What is the role of the Care Team at Prince Avenue Academy?

The Care Team consists of:

  • SENCO: Mr Pax
  • SENCO Assistant: Mr Hahn
  • Learning Mentor: Mr Noades
  • SEMH Assistant: Mrs Glendinning
  • Care Team Assistant: Mrs Heanue

The Care Team are responsible for:

  • Monitoring the support for children with Special Educational Needs and/or Disabilities (SEND), social and emotional difficulties, developing the school’s SEND Policy to make sure all children receive a consistent, high quality provision to meet their needs in school.
  • Ensuring that parents/carers are:

-Kept informed about the support their child is getting

-Involved in supporting their child/s learning

-Involved in reviewing their progress

  • Working with all other agencies who may be involved in supporting your child’s learning such as Speech and Language Therapists, Educational Psychologists, Physiotherapists etc.
  • Maintaining records of children’s support, progress and needs.
  • Providing specialist support and training for teachers and support staff in the school so that they can help children within the school achieve the best progress possible. 

How can I let the school know if I have concerns about my child?

The school SEN Governor Ms Grant can also be contacted for support and she can be contacted via the school office.

We are open and honest with parents and hope that they are able to do the same with us. We pride ourselves on our ability to build positive relationships with parents. Members of the Care Team are available on the playground every morning before school.

How do you know if my child is making progress?

As a school we assess the progress of all children. We measure children’s progress in learning against national age related expectations. Some children with extra needs may require additional support with specific outcomes and targets so that we can track their progress more closely.

  • Your child’s progress will be continually monitored by his/her class teacher. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
    • We track children’s progress from their admission through to Year 6, using a variety of different methods, including the National Curriculum expectations and some standardised tests, as appropriate.
    • His/her progress will be reviewed formally with the Deputy Headteacher and SENCO every term in reading, writing and numeracy.
    • All children identified as requiring SEN support or an Education, Health and Care Plan (EHCP) will have and Individual Support Plan, which will incorporate the views of the school, parent and child.
    • In addition, the progress of children with an EHCP will be formally reviewed at an Annual Review with all adults involved with the child’seducation.
    • Teachers will monitor progress following targeted interventions and support in class. Individual targets are regularly reviewed by the child’s teacher and any other adults that support the child. This is monitored by the SENCO and reviewed regularly at SEN progress review meetings between the class teacher and SENCO.
    • Teachers and support staff review individual targets with pupils, discussing and reviewing their progress.
    • Learning walks will be carried out by the SENCO and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is high for all children.


How will the school let me know about my child’s progress and if they have any concerns?

  • At Prince Avenue we hold Parent/Carer Evenings twice a year that allow teachers to talk through children’s progress with their parents/carers.
  • If your child progress is identified as a concern, the class teacher will initially set up a meeting to discuss this with you in more detail and to:

        -Listen to any concerns you may have

        -Plan any additional support your child may need

-Discuss with you any existing referrals to outside professionals to support your child. This meeting will contribute to the decision about how we move forward supporting your child. A member of the Care Team will attend if necessary.

  • If a child receives high levels of support, which may include funding from the local authority through an EHCP, then regular review meetings involving structured conversations are held to discuss the individual progress of that child. Parents are always invited to these meetings.
  • For some pupils with an identified need, a home/school liaison book is used.

How does the school monitor the impact of extra support?

  • Provision is constantly reviewed and updated to ensure that it is effective in supporting the pupils with their learning and development.
  • The progress of each child is regularly tracked.
  • Based on this information, interventions and other forms of support are adapted where necessary.

How will teaching be adapted for my child with learning needs?

  • Class teachers plan and adapt lessons to suit all learners so that all children are able to access it according to their specific needs.
  • Classrooms are designed to create an enriching, visually stimulating learning environment to enable all pupils to access the curriculum and any resources they require.
  • Support staff, under the direction of the class teacher, can further adapt planning to support the needs of your child where necessary.
  • Specific resources and strategies including visual and tactile resources will be used to support your child individually and in groups.
  • A small number of children may need a quieter area or more tailored visual aids to support them and these are put into place where needed.

