Key Information

Below you can find the following:

• • Equality Objectives

  • Annual Reports and Accounts

  • Trustees & Directors

  • Exclusions arrangements

  • Internal Exclusions

  • SEND

  • School Results

• Strive to achieve equality of opportunity for all, adults and pupils, regardless of age, gender, ethnicity, disability, religious belief, sexual orientation and socio-economic background.
• Promote a harmonious environment (social cohesion)
• Strive for all pupils to achieve the highest possible standards in their learning and make good progress and to be committed to closing the gaps in progress and attainment.
• Ensure that the appointment of staff is in line with equal opportunities legislation
• Ensure that the governing body of the school reflects diversity
• Identify barriers to learning and participation and provide appropriately to meet a diversity of needs
• To promote spiritual, moral, social and cultural development through daily teaching, with particular reference to issues of equality and diversity.

Avanti Court Equality Policy                            Click here>>

We are an inclusive school and will work hard to develop strategies to include all children. However, in extreme cases, the school will make exclusions to maintain the health and safety of all our community.

The school endeavours to do all it can to avoid permanent exclusion. However, a permanent exclusion is for extreme and significant breaches of behaviour, for example, physically aggressive behaviour towards others in school. When such cases are considered, referral should be made to the DFE guidance and liaison with the local authority and the Trust will be undertaken.

Fixed term exclusions are for serious breaches of the school rules. Some examples are:

• refusal to follow staff direction
• stealing school property
• damaging school property
• causing injury to another person
• misconduct when representing the school off site.

If your child is excluded you will be contacted by the school and informed of the reason for exclusion, the length of the exclusion and who to contact should you need support or what to do if you want to appeal the exclusion. (Please see School Behaviour Policy – avanti.org.uk/governance)

All exclusions are reported to the local authority, Trust and the Chair of the School Stakeholder Committee.

The Deputy Principal has the authority to exclude pupils in the absence of the Principal.

Internal exclusions will be at the discretion of Senior Leadership Team (SLT), although the Principal will be kept informed of the status of internal exclusions on a daily basis and will be in response to a culmination of behaviour incidents or extreme and serious single incident.

Internal exclusions will be decided and coordinated by a member of SLT. An internal exclusion is different to a time out/reflection in another classroom.

If a student has an internal exclusion they will be sent with appropriate work to complete supervised by a member SLT.  SLT will inform the students’s parents and record the incident and steps taken to avoid future incidents. The student will be monitored and supported by the SLT, including the SENCO, following the exclusion.

The approximate length of an internal exclusion will be no longer than 30-45min at any one time.

External exclusions will follow guidance from The Avanti Schools Trust School Behaviour policy. Only the Principal and Deputy Principal can exclude children externally. A decision to externally exclude will only be taken when all other possibilities and strategies have been exhausted, including close partnership with the parents to improve the students behaviour.

Special Educational Needs and Disabilities Report (SEND)

An overview of the school

Avanti Court is an Academy and part of the Avanti Schools Trust. It provides places for 90 pupils per year group from EYFS to Year 5 and 120 places in Year 6. The school also has a 52 place nursery. We aim to develop a small school model so that every child is well known, challenged and inspired to be the best they can be. The school serves a diverse community in which people from all backgrounds, faiths and other world views are welcomed who are interested in their child having a Hindu-influenced educational experience.

Currently, as of September 2023, we have over 40  children on the SEND register.

We work towards ensuring that all pupils regardless of their SEND needs make the best possible progress in school. Our motto states: ‘Everybody is welcome and everyone is included’

The kinds of special educational needs for which provision is made at our school

We have Special Educational Needs and Disability provision for a range of physical, social, emotional, behavioural, mental health and cognitive needs currently required in school.

Our admission arrangements for pupils with SEN and disabilities are in line with Local Authority guidelines ensuring fair access for all.

We take steps to ensure all pupils at Avanti Court Primary are treated fairly with additional provision for SEND children.

To ensure all children with SEND have fair access to extra-curricular enrichment programmes and opportunities, all trips off-site educational visits are risk assessed by the class teacher and provision is put into place to ensure all children can access the educational trip.

All extra-curricular clubs are accessible to all pupils- we would encourage parents of children with SEND to speak to the Interim SEND Lead: Mrs Cooper who will ensure that the club is fully accessible for your child.

Dedicated contacts at the school

Who should I contact if I have any questions or concerns about my child’s SEND?

If parents have questions or concerns about their child, the first point of contact is always the class teacher. Parents can make an appointment to meet with the class teacher who is happy to discuss any concerns and answer any questions.

