Moorlands Primary School ~ Nursery Class

Moorlands Primary School and Nursery Class has published their Local Offer providing information on Special Educational Needs & Disabilities (SEND)

 

 

Who to contact

Contact Name
Mrs Nicola Browne
Contact Position
Executive Head Teacher
Telephone
(0118) 937 5505 (0118) 937 5505
E-mail
admin@moorlands.reading.sch.uk
Website
Moorlands Primary School
Scan to visit this website

Where to go

Address
Moorlands Primary School
Church End Lane
Tilehurst
Reading
Berkshire
Postcode
RG30 4UN
Directions to RG30 4UN

Childcare Information

Funded Places

Has 3 & 4 year old funding
Yes

30 Hours Extended Entitlements

Additional 15 hours of *Free* childcare offered
Yes
Intending to provide 30 Hours?
Yes
Registered to provide 30 Hours?
Yes

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Meena Davies
Contact Telephone
01189 015505
Contact Email
senco@moorlands.reading.sch.uk
Links
Moorlands Primary School Website SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal
Local Offer Updated
02/11/2023

Schools Extended Local Offer Response

Description

School Name: Moorlands Primary School

Address: Church End Lane, Tilehurst, Reading, RG30 4UN

Telephone: 0118 9015505

Email: admin@moorlands.reading.sch.uk

Website: https://www.moorlandsps.org.uk/index.asp

Ofsted link: https://reports.ofsted.gov.uk/provider/21/109799

Head teacher: Mrs Nicola Browne

SENCo:

Name: Mrs Meena Davies

Contact: admin@moorlands.reading.sch.uk

Date of latest Accessibility Plan: March 2021

Date completed: March 2021

By whom:

Name: Mrs. Nicola Browne

 

General Statement – At Moorlands Primary School, we ensure that all pupils are equally valued by having equal access to a broad and balanced curriculum which is differentiated and scaffolded to meet individual needs and abilities. For all pupils, support begins with quality first teaching and adaptations to the curriculum and teaching styles to meet different learner’s needs.

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

At Moorlands we provide support for children with a variety of different needs. We achieve this through a number of methods depending on the child's needs. A child is classed as having special educational need if they have a l difficulties that call for special educational provision to be made. We have experience of supporting children with a wide range of SEND needs including;

They are having significant difficulty with their learning and making far less progress than would be expected.
They have a specific learning difficulty, for example dyslexia.
They have difficulties with social communication and interaction.
They have emotional or mental health difficulties.
They have sensory and/or physical needs, for example visual impairment.

1.2: What kinds of SEND do those children have?

Here are a number of reasons why a child may be identified as having SEND:

Social communication, language and interaction needs.

Children and young people with speech, language, and communication needs (SLCN) who have difficulty understanding and communicating with others. This may include those with ASD, including Asperger Syndrome and Autism.

Cognitive and Learning needs - SPLD/ Global development

Children and young people who learn at a slower pace than their peers, as well as those with Specific Learning Difficulties (SpLD). For example dyslexia, dyscalculia, and dyspraxia.

Social, emotional and mental health needs

Children who may be withdrawn or isolated, as well as those displaying challenging, disruptive or disturbing behaviours. Behaviours may reflect underlying mental health difficulties. For example, anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.

Physical and sensory needs

This includes children with a disability that prevents or hinders them from making full use of general educational facilities. For example, those with visual or hearing impairments, multi-sensory impairments, and/or physical disabilities.

 

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

At Moorlands Primary School, we value the importance of early identification of SEN (Special Educational Needs). We advocate the early identification of any Special Educational Need wherever possible, to ensure that children receive appropriate support promptly. For children not making at least expected progress through quality first teaching (QFT) and/or are working significantly below age related expectations, the school provides targeted support for groups and individuals in order to secure progress for children, thus enabling them to benefit from whole class teaching and promote social development. These interventions are measurable, time limited and regularly evaluated. For those children still not making expected progress, personalised longer term interventions will be put in place, often involving external agencies.

