Primary

The Elland Academy Primary Provision

The Elland Primary Provision is based in Knottingley and caters for pupils with social, emotional and mental health needs who, because of the risk of exclusion or other reasons would not otherwise receive a suitable full time education and serves schools across Wakefield. We are able to support in the form of a range of offer:

  • Full-time
  • Part time (AM / PM)
  • Outreach
  • Y7 Transition support

Our objective is to ensure the continued education of the children and young people in KS2 in a supportive and nurturing education environment. With an overall aim to reintegrate all children into mainstream education wherever possible.

Eligibility

The Elland Primary Academy AP caters for pupils who, because of risk exclusion or the possibility of not reaching their outcomes, would not otherwise receive a suitable full time education. This includes pupils with an MSP who, despite a robust plan, do, review process and involvement from other professionals

Student are unable to sustain a mainstream school place because of unmet needs in relation to their Social, Emotional and Mental Health Difficulties (SEMH) and disaffection.

  • Are at risk of disengaging from mainstream education and/or being excluded from school.
  • Require additional support during negotiated transfers between mainstream schools.

Outcomes

The Elland Primary Academy AP is child and young person centred and outcome focused. Our aim is to achieve the following outcomes for pupils:

  • Pupils are highly motivated and engaging in their education, increasingly enjoying learning with confidence in their academic ability.
  • Pupils regularly attending.
  • Pupils have emotional resilience and improved behaviour.
  • Pupils make good progress and achieve stretching academic attainment targets.
  • Pupils are able to access mainstream education settings.
  • Parents are supported and positively engaged with the AP service and their child’s education.

Working with others

The Elland Primary Academy AP participates in a partnership and a multi-agency approach. This includes active participation in the development of strategies and plans about behaviour and nurture support.

The AP’s team has positive relationships not only with Key Workers in the schools in which we work, but also with many agencies and other professionals.  These agencies are either already working with the children and families when they are referred to us, or we have signposted to them during interventions.

We deal with the following agencies and professionals:

  • Social Care Teams
  • Speech and Language
  • Learning Support Service
  • Social Emotional and Mental Health Team
  • Communication Interaction and Access Team
  • Educational Psychologists
  • Children and Adolescent Mental Health Service (CAMHS)Parents/carers are actively encouraged to be involved in the education/support plan discussions and progress reviews.  The team will be in regular contact with parents/carers often daily contact will be made. 
  • The curriculum
  • Engagement

At The Elland Academy Primary Provision we take a thematic approach towards teaching and learning. A thematic approach is where many areas of the curriculum are connected together and integrated within a theme.

It allows learning to be more natural and less fragmented than when a school day is time divided into different subject areas. It allows literacy to grow progressively, with vocabulary linked and with spelling and sentence writing being frequently, yet smoothly, reinforced.

It guides connected ideas to follow on easily.

The result of working the thematic approach way is that often children:

will have fun, will be more actively involved, will develop learning skills more quickly, as each one is connected to and reinforced by the other, will be more confident and better motivated, will present fewer discipline problems.

Which means that;

  • Pupils are highly motivated and engaged in their education, increasingly enjoying learning with confidence in their academic ability.
  • Pupils regularly attending.
  • Pupils have emotional resilience and improved behaviour.
  • Pupils make good progress and achieve stretching academic attainment targets.

The Academy Day

FULLTIME OFFER

PART TIME OFFER AM SESSION

9:30 – 9:40

REGISTRATION & BREAKING BREAD

9:40 – 10:20

SESSION 1

10:20 – 10:30

BREAK

10:30 – 11:10

SESSION 2

11:10 – 11:20

BREAK

11:20 – 12:00

SESSION 3

 

12:00 - 12:10

CELEBRATION

 

12:10 – 12:40

LUNCH

PART TIME OFFER PM SESSION

12:40 – 13:00

SESSION 4

13:00 – 13:45

SESSION 5

13:45 – 14:00

BREAK & SNACK

14:00 – 14:45

SESSION 6

14:45 – 15:00

CELEBRATION

Positive behaviour management

As per the Academy Positive Behaviour Policy; we strive towards a model of positive behaviour. Central to our ethos is the belief that all behaviour is communication and that where pupils’ needs are adequately catered for appropriate behaviour is fostered and emotional development is facilitated. We believe that pupils can be encouraged and taught to control their behaviour and that staff can influence pupils’ behaviour to create environments where learning can take place in calm, purposeful atmosphere. Our belief that pupils can work towards autonomous control of their behaviour is tempered by our belief that children and young people need guidance and boundaries.

Along with an appropriate environment a positive teaching approach is used. Staff use verbal praise of pupils for both work and behaviour as a basic technique. Verbal praise is reinforced by our behaviour system, together with other rewards such as stickers and certificates.

Together with our emphasis on positive reinforcement of appropriate behaviour is an equally consistent insistence on standards of behaviour being maintained:

  • Follow directions from staff.
  • Complete all work set to the best of their ability and seek help if needed.
  • Speak to others with respect.
  • Treat people and property with care.
  • Remain within the classroom / learning environment.
  • Think and negotiate rather than react and demand.

The behaviour system is summarised below:

  • The provision has a 10 session day
  • Every session is graded from 3-0, with the opportunity to gain 6 bonus points.
  • Pupils can earn up to 36 reward points a day.
  • If pupils earn 2 / 3 points in every session they earn stickers. 20 stickers = a lucky dip
  • There are 2 daily celebration times. Pupils will be able to access these if they have received 2 / 3 points in the sessions before.
  • If a pupil receives a low grade during a session (either 0 or 1) they will then need to complete a reflection log which takes place during celebration or break time. It is vital for pupils to complete their reflection with an adult as this is the time to think about the causes for a particular behaviour, the consequences for themselves and others and possible ways of avoiding repeat behaviour in the future. The pupil completes a reflection sheet and then read, draw/colour or complete any work not done in learning time. Once a reflection sheet has been completed successfully, the matter is considered dealt with.
  • Contact with parents / carers is made for positive and negative days.
  • Pupils who receive a high average points score will have the opportunity to go on a reward trip.