If parents then require additional information or guidance, they can contact the school to make an appointment with the Interim SENDCO / Assistant Principal for Inclusion if necessary who is:

Mrs Tracey Cooper can be contacted on: 0208 551 9489 or via email [email protected] 

Identifying children’s additional needs

How will the school know if my child needs additional help and how will the school share information with me?

We identify specific needs of children by the following:

1. High-Quality First Teaching in every classroom for every pupil (this includes appropriate work matched to pupils’ abilities and needs)
2. Where concerns are raised regarding the progress of individual pupils, class teachers liaise with the school’s Interim SENDCO (Assistant Principal for Inclusion) to discuss the child’s areas of strength and their difficulties.
3. From there, the Interim SENDCO/Assistant Principal for Inclusion will undertake, if it is deemed necessary, a thorough assessment of the pupil’s abilities and needs.  At this stage, standardised assessments will be used as part of the school’s toolkit for assessing pupil needs.
4. Once the results of the assessments have been established, an individual plan will be created for the pupil.  This will outline the package of support that will be in place to meet the needs of the assessment outcomes.
5. Meetings are held between the teacher, parents and Interim SENDCO to discuss progress and outcomes
6. We use half termly assessments to track the progress of all children in reading, writing and mathematics and foundation subjects.

Additional assessments are used to profile individual needs, including:

• Speech & Language Assessments to identify specific areas of expressive and receptive language difficulties.
• Phonological Assessments, which identify specific areas of difficulty relating to phonological skills and processing speed.
• Vocabulary Assessments, which identify levels of development in understanding language.
• Visual and Digit Memory assessments, which identify levels of development in the use of short term memory.
• Auditory and Visual processing assessments are used to identify levels of development in accessing information.

All staff have responsibility for SEND and work in close liaison with Mrs Tracey Cooper. The school works in partnership with professional agencies from Redbridge: Educational Psychologists, Speech and Language Therapists, Vision and Hearing Specialists.

As a school, we cannot emphasise how important the role of parents are at all stages of providing for SEND children’s needs. We ensure we hold regular reviews about your child’s progress monitor and evaluate your child’s provision, including your views, your child’s views and experiences and the involvement of other professionals working with your child.

Involving pupils and parents/carers in planning support

How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?

• Planning and review meetings
• Advice on how to support learning at home
• Regular contact between home and school, e.g. home/ school book, email or text
• Individual pupil/ teacher conversations
• Mentor e.g. adult or peer mentoring
• Support from the School Welfare Officer

All policies take into account the SEND needs of pupils in school. Assessment information is collated through Arbor and highlights progress made relating to specific areas of the curriculum. Our Assessment Lead alongside the Interim SENDCO, compiles class, group and individual data to track progress, set targets and monitor progress of all SEND pupils.

Parents are kept fully involved and discussions formulate planned next steps at each relevant stage in the review cycle. Parents are informed of their child’s progress through termly parent’s meetings, SEN support reviews and close home-school links. Parents are also encouraged to regularly complete parental surveys to gain their views of school provision for their child and give feedback to raise any issues or concerns.

We regularly review all SEND provision, updating delivery for individuals to reflect progress in specific areas or with specific interventions. Clear criteria discussions take place prior to starting support or interventions and time-specific targets identify if outcomes have been met. Reviews also include how the provision has impacted on the child’s attitude and engagement in their learning, which may not be evidenced from assessments, but has had an impact on their educational progress.

Pupils are involved in pupil participation interviews to gain insight into their learning preferences and to personalise learning to maximise engagement. Progress of the support offered by  outside agencies is also tracked to ensure impact.

The Schools Stakeholder Committee (SSC) are involved in all progress and assessment review processes, a dedicated Assessment link member and SEND member from the SSC have regular contact in school. They are able to question and observe provision to monitor how additional support has impacted on children’s progress. This is then communicated to the full SSC through visit reports. Each full SSC meeting also receives a confidential SEND report from the SENDCo outlining provision, developments, training and actions.

Our Inclusion team includes: Assistant Principal for Inclusion including Interim SENDCO, the Associate Senior Leader, the Principal, the school’s Welfare Assistant, the School’s Chaplain, Teaching Assistants and Higher Learning Teaching Assistants.

The Involvement of the SSC link person and the schools’ accountability to the Trust and termly school review teams are part of the internal mechanisms designed to challenge and support as well as quality assure the quality of provision for pupils in this group.

Support and training for school staff

Have any staff received specialist training in SEND?

Key staff supporting children with complex needs have ongoing training and CPD alongside specialist outreach agencies/teachers/specialist staff. All teachers and learning support staff attend regular staff meetings and training sessions that relate to high-quality teaching and learning.

We also access specialist services from: Speech & Language, Physiotherapy, Occupational Therapy, Disability Team, CAMHS, SEN consultant, Educational Psychologist and Early Years Team from the London Borough of Redbridge.