Children are identified as having SEND through a number of different ways, such as:

Information passed on by previous settings. This is because some children start school with Special Educational Needs that have already been identified at their previous setting. Therefore, the SENDCo will liaise with the previous setting and/or parents so that any of the relevant information and records are passed on and acted upon.

- Children performing below ‘age expected’ outcomes and/or slow progress are identified.

- Monitoring of short term interventions which do not have the desired impact, indicating that perhaps a SEND is preventing progress. 

- Concerns raised by a parent.

- Concerns raised by a teacher. For example, if behaviour or self-esteem is affecting performance.

- Liaison with external agencies e.g. for a physical/sensory issue, speech and language, Educational Psychologist etc.

- Use of tools for standardised assessment.

In accordance with the 2015 SEND Code of Practice, our school uses a graduated approach to identify any children who may have a special educational need. This approach incorporates the Assess, Plan,

Do, Review (APDR) cycle:

Assess – assess the child’s needs.

Plan – plan for relevant provision and set the outcome/s to be achieved.

Do - put the provision in place for a set period of time.

Review – review how and if the provision is making a difference.

2.2: How will I know if my child is receiving SEN support?

Your child’s Class Teacher will be the first to inform you of how your child is being supported at school; this may happen during planned, individual meetings or at scheduled Parents’ Evenings. Following this, the Class Teacher and SENDCo will invite parents to discuss and review their child’s support to look at specific provisions and targets. Parents will also be informed of any planned observations, referrals or assessments of their child and their permission will be sought to do these, where appropriate. Any recommendations or reports will always be shared with parents. Should you require any additional information, you are welcome to contact the school office at any time to arrange a meeting with the Class Teacher or SENDCo.

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

Moorlands follow inclusive practices to ensure all those with SEND can access the curriculum and all school activities. SEND Policy and Local Offer are both available to view on the school website.

https://www.moorlandsps.org.uk/Our-School/SEN/

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

The EYFS is split into seven Areas of Learning and Development. These seven areas are split into two distinct categories – three Prime Areas and four Specific Areas at EYFS.

Prime Areas of Learning in the EYFS make up a crucial part of early development. These are then followed by more specified areas of development that are more structured in their approach. Helping children to master the 'basics' by meeting the aims in the EYFS Prime Areas of Learning encourages long term skills. Supporting them in their development during EYFS is a way to help them grasp the underpinning skills they need to exceed in specific learning areas in the future.

These are identified as the following:

Prime areas are:

Communication and language

Physical development

Personal, social and emotional development

Specific areas are:

Literacy

Mathematics

Understanding the world

Expressive arts and design

Adaptations to the curriculum and teaching following the EYFS curriculum is as below:

-Staggered start and transition to EYFS assessed on individual needs.

- Scaffolding approach to learning through adult/child led continuous provision/adaptions to the environment.

- Individual Targets that are reviewed termly.

Communication and working in partnership with parents to ensure child's needs are met.

3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

At Moorlands we recognise the impact that a child’s social and emotional needs have upon their learning and general development. The aim of our school is to ensure that every child feels safe,
secure, happy and ready to learn and achieve their full potential. Children may need additional support for a range of reasons, for example because of family circumstances, with friendships, developing confidence or their behaviour. A range of strategies and interventions are available to ensure that children and their families are supported, such as:

Focus and development on the Prime areas of learning; Personal, social and emotional development (PSED), Communication and language (CL), and Physical development (PD).

ELSA interventions on a 1:1 basis/groups

Social skills groups linked to social interactions and communication.

Language Development

Behaviour support plans developed with children and families (the Behaviour Support Team may be involved, depending on need).

Therapeutic approach

Nurturing provision

Wellbeing, independence and progress are reviewed and monitored by;

Termly reviews of SEND targets which are shared with parents.
Monitoring and analysis of intervention provision.
Termly pupil progress meetings between teachers, support staff and SLT.
Inclusion meetings with class teachers termly to update information
Parents’ evenings.
Data monitoring termly and action plans created based on data.

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

EYFS observations and recording in the The Early Years Stage curriculum requires all nurseries to carry out formative assessment from when a child first starts to attend a setting outside of the home, until the end of the Early Years Foundation Stage.

