Acorns and Palms Transition

Ayresome Primary School
Acorns and Palms transition, assessment and curriculum document
Lisa F Biggin, Headteacher

 

Referral successful move to stage 2

YES – referral process moves to Stage 2

NO – Parent informed that the child will remain in mainstream support

Information gathered by all agencies and school

Meeting convened to discuss child

Attendance in person by relevant agencies wherever possible

Referral by class teacher / EAL team

Raised at Team meeting

Consider pupil profile

Decision made

YES – complete entrance admission LP / EHC and consider Threshold of needs through ACORNS panel members meeting NB: No HNF would mean potential exit

No decision – place on waiting list

Prime areas covered: PSED / CLL / PSD/ NC 2014

3 hours minimum

Consultation with the ‘Team’ action and date to meet parents

YES progression

2 week observation forming pre assessment for ACORNS / PALMS entry

 

ASSESSMENT CRITERION FOR ACORNS / PALMS PROVISION

NB: half term assessment under SPTO leaders to attend pupil progress meetings plus additional whole needs meeting. Parents attend termly SEND cycle.

Ongoing assessment:

SPTO

DM / ELG for EYFS

NC 2014 for Years 1-6 
(Palms provision)

NONE

Development Matters /Year 1-6 baseline on entry completed using SPTO

YES IN PLACE

Complete DM baseline / Year 1-6 on entry within two weeks

Development Matters

Nursery profile

SPTO entry across the 17 strands in months / bands

 

Development Matters

Reception baseline

NC Baseline Years 1-6

EeXBA / Ayresome / Other Tests

 

Profile completion:

  • 2 Simple learning profile in Acorns and Palm classes from ELG to Year 6 as additional evidence of learning progress with key worker system.
  • Year 1-6 Cornerstones / NC 2014

Assessment support:

  • National baselines/ NC 2014
  • NFER 3-5
  • Year 2 testing
  • Year 1 testing
  • Year 6 testing
  • Hillingdon
  • QCA BESD profile or EAL descriptors
  • Connors rating scale
  • Adrian Faupel
  • NEALE
  • Cornerstones

 

TOTAL EXIT STRATEGY

Timetable for total exit should be between 12-16 weeks. Within that timescale there are to be 2 meeting and then a final exit at 12 or 16 weeks.

A PANEL MEETING TO DISCUSS FORMAL EXIT MUST BE HELD AND TOTAL EXIT APPROVED.

At 8 weeks review the timetable and potentially drop to 20% timetable and plan exit

At 10 weeks the child should have exited the provision

4 weeks the child MUST access no less than 40% timetable or more

Partial Exit Strategy

Within Terms 1-6 children may exit either Acorns or Palms

ACTION PLAN REQUIRED: class placement and meeting with parents

This process takes 3 weeks in total

 

The specific need(s) have been addressed successfully according to ‘professionals’

In school meeting with class teacher and cohort leader / SENCo for the Year group EYFS&KS1 or KS2

SEND registration, consider category of need and possible de-registration with timescale

3-11 QCA entry / exit emotional score scales

7-11 entry Adrian Faupel entry / exit emotional rating scale

 

YES

 

RESPITE AND EMERGENCY SUPPORT FOR CHILDREN VULNERABLE TO SPECIFIC NEEDS

 

Mentor support

Mentoring programmes

30% access weekly

12 children accessing Acorns or Palms

90% attendance weekly

Emergency Access:

LAC

CP

Bereavement

Illness

PSP provision

Respite Band

4 weeks to 4 months pro rata attendance

Forest School access

 

General support

Mainstream support

HIP and SLT monitored

 

PLANNING FOR THE ACORNS AND PALMS CLASSES

 

  • Planning for ACORNS should follow the Reception two year rolling programme for Cornerstones.
  • The skills required for older children should pay due attention to the Year 1 and 2 skill levels needed. Science is to be planned separately
  • Discrete planning for core skills to be delivered on Wednesday afternoons.
  • Power of Reading teaching sequences to follow Reception rolling programme.
  • Planning for Palms is to follow the relevant KS2 topic rotation depended upon the children accessing and year groups covered.
  • It is anticipated that Palms provision will be morning support only in the first instance.
  • Access to mainstream classes is to be maintained for 50% of the week.
  • Record keeping and assessment are detailed in the document brief.