Our SEND support team receive additional training in relation to their areas of expertise accessing specialist support to maintain skills and meet the needs of our pupils. Training is provided by a range of services and includes specialist training for specific conditions as required. Our team keep abreast of new developments and attend the annual SEND Conferences to access specialist workshops and build further links with service providers.

Range of support available to my child

What different kinds of support are available to children with SEND?

• Curriculum adaptations/differentiation
• Specific teaching interventions
• Support for behaviour including pastoral care and support to prevent bullying.
• Support for health needs
• Specific individual support
• Specialist teaching groups
• Support for communication needs/ assertive technologies
• Curriculum adaptations and differentiated work
• Quality First Teaching from the class teacher
• Support for behaviour
• Support for specific health needs
• Specific teaching interventions
• Individual support in class
• Support and advice from specialist agencies
• Support for emotional needs

 There are a number of interventions in place at Avanti Court Primary School.   Below is a list of some of the support and interventions we provide:

• Phonological awareness and word awareness
• Reading interventions
• Social group interventions
• Fine motor skills including ‘Happy Hands’
• ‘Surprise Foods’ to help children who experience difficulty eating food.
• Precision teaching
• Pre-teaching vocabulary for new topics
• A variety of speech and language programmes from a specialist therapist
• Colourful Semantics
• Memory Processing Interventions
• Extensive support from our Local Authority Partners

Accessibility of the school

How is the school accessible to children with SEND?

Our school environment is carefully monitored to ensure access for all. We have a range of facilities including a dedicated medical room. Our classrooms have carpets, blinds and display boards to improve the auditory environment and lighting, furniture and positioning in class are optimised to improve the visual environment. We have a dedicated SEND budget to secure equipment and resources to support specific needs as well as linking to external service providers for specialist advice and equipment.

There is dedicated parking in the school car park for disabled visitors and pupils.

All areas are accessible to wheelchairs with additional mobile ramps for outdoor learning. We make all reasonable adjustments possible to meet the range of special educational needs of our community members.

• The school has one ground floor level with easy access to both hall and gym.
• The school has shower facilities and a disabled toilet.
• There is ramp access leading into main playground which is suitable for wheelchair users and pushchairs.
• Additional and different support will sometimes take place in areas other than the child’s classroom.  Group rooms are sometimes used for these purposes.

The school ensures that all pupils are included in all off-site activities. Risk assessments reference how the trip will be made accessible to all SEND pupils. After school clubs are accessible to all pupils-meetings with the SENDCo and the club lead together with parents ensure that the needs of SEND pupils are catered for so that they are not disadvantaged.

Inclusion

How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?

We have a wide range of extra-curricular activities on offer before school, during lunchtime and after school. Some are school-led and for others club or private providers work closely with the school to make all reasonable adjustments to involve children from across the age ranges and SEND.

Parents are encouraged to discuss extra-curricular clubs with SENDCo/staff and external providers to make individual arrangements.

Parents are also involved in detailed planning for both day and residential visits, ensuring all needs are identified and provision matches specific circumstances.

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LINKS to SEND Policies and Documents

Click the links below for further information about our commitment to providing an excellent education for children with Special Educational Needs and Disabilities.

Accessbility-Plan-2023-2024

SEND-Information-Report

Special-Education-Needs-and-Disability-Policy.Summer-2023

ACPS-Safe-touch

Performance Tables

Information from the Standards and Testing Agency (STA) regarding the cancellation of 2019-2020 national curriculum assessments

The 2019/20 national curriculum assessments will not take place due to the coronavirus (COVID-19) pandemic.

This means the following assessments planned between April and July 2020 were cancelled:

• end of key stage 1 and key stage 2 assessments (including tests and teacher assessment)
• phonics screening check
• multiplication tables check
• science sampling tests

As a result of the cancellation of the end of Key Stage assessments, there is no published data for the academic year of 2019-2020

Click the DFE link below to compare Avanti Court Primary School Performance with other schools 2018-2019:
https://www.compare-school-performance.service.gov.uk/school/142489

Results 2018-2019

Avanti Court Primary School Results Compared with Redbridge and National          Click Here >>

Results 2017-2018

Avanti Court Primary School Results Compared with Redbridge and National          Click Here >>

Results 2016-2017

Avanti Court Primary School Results Compared with Redbridge and National          Click Here >>

Results 2015-2016

Results for Summer term 2016 for EYFS and Year 2          Click Here >>
Avanti Court Compared to other schools          Click Here >>
Avanti Court Summer 2016 results compared with Redbridge and National Average          Click Here >>

Results 2014-15

Avanti Court Primary School Results Summer 2015          Click Here >>