The following assessment and review processes are used:

Observing in the Early Years can be done via various methods and techniques. 

There are two kinds of EYFS assessment that need to happen over the span of early childhood, and they are both required within the EYFS Framework.

Formative assessment, often called assessment for learning, is an ongoing process in which you are alert to what children choose to do or how they want to extend experiences that you have made available.
Summative assessment, also called assessment of learning, depends on alert observation, and good descriptive records of what has happened so far. But this kind of assessment pulls together an accurate picture of this individual child at this point in time. In addition to the above pupil’s progress is assessed and reviewed by class teachers every 6 weeks.

● Teachers record pupil’s outcomes and equivalent age related measures using a whole school assessment system on a termly basis.

● Pupil progress meetings are held between teachers and the Senior Leadership Team to identify all pupils, including those with SEN, not making good progress.

● Support/interventions are put in place accordingly. 

3b.2: How will I find out about the progress my child is making?

Intervention outcomes are set and reviewed by class teachers on a termly basis. These are overseen by the SENCO and provision adapted according to outcome.

● Individual SEND Target outcomes are reviewed at least termly and new outcomes set according to need.

● Parents are informed of progress and outcomes at twice yearly parents’ evenings, through annual written reports and conversations with staff as needed.

● Professionals working with SEN pupils carry out assessments and review progress using a range of assessments. External professionals such as Speech and Language, Educational Psychologist, Occupational Therapy, Mental Health Services will also carry out review assessments.

3b.3: How will I be involved in those reviews? Who else will be there?

If your child has an EHCP, you will attend an annual review meet, this may include professionals involved with your child.

Learning Plans/Behaviour Plans; children who have an Individual Learning Plan, we will meet with parents and teachers to discuss outcomes and progress three times over the academic year. 

3c: The school's approach to teaching pupils with SEND
3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?

In addition to some of the specific interventions, resources and support listed in previous sections, pupils with SEND needs are met, wherever possible, by quality first teaching within the classroom by the class teacher with adaptations made as required.

3c.2: How can I find out more about what my child is learning at the moment?

The class teacher, alongside the SENCO (Special Educational Needs Coordinator), will discuss a child’s needs and what support will be appropriate. Adaptations to meet individuals needs are agreed with pupils (age appropriate) and parents.

You will be kept informed via Tapestry, which will alert you to your child's achievement. Parents are also encouraged to share milestones at home with school. 

In partnership with parents EYFS Next Steps planning process in the following ways.

Sharing experiences and information on what interests their child at home.
Setting targets for their child
Doing activities at home that support their child to reach their target
Extending activities from the setting
Documenting their input onto Tapestry for their child
Our Practitioners ensure individual learning plans for each child have space for parental input.

 

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

The curriculum, planning and the environment are adapted for pupils with SEND to ensure their needs are met.

Adaptations to the building such as handrails for pupils with a physical disability of visual impairment.

- Sensory breaks for those with sensory and concentration difficulties.

- Differentiated planning, teaching and questioning to meet the needs of pupils with SEND.

- Use of performance indicators in line with the Early Years Curriculum outcomes for pupils working out below age related expectations or planning and measuring progress.

 

3d.2: How will the curriculum be matched to my child's needs?

In order to match EYFS Next Steps effectively for each individual child, practitioners will observe the children so that they are aware of their abilities and interests and plan next steps; what the child has enjoyed and achieved previously to encourage and engage the child's in it's learning journey.

When planning, our practitioners have a clear understanding of the characteristics of effective learning and how these thread through all the seven areas of learning – this enables key next steps to be planned effectively.

Playing and exploring
Active learning
Creative and thinking critically
Each child is unique and will have different methods of learning, the detailed knowledge of each child helps practitioners to develop suitable activities to support their learning.

 

3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

Children with SEND will have access to the appropriate resources and support in order to make progress. Where applicable we will reach out to external agencies to support a child with SEND needs.

Educational Psychologist Services

Speech and Language

Occupational Therapy

Play Therapy

Children and Adolescent Mental Health Services

Mental Health Service Team

EYFS - SEND at Brighter Futures for Children

 

3e.2: How are the school's resources allocated and matched to children's special educational needs?

