- Liaison with previous school/setting
- Early identification through Nursery/Foundation Stage and Year 1 Assessments
- Conversations with parents to address any concerns
- Conversations with staff following concerns raised re – academic and other progress through ‘Cause for Concern’ system.
- Pupil progress monitored carefully.
- Pupil progress for every child in school measured on a termly basis.
- All children RAG progress rated (red, amber, green)
- Liaison with a relevant external agencies
- Identification through involvement with Single assessment framework/CIN/CP/
- First point of contact for parents would be class teacher who would then signpost to appropriate member of staff
How is the decision made about how much individual support pupils will receive?
- The decision is made with Class Teacher / SENCo/ Teaching Assistant / Deputy Head / Headteacher/ together with parents and professionals involved.
- Parents are invited to attend meetings.
- Parents receive copies of reports and Personal Learning Plans.
- Advice may be given to parents as to how to support their child at home.
- Other agencies are brought in to work with the child based on individual need.
SUPPORT FOR LEARNING AND WELL-BEING
How does the school support pupils with special educational needs?
- Initially the school will map out the individual child’s needs and then identify an appropriate programme of support. This is done through observations, assessment and close monitoring of learning as well as emotional social and behavioural development.
- Interventions can be offered on an individual or small group basis with the class teacher involved in the monitoring of progress with the support of the SENCo.
- Children identified as being ‘At Risk of Dyslexia’ are supported on a 1-1 basis with support and guidance from Team@work.
What mechanisms are in place for supporting pupils’ overall wellbeing?
- The school has a behaviour and discipline policy of which all staff and pupils are aware.
- The school has a good programme of support for children with social, emotional and communication difficulties which is delivered by designated and trained Teaching Assistants and overseen by the Deputy Head and SENCo. Certain individual pupils may have tailor-made 1-1 or small group programmes as required. Children are closely monitored and external agencies are involved when appropriate. Parents are kept informed during this process.
- With regard to attendance a process of first day contact is in place and children are prioritised as necessary.
- Regular register trawls are made, home visits take place as required and close liaison is maintained via text, letter or telephone call.
- The views of pupils are obtained via the school council where each class is represented by two children.
- All medicines are locked in a cabinet with the exception of inhalers and Epipens which are stored in the child’s classroom to ensure quick access when needed.
- If a child requires regular medication a medical plan is produced with the guidance of the school nurse.
- We are in close contact with the school nurse and other appropriate agencies to ensure staff training is up to date e.g. Epipen use.
- Prior to children entering the school at Foundation Stage a home visit is offered where parents have the opportunity to discuss any medical issues.
- All Teaching Assistants and Midday Supervisors are first aiders and this training is updated as and when required.
- A first aider is on duty at every playtime and lunchtime
PROGRESS, PLANNING AND KEEPING PARENTS INFORMED
How will parents know how their child is doing?
- Parents are given a copy of their child’s ‘end of year targets’ at the first parents evening of the new academic year. At this meeting their child’s current maths and English targets are also discussed. There are also twice yearly parent’s evenings and an end of year report.
- The greater the need the more meetings would be held.
- Assessing Pupil Progress (APP) is in place for English and maths and every child is aware of their targets and has them written on cards. Children are encouraged to move along a track display each time they achieve a target and rewards are given by the Headteacher at various stages.
- Pupil progress is recorded onto data sheets termly and Pupil Progress Meetings follow this. If issues are identified and further intervention is required parents are informed and invited in for a meeting.
How are parents involved in discussions about planning for their child’s education?
How are children able to contribute their views?
- Parents are invited to discuss any interventions that are recommended either by school or outside agencies. Suggestions are often made as to how parents can further this support at home. Regular updates are then given and where necessary the next stage is discussed. Parents are made aware of their child’s progress compared with the national picture.
- Children are able to contribute to their learning on an individual basis through 1-1 discussions with teachers about their targets.
- The school’s Learning Council give regular feedback via a series of interviews and questionnaires.
- The School Council meet regularly with two representatives present from each class.
- Statemented children are always encouraged to give feedback prior to an Annual Review meeting.
PROVISIONS, RESOURCES & SERVICES
How is learning and development provision matched to individual pupils’ needs?
- Differentiation is built in to all lessons taking into account different learning styles, educational needs and also social, emotional and behavioural difficulties.
- The SENCo works closely with class teachers and Teaching Assistants to ensure good quality provision.
- Children know who they can talk to about any issues.
How are the school’s resources allocated and matched to pupils’ SEN?
- The school’s SEN budget is allocated for resources and for training and is used to support pupils with statements.
- The Headteacher is responsible for the SEN budget, however the SENCo has a key role in allocating budget and resources.
What specialist services and expertise are available at the school or accessed by the school?
- The first resource in school is the expertise of the SENCo who provides advice and support for pupils, staff and parents where appropriate. She also works closely with other SENCos in the alliance.
- Training has been accessed in relation to ASD, Dyslexia and Deaf Awareness.
- School has identified trained first aiders within every year group and a first aider is available in a designated area during every playtime and lunchtime.
- School accesses support from Team@work on a weekly basis for advice, monitoring and assessment. We also access the learning and Cognition Team on a termly basis and Educational Psychology Services as and when required.
- School accesses other specialist services such as health, therapy and social care as required and through its involvement in CAF,MAPT,CIN and Child Protection meetings
How accessible is the school / academy environment?
(n.b. every school/academy must have an up to date Accessibility Plan which is reviewed periodically by Governors).
- The school building is wheelchair accessible.
- The school has a disabled toilet.
- Both school halls have a Soundfield System to support hearing impaired pupils and staff.
How are pupils included in activities outside the classroom including trips?
(n.b the DDA Reasonable Adjustments legislation expects schools/academies to be anticipatory in respect of school activities and trips)
- All pupils with SEND are able to access the school’s activities and the school assists individual pupils on a needs-led basis.
- Meetings are held in school prior to longer school trips so that parents can be involved in deciding what reasonable adjustments are necessary.
What training have the staff supporting pupils with SEN had, or what are they expected to have?
(n.b under the SEN Code of Practice legislation, schools/academies need to offer high quality professional development and training to the work force.)
- Staff have received training in ASD, Dyslexia, Irlen Syndrome and Deaf Awareness.
- In addition staff receive training depending on what is required for individual children e.g. Downs Syndrome training.
- Staff are able to draw on the expertise of the SENCo as and when required.
How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?
- Information passed on to a new school includes the pupil’s file and where appropriate SEN information. Where appropriate other information is shared e.g. child protection information.
- To help prepare a pupil for a change in placement year 5 children are involved in feeder school participation visits.
- In year 6 further visits to feeder schools are planned with additional visits arranged for any pupil who requires extra support with transition. These additional visits are initially accompanied by a member of our teaching or support staff where appropriate.
- Meetings are arranged between Year 6 class teachers and feeder school teachers during the summer term to discuss individual pupil needs. The SENCo is also involved in these meetings.