Le Cateau Community Primary School

The Garrison ASSIST project (GAP) PLUS was awarded £80,000 to build on the highly successful Garrison ASSIST project, (Assessment, Support & School Inclusivity in SEND Teaching), which is now established and generating interest from policymakers and strategic leaders alike.

GAP PLUS extends the model developed through GAP, by utilising the learning gathered by building on the project and adding highlighted key elements to maximise both the impact and sustainability of the project in three key ways.

1) Refining understanding of the GAP model, so that it can be translated into an easily accessible programme for other schools.

2) Enhancing the model by formalising parental-engagement element identified through the project.

3) Adding a leadership stream to the model that learning from the Garrison ASSIST project identified as key to embedding the new approach within school improvement over the long-term and, therefore, to the sustainability of the work in the project schools and schools nationally.

GAP Plus will not only transform the quality and impact of SEND provision and outcomes for Service children nationally, but it will also encourage Service family engagement and help schools to self-assess their current provision using a solution-based approach, in collaboration with local authorities and external agencies.

Ian Mottram, Head Teacher at Le Cateau, CP School said: “GAP PLUS has enabled us to build on the success of the original GAP project in 22/23 with an enhanced offer. At the heart of this is collaborative working to support the many Service Pupils in and around Catterick Garrison especially those with SEND.

Staff professional development and training are at the heart of this along with the networks across the Garrison schools with specialisms being developed in each setting. This is a supportive model that will allow our networks to work at a much quicker pace and utilise the wealth of expertise that we have.

We are also excited by the research strand which has the potential to really shape policy makers decisions and ensure Service Pupils with SEND are not disadvantaged due to the transient lifestyle they lead.”