In some instances, pupils with SEND will be supported by an adult, or regularly work in an adult supported group.

Access to a range of interventions dependent on the child's individual needs. Teachers and SLT (and through parent involvement) will meet to discuss the best support/provision required to meet needs.

3e.3: How will I know if my child is getting extra support?

Parents of children with SEND are consulted and involved in their child’s education through: meetings, contributions to targets 3 times a year and requests for input prior to annual reviews and EHC plan applications.

 

3e.4: How is the decision made about how much/what support my child will receive?

At Moorlands we will monitor progress, through pupil progress meets teachers and SENDCo will discuss the best interventions to meet the child's need.

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access. Further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning.

3f.2: How can my child and I find out about these activities?

All children are able to access all areas of the curriculum and we aim for all pupils to be included in school trips. To enable inclusion, parents are involved in school trips where appropriate.

- A risk assessment is carried out prior to any off site activity to ensure the safety of all pupils and adults.

- A variety of school clubs are provided before and after school (age appropriate). We aim for these to be as inclusive as possible and may provide additional staff in order to achieve this.

- A Lunch Club is available for children who find the lunchtime period challenging.

3f.3: How will my child be included in activities outside the classroom, including school trips?

To enable inclusion, parents are involved in school trips where appropriate.

- A risk assessment is carried out prior to any off site activity to ensure the safety of all pupils and adults.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

All our staff are highly trained to provide a high standard of pastoral support. Our behaviour policy, which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. Learner voice is central to our ethos and this is encouraged in a variety of ways. Support to develop SEND pupils’ emotional and social development is available through a whole school approach as well as group and individual support.

- Behaviour policy to ensure consistency.

- Growth Mindset approach

- PHSE lessons; One Decision scheme

- Assemblies

- All EYFS staff have received mental health and trauma informed/ attachment training.

- Anti-bullying policy

- Child protection trained staff available to talk to

- Full time ELSA for 1:1 and group interventions

- Educational Psychologist advice and support as required.

EYFS - SEND services at Brighter Futures for Children.

4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

SENDCO: Mrs Meena Davies Email: sendco@moorlands.reading.sch.uk

4.2: What should I do if I think my child may have a special educational need or disability?

If your have any queries please do contact our SENDCo - Mrs Meena Davies, who will be happy to discuss your concerns.
sendco@moorlands.reading.sch.uk

 

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

All staff are offered regular training opportunities.

- We hold specific SEND training for staff e.g. ASC, ADHD, Anxiety

- School accesses external training and provides training in house according to need;

PECS - Picture Exchange Communications System

NELI - Nuffield Early Language Intervention 

Colourful Semantics - Speech and Language intervention

Development Trauma Informed Approach Training 

- All staff share good practise.

- SENDCo with the National award for SENDCo accreditation

- Fully trained ELSA

- Mental health and attachment training

6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

Budgets are closely monitored and aligned to the school improvement plan. Equipment and facilities to support children with SEND are secured through the school’s SLA, SEN budget and EHC plan funding.

- Provision is costed and regularly evaluated for effectiveness.

- SEN budget for equipment and resources to meet pupils’ needs.

- EHC plan provision maps may secure funding for additional support.

- SLA used for securing services such as Behaviour Support and Educational Psychology.

- Mental Health Support Team; leading to support from Educational Mental Health Practitioner.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

Parents of children with SEND are consulted and involved in their child’s education through: meetings, contributions to targets 3 times a year and requests for input prior to annual reviews and EHC plan applications.

 

7.2: How will you help me to support my child's learning?

We encourage parents to liaise with the class teacher or SENCO throughout the year.

- Parents contribute to Learning/Behavioural and One page profiles and targets.

- Parents’ evenings twice a year.

- Annual reviews for pupils with EHC plans.

- Visiting professionals will regularly offer meetings with parents following an assessment and provide a written report.

- School based Family Worker in collaboration with Brighter Futures for Children.