How are the teachers in school supported to work with children who have SEN and what training do they have?

  • The SENCO’s role is to support the class teacher in identifying, assessing and planning support for children with SEN.
    • The school provides training and support to enable all staff to improve the teaching and learning of all children, including those with SEN. As a school we are committed to providing all staff with the most regular and up to date training based on findings from the most recent educational research. Training is provided by specialists both internally and externally, relevant to the needs of specific children or identified needs within the school.
    • Teachers are given one to one additional support and training to review needs, develop knowledge and understanding of strategies to support and plan for children within their class by the SENCO and any appropriate external professionals who are supporting the child.
    • Outreach services offer training within school working alongside teachers in class, providing in school training and off site training e.g. Behaviour Support Specialiss, Speech and Language Therapists.
    • Specialist outreach teachers visit the school to complete assessments and provide detailed reports outlining how to support individual pupils e.g. Speech and Language specialist teacher.

How Is support organised for children with identified Special Education Needs?

At Prince Avenue we support all children to achieve to their highest potential. Specialist professionals from both within the school and from external agencies ensure that we meet all children’s needs and that they are supported fully. This may involve a child having:

  • Interventions such as speech and language development, social groups, fine motor skills work or additional literacy or maths sessions.
  • An individual timetable tailored to their specific needs.
  • Some 1:1 adult support.

How are decisions made about how much support individual pupils receive? 

  • The school budget, received from Southend Local Authority, includes money for supporting children with SEN. The Headteacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the SENCO, Deputy Headteachers and school governors on the basis of needs in theschool.
  • The class teacher, SENCO, and Deputy Headteachers discuss individual pupils’ needs and what support would be appropriate at regular progress meetings. Different children will require different levels and types of support in order to help them make progress and achieve their potential.
  • Decisions concerning support are made collaboratively with parents, teachers, the Care Team and externalspecialists where appropriate.
  • The pupil’s own views are also taken intoaccount.
    • The school identifies the provision for SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes are made as needed, so that the needs of children are met, and so that resources are deployed as effectively aspossible.

Who are the people providing support and specialist services for pupils with Special Educational needs?

School provision


  • Teachers are responsible for teaching SENgroups/individuals.
    • Learning Support Assistants and the Care Team will work with either individual children or small groups both within the classroom and in learning spaces around theschool.
    • The school commissions the work of a counsellor to work with individuals and groups of pupils as identified with a need for support and confidentialcounselling. The school will seek parental consent before utilising this support.
  • ICT support in the form of iPads is provided for specific targeted skills/learningneeds.
    • Learning Support Assistants, the Learning Mentor and SEMH Assistant offer support for children with emotional and social development through nurture work individually and within smallgroups.

Local Authority Provision delivered in school


  • Autism/ADHD OutreachService
  • Educational PsychologyService
  • Specialist teachers for visual or hearingneeds
  • SALT (Speech and LanguageTherapy)
  • Specialist Speech and Languageteacher
  • Nurture outreach from Harbour NurtureBase
  • Behaviouroutreach from Parallel Learning Trust.

Health Provision delivered in school


  • Speech and Language Therapists may at time model interventions withinschool.
  • Occupational Therapy may discuss programmes and model interventions withinschool.

What arrangements are made to support pupils with Special Educational Needs taking part in after school activities outside the classroom, including educational visits and residential trips?

  • We encourage all children to take part in extracurricular activities. All pupils are encouraged to take part in residential visits with appropriate support regardless of their needs. This is a step to encourage independence.
  • Risk assessments are completed for all activities and individual risk assessments are completed for pupils alongside parents where appropriate to identify any reasonable steps the school may take to ensure pupils are safe and able to enjoy the activity safely.
  • Some children may need extra adult support during these activities and as a fully inclusive school we use our best endeavours to enable this support to be put in place. Parents/carers will be involved in planning for any of these activities and provision reviewed in relation to the needs identified.

How accessible is the school environment?

The school accessibility plan is available on the website within the SEND section.

  • We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
  • The school building and playground is accessible for wheelchair access with ramps to enter and leave the building at various points. The upstairs of the building is not accessible as we do not have a lift however this area is used for teaching space that can be relocated to meet a need asrequired.
  • The use of Makaton and PECS (Picture Exchange Communication) is used to support pupils who have difficulties with communication as identified in their individual plans.
  • Home school communications are clearly explained to parents verbally or through the use of pictures or written translations.
  • For children with specific needs, such as those resulting from autism, we are able to provide a smaller and quieter learning environment either in a work station or using the Green Room.
  • Parents are able to use a disabled parking bay and obtain parking passes for the school car park from the school office if required.

How do we support children who have social difficulties or who require social care?

  • Members of the Care Team and the school counsellor all provide pastoral support which includes time to talk through situations that children find difficult and activities to support emotional and social development.
    • The Care Team can signpost parents to a number of services to support emotional and behavioural difficulties.

How are the Governing Body involved in the provision for children with SEN?

  • The named governor is Ms Karen Grant. She has the responsibility to monitor the effective implementation of the SEND policy.

What arrangements does the school make to support pupils moving between classes and phase groups?

  • Handover sessions are held for all teachers to attend so that a child’s previous teacher has a chance to pass on valuable information to their new teacher.
  • During transition the Care Team will visit classrooms and support children/staff as appropriate.
  • Additional transition arrangements will be made where appropriate. This may include the creation of a transition book or social story including images of the new classroom and teacher. Each transition plan is prepared on an individual basis.

What arrangements does the school make when a child joins the school?

    • We contact the child’s previous school and any available information is collected, a member of the Care Team or EYFS teacher will visit pre-schools when appropriate.
    • Your child will be able to visit our school and stay for additional visits, if this is appropriate.
    • For some children we may facilitate a phased transition to help your child to acclimatise to their new surroundings. We would also visit them in their current setting if appropriate.
    • If your child has an Education, Health Care Plan and is changing to our school we will, whenever possible, arrange a review meeting with the current setting.
    • Parents are invited into school to have a guided tour, discuss the needs of their child with the class teacher and the SENCO.

What arrangements does the school make to support pupils transferring to another school 

If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a book or social story to support them to understand the move, one will be made for them.
  • For some children we may facilitate a phased transition to help your child to acclimatise to their new setting.
  • Staff may accompany children when visiting their new setting and staff from the new setting may visit our school.
    • If your child has an Education, Health Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school.

In Year 6:

  • The SENCO will discuss the specific needs of your child with the SENCO of the child’s secondary school. Transition review meetings may take place with the SENCO from the new school.
  • If your child has an Education, Health and Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school.
  • Your child will participate in focused learning relating to aspects of transition to support their understanding of the changes ahead. This may be in partnership with Specialist Teachers from Parallel Learning Trust.
  • Where required suitable activities are planned to support the learning of key life skills that children will need when moving onto secondary school including road safety, social awareness and self-care.
  • Your child will visit their new school as part of their transition and, if necessary, additional visits may be arranged. In some cases, staff from the new school will visit your child at Prince Avenue, working alongside current staff to share successful strategies and support.
  • We write social stories with children to help explain and prepare them for any major transition.
  • If your child would be helped by a book to support them to understand the move, one will be made for them.

Who to contact

If you have any further questions regarding our provision for children with special educational needs and/or disabilities, please do not hesitate to contact the SENCO.

You can either:

If you feel that you need to make a complaint at any time, please refer to our complaints procedure which is available on the website. Alternatively you can contact a member of the Senior Leadership Team.

Other information

The Southend-on-Sea Council Local Offer is available on the SHIP (Southend Help and Information Point) website. It tells parents how to access services in the area and what to expect from these services:


The SENCO attends PEP meetings for Looked After Children (LAC) and will have input on how Pupils Premium is spent on these children.

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