carried out work on fluency,
times tables and Lexonik. Our assessment tools for
Social, Emotional and Mental Health (SEMH) are
RCAD (Revised children’s Anxiety and Depression
Scale) and SNAP.
Learning mentors use the zone at breakfast and
lunch to check in with vulnerable children.
www.hoddereducation.co.uk/snap
An online diagnostic assessments
designed to pinpoint specific
learning and behavioural
difficulties which without
identification, may limit a child’s
potential to learn.
www.corc.uk.net/outcome-
experience-measures/revised-
childrens-anxiety-and-depression-
scale-and-subscales/
A self-report questionnaire with
subscales including: separation
anxiety disorder, social phobia,
generalized anxiety disorder, panic
disorder, obsessive compulsive
disorder, and low mood (major
depressive disorder).
www.lexonik.co.uk
Aim is accelerated reading age
gains in 6 one hour sessions.
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Ditton Lodge Primary
School
East Cambs Success For All and Fischer Family Trust
Is an evidence-based school improvement
strategy. We work extensively with schools to
embed a consistent and dynamic approach to
teaching and learning known as co-operative
learning. Success for All is a whole school
improvement programme that:
• Improves teaching and learning – focusing
on literacy
• Secures sustainable improvement
• Empowers leadership and builds capacity
•Develops effective use of data – illustrating real
time progress
We blend the powerful instructional process with
an equally effective literacy strategy where pupils
are grouped by stage not age, based on their
reading comprehension level.
FFT estimates are used by teachers to inform the
setting of ambitious and aspirational targets for
students. FFT’s analyses of pupil results and pupil
progress and provide school leaders with insightful
data to support school improvement and self-
evaluation.
successforall.org.uk
fft.org.uk/the-fischer-family-trust/
Unity Schools Partnership | Unity
Schools Partnership
(unitysp.co.uk)
More Information | CUSP (unity-
curriculum.co.uk)
Unity Trust Cluster
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Opportunity Area Strengths Directory
SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group
Embed Millfield East Cambs Millfield have a vision for the school which threads
through everything. The vision is “engage,
enquire, excel”. Engage: Through a broad and
balanced curriculum, which offers opportunities to
experience life beyond Littleport and
Cambridgeshire. School aims to engage children
by developing their interests and broadening their
horizons. Enquire: At Millfield they encourage
children to develop their own interests and ideas,
using children’s questions to frame the learning
journey that each topic embarks upon. Using
motivating topics and a range of learning styles we
inspire children to find out more. Excel: At Millfield
we want all our children to excel in their learning in
all aspects.
We support their learning across the curriculum
with dedicated time to meditate and focus on
mental health and emotional well-being as so
many of our parents, and children, suffer from
conditions such as anxiety and depression.
www.millfieldprimaryschool.co.uk
Ely Cluster
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Opportunity Area Strengths Directory
Any questions on Cluster Groups please contact Laura Mills