SEND in Pioneer Federation schools

The vision of the four Pioneer Federation schools (St Mary the Virgin, Chiddingly Primary, Park Mead and East Hoathly Primary and Nursery) is ‘Achievement for All, Learning Together, Learning for Life’ and this radiates through our policy for children with special educational needs and disabilities.

The Children and Families Act 2014 says that all maintained schools must publish a Special Educational Needs and Disabilities (SEND) Information Report every year. This can be found below.

In the report, we explain how we meet our duties towards pupils with special educational needs and disabilities. This report is also the information we provide to the East Sussex local offer which shows the support that is available for children and young people with special educational needs and disabilities in East Sussex: localoffer.eastsussex.gov.uk

The federation schools are mainstream primaries admitting pupils from age 4 -11. East Hoathly also has a Nursery. We are inclusive schools – that means we provide for children with all types of special educational need. Within the Pioneer Federation, it is fully recognised that all class teachers are the teachers of children with Special Educational Needs and disabilities (SEND).

The kinds of SEND that are provided for are categorised into four broad areas of need:

communication and interaction, including speech and language difficulties and autism
cognition and learning, including developmental delay, and specific difficulties such as dyslexia and dyscalculia
social, emotional and mental health difficulties including difficulties with behaviour, attention deficit disorder ADD, attention deficit hyperactivity disorder ADHD, attachment disorder or anxiety
sensory and/or physical needs including visual or hearing impairment, dyspraxia, cerebral palsy and other physical or medical conditions which affect a child’s learning

The report below includes details of the processes in place to identify children with SEND and for assessing their needs and required provision.

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Understanding children’s emotional development is an important part of maintaining good mental health and wellbeing in our school. The Pioneer Federation uses the Zones of Regulation framework and curriculum (Kuypers, 2011) to develop awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This provides us an easy way to think and talk about how we feel on the inside and sort these feelings into four coloured Zones, all of which are expected in life. Once we understand our feelings and zones, we can learn to use tools/strategies to manage our different Zones in order to meet goals like doing schoolwork or other tasks, managing big feelings, and healthy relationships with others.

The use of Zones of Regulation at Chiddingly

Within all areas of the school you will find displays and prompts linked to Zones of Regulation for all to use during different times and areas throughout the school. We have also created our own ‘Mood Monsters’ to represent each zones colour as a tool to support emotional regulation.

Strategies are taught at various times during the year at a whole class level and revisited on a daily basis. Where needed additional small group or individual work can take place to explore and develop a particular skill or strategies to facilitate emotional regulation.

Oak Class (Reception)

In Oak class the mood monsters have a dedicated area in the classroom accompanied by pictures of what someone may look like when they are feeling that emotion. There is also a mirror for them to use to look at their face and identify how they are feeling based on their expression as well.

In this area we have our calm table where children can access the calm box with fiddle toys and activities in to aid independent emotional regulation. There is also a card that the children can bring to a teacher for support if they need help to regulate their emotions but cannot express that with words.

Beech Class (Year 1 & 2)

In our class we use our individual pegs to show how we feel. We put these on the mood monsters linked to the Zones of regulation. We also have a tranquil trolley which we use when we are regulating our feelings. We often use our Calm Area where we have breathing activities and books linked to the different feelings and emotions.

Willow Class (Year 3 & 4)

Throughout the day in Willow, we map our zones on our zones grid in our trays, and these will be discreetly looked at and followed up on by staff. This then enables us to have check-ins with pupils throughout the day - whether it's to let us know they are having a great day, or that they have feelings they want to discuss. We also discuss zones as a whole class during lessons, ensuring we are aware of other people's zones and how we can help them to learn in our classroom environment - this helps us register our own 'zone' for learning too.

Sycamore (Year 5 & 6)

In Sycamore Class, all children and adults regularly update our own Zones of Regulation Grids. The grids are divided up into different sections for the days and we all give ourselves a score of 1 to 5 of how we are feeling in that zone (e.g. 5 in the green zone means that we're extremely happy and ready to work). We use the Zones Grids as a way to check in on pupils if they need to chat and also for us all to think about and be able to regulate our emotions.

Shared Areas Around Chiddingly

Throughout the school shared areas, you will find the 4 zones and mood monsters that all staff and children can use to check in with emotions and feelings. Whether it is during break time, PE or class activities outside of the classroom.