Parents are invited to attend Coffee mornings, where a Children's Mental Health Practitioner has/will deliver workshop or areas of support raised by parents e.g. anxiety, autism.

 

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

Children with SEND are consulted in their education in an age appropriate way. All Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey.

- All children regularly discuss progress and targets with members of staff.

- Children with Education Health Care Plans views are sought before any review meetings (as is age appropriate). 

 

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

Moorlands Primary School follows Reading’s model policy for complaints. The policy is published on the school website. Paper copies are available from the school office.

9.2: Who can I contact if I am not happy about the SEN provision made for my child?

Please contact the SENDCo - Mrs. Davies - sendco@moorlands.reading.sch.uk
Head of School - Mrs. Bennett
Executive Head - Mrs. Browne

10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

Referrals are made as/when required to health, social care, LA support services and local charities to meet the needs of pupils with SEND and to support their families.

 

10.2: How can my family get support from these services?

SEN support can be sought by parents through the Brighter Futures for Children website.

https://servicesguide.reading.gov.uk/kb5/reading/directory/

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Reading Borough Council’s Local Offer, outlining services available for children and young people who have SEND. Reading Information, Advice and Support Service for SEND.

https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3 

https://www.readingiass.org/

12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

Transition for SEND pupils is managed through information sharing between classes and settings, additional visits and transition work.

- Pupils joining the school in EYFS Stage are all visited at home by the Reception teachers to discuss any additional support they may need with parents/carers.

- Additional visits are made to the setting by pupils, as required, and information is shared between current and future schools/staff.

- The SENCO liaises with Nursery and other school SENCOs prior to a pupil with SEN joining or leaving the school.

- Meetings with outside professionals to discuss support, resources and adaptions are also made prior to a pupil joining or leaving the school.

- For pupils with an EHC Plan, future school SENCOs are invited to annual reviews in the year prior to a pupil leaving.

- For parents, additional visits and meetings can be arranged via the school SENCO.

- Within school, class teachers meet to share information about pupils including teaching styles required, adaptations, interventions and support.

- Visits to new classes are made in the Summer term so pupils are familiar with new teachers and routines in September. Additional visits are made by SEN pupils and social stories are provided if required.

- Transition booklets / social stories are sent home before the summer holiday.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

Moorlands follows the SEND Code or Practice’s model of access, plan, do and review and the graduated approach.

 Parents are invited to contribute to the outcomes. At Moorlands we will meet 3 x times a year to discuss progress and review outcomes.

 

 

14.2: How often will these reviews happen?

How often will these reviews happen?
- Targets set and reviewed according to teacher and professional assessments with pupil and parent involvement 3 times a year.

- For those with EHC plans, annual review target setting and reviews take place annually and involve parents, pupils and professionals.

- Termly progress meetings between teachers and SLT.

- Advice from professionals in setting and reviewing targets.

- Pastoral support plans

– 6 weekly meetings with school, professionals and parents to set and review targets.

15: Who can I contact for further information?

information and support can be obtained from the setting/school’s SENCo Mrs. Meena Davies Tel: 0118 901 5505

16: What is the complaints procedure?

Moorlands School follows Reading’s model policy for complaints. The policy is published on the school website. Paper copies are available from the school office.

17: Our external partners are

Educational Psychologist - Sarah Jervis

Speech & Language Therapist - Rachel Ashton

Social Care Brighter Futures for Children

SEND Case Officer at Brighter Futures for Children - Jonathan Phillips

18: Is there any additional provision you have developed during the year?

All staff have received training in regards to the borough therapeutic approach to behaviour management.

We are part of the School’s Mental Health Team for supporting pupils with mental health difficulties.

All staff are receiving regular training on current and additional Safeguarding.

EYFS staff have been trained on Developmental Trauma 

NELI programme

Speech and Language training; specific to Early Years

All staff have been trained in the Read Write Inc Phonics programme.

Two members of Senior Management have completed a First Aid Mental Health qualification. Members of staff have been trained in Children’s Mental Health.

Moorlands have employed a school based Family Worker in collaboration with Brighter Futures for Children.

19: Link to the schools websites SEND information or policy page.
https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3

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Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

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Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
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