SEND and Inclusion
Special Educational Needs and Disabilities at Orchard View Primary Academy
Orchard View Primary Academy is a new mainstream primary school located in Orchard Green, on the Kingsbrook housing development.
We will open an 'Additionally Resourced Centre' (ARC) when we move to our new building in 2026, a specialist provision for pupils with an EHCP for Social, Emotional and Mental Health (SEMH) needs. For more information about our ARC, please click here.
Orchard View is an inclusive academy and all staff:
- Do everything they can to meet the special educational needs of all pupils, including disadvantaged and vulnerable pupils
- Ensure pupils with SEND engage in learning and activities alongside their peers
- Provide high-quality teaching, scaffolded for individual pupils
Mrs Kiran Khan is the Inclusion and Special Educational Needs and Disability Co-ordinator (SENDCo) for Orchard View and Kingsbrook View Primary Academy. She works closely with our Trust SEND team, all academy staff and outside agencies to support and assess children as a need arises. She can be contacted via the Academy office: office@ovpa.school
At Orchard View, we use quality teaching to support all children to achieve both academically and in terms of their personal development. We recognise that some children may need additional strategies to support this development.
Each child, who receives SEND and additional support, has a pupil passport and relevant targets (APDR). In addition to this, parents are invited to discuss the support provided and progress made.
The Graduated Approach
At Orchard View Primary Academy, we follow the Graduated Approach as outlined in the SEND Code of Practice. This is a four-stage cycle—Assess, Plan, Do, Review—designed to ensure pupils with additional needs receive the right support at the right time.
Ordinarily Available Provision (OAP)
All pupils benefit from high-quality, inclusive teaching in the classroom, including:
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Differentiated learning and adaptive teaching strategies
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Visual aids, scaffolding, and structured routines
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Access to resources that support engagement and understanding
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Regular checks to identify emerging needs
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Pastoral support and positive behaviour strategies
OAP ensures that every child is supported effectively before additional interventions are introduced.
1. AssessWe begin by gathering a clear understanding of a child’s needs. This may include:
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Observations in class
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Discussions with the child and parents/carers
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Assessments by teachers, the SENDCo, or specialist professionals
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Review of prior support strategies
This helps us identify strengths, barriers to learning and the most appropriate next steps.
2. Plan
Once needs are understood, we create a personalised support plan. This outlines:
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Specific, achievable targets
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The support or interventions that will be put in place
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Who will deliver the support and how often
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How progress will be monitored
Parents and, where appropriate, the child are involved in this planning stage.
3. Do
The agreed support is put into action. This may include:
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In-class adaptations
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Small-group or 1:1 interventions
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Emotional or social support
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Specialist strategies recommended by external agencies
Class teachers remain responsible for the progress of all pupils and work closely with support staff to deliver high-quality, inclusive provision.
4. Review
Support is regularly reviewed—typically termly—to evaluate:
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Progress towards targets
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What has worked well
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What needs to change
Following the review, new targets or strategies may be set, continuing the cycle and ensuring provision remains responsive and effective.
Where parents have any concerns about their child’s progress, we hope that they will inform us as soon as possible so we can ascertain the nature and level of the need and implement appropriate support.
Further information and resources
click here to view SEND Policy
click here to view Bucks Local Offer
Useful Information for Parents/Carers:
Speech, Language and Communication
General SEND Learning Websites and Resources:
