The Inclusion Base is the home Orchard Mead Academy’s Designated Specialist Provision (DSP). The Inclusion Base is a part of the SEN department in main school and will have a Communication and Interaction specialism from August 2024 and will initially be open to year 7 and then expanded in subsequent years.

The DSP

Our DSP offers a unique curriculum and learning environment that’s tailored to the needs of each child. Children spend time in both mainstream lessons and our DSP also receiving intensive support in small groups when needed.

Students complete academic assessments which are in line with mainstream lessons through content and timing. We use these, alongside qualitative data, to make holistic judgements about next steps. Some students move into a greater percentage of lessons away from the DSP, whereas others sometimes indicate a need for more DSP curriculum coverage.

Places in the DSP are flexible, not fixed, and under constant review and renewal by DSP staff.

Year 7 – Communication and Interaction

Based in the SEND area, year 7 students transition from primary school in our ‘Nurture group’. This group has been formed using transition data to select students with C&I needs, who benefit from smaller groups and greater adult support. The core of this group is made up of students with an EHCP for C&I.

Our curriculum is in line with the mainstream but modified to suit the cognitive needs of our students. Core subjects are delivered by NDI, who has Primary experience and is working alongside curriculum leaders to deliver content. Science and humanities are taught in smaller groups, by subject specialists experienced with C&I learners. Other subjects (art, DT, performing arts) are taught in the mainstream. Students are withdrawn from MfL to complete bespoke interventions.

Year 9/KS4 – SEMH

Based in mainstream lessons, following a successful reintegration after moving from our former DSP building (The Grove), these pathways accommodate student needs through careful group selections and support from our Lead TAs.

All students leave the DSP by KS4 – either through full transition into GCSE classes in mainstream or through Alternative Provision.

Working with parents/carers

We share all success with parents, and they are invited in to discuss successes and any concerns. Staff are always happy to talk to parents and we have an honest and open relationship. This contributes to the success and progress seen in our students.

Working with other agencies:

As an Inclusion Base we work closely with other agencies including but not limited to:

    • The school counsellor
    • LCI team
    • SEMH team
    • Educational Psychologist
    • The school nurse
    • Connexions
    • The local education authority
    • Speech and Language therapist

Admission information

Students accessing the Inclusion Base provision will usually require an EHCP which states that DSP provision is required. Students are referred to the Inclusion Base through the Local Authority. We consider all consultations, and these will often include a member of staff from the Inclusion Base visiting the pupil to assess their needs and suitability for the provision.

We welcome visits from parents who have been referred to us through SES.

Our aim is to support all of students to ‘be the best version of themselves’. This flows through everything that we do in the Inclusion Base. In turn it is how we aim for our students to view themselves and their progress. We consistently link this with our Orchard Oath.

“Orchard Mead is committed to providing the best educational opportunities for each young person in order for them to learn and flourish. Positive relationships between all members of our academy community are the cornerstone of our approach and underpin all of our interactions.

The Orchard Oath of Work Hard, Be Kind, Be Responsible, encapsulates our expectations of each student, has its basis in the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
In addition, the Orchard Way sets out daily expectations for our students and aims to ensure that there is a consistent structure in place, detailing what is expected and why these actions are important.”

Our ambition is that children will make accelerated personalised progress. Gaps in learning will be supported through our assessment procedure and bespoke interventions. Social communication is at the forefront of everything that we do. By building effective positive relationships staff will support the children to develop their emotional intelligence.

Assistant Principal/SENCO: Emma Topley

Lead Practitioner: Kate Ryan

Lead Teacher: Navpreet Dhani and Abbie Shaw

Lead TAS: Jemma Smith and Dominique Richards

HTLA SUPPORT: Catherine Ruane, Marion Singleton, Shaima Sacranie

Year 7 Pathway

When students first join the Inclusion Base in Year 7, they will access all their English, Maths and Humanities lessons there. In a small group setting. The timetable is streamlined to these subjects alongside high-quality interventions with a strong focus on communication and interaction. The model of the Inclusion Base is as a temporary and short-term provision; therefore if by the end of Year 7 transition to main school lessons has not happened, the school will seek a change of placement for the student as this will be evidence to suggest that the Inclusion Base is not the correct provision for that young person.*

SEMH DSP Legacy students – year 9

Our legacy DSP students will move into main school lessons in year 9 of academic year 2024-25. This follows a successful reintegration from the Inclusion Hub to main school lessons the previous academic year. Their only exception will be MfL, where they will receive quality interventions around communication and integration.

*Where  students have successfully transitioned to the main school and no longer require support from the Intervention Base we may seek a change to the EHCP to reflect main school provision at annual review.

On some occasions a decision will be made in consultation with the student and parents to offer offsite alternatives which are more vocational in nature. These alternatives are usually temporary and may be withdrawn at any time.

Curriculum

English, Maths and Humanities lessons follow the same curriculum to the students in the main building. Adapted to meet the needs of the learners within the classroom. Students receive between three and four lessons of each subject during their weekly timetable. Students complete assessments inline with peers and these are reviewed. Students can move to main stream groups if they are making exceptional progress. This is carefully facilitated to meet all students needs. These lessons all take place in the inclusion base.

Science lessons are the same as above, but these lessons take place in the Science block.

All students attend PE, Computer Science, DT, Art, Music, Drama and Growth in the main school with there peers. These lessons are in average size classes and they mix with a range of different students. We ensure that there is TA support available within these lessons.

Behaviour

Our policy is built on a mutual understanding of respect and positive relationships.  Students follow the same behaviour policy across all settings within Orchard Mead.

Building positive relationships rooted in mutual respect and understanding is at the heart of our behaviour policy within the Inclusion Base. All staff have a responsibility to build these relationships with all students, our main focus being on communication and interaction.

Our timetable is set up to provide opportunities to break down the typical ‘teacher-student’ barriers. Staff work on communication and interaction strategies to ensure the students feel relaxed in their environment. Students are encouraged to also develop their own communication and interaction skills with staff and each other in a friendly but respectful environment. This helps to build the students’ sense of belonging.

Once these relationships have formed, then students will feel safe to accept gentle challenge towards their learning and behaviour. Moreover, students will be able to communicate their emotions through conversation rather than through their behaviour.

All of this supports the child’s emotional literacy and their attitude to school.