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SEND Information Report

Questions referenced to the SEN (Information) Regulations (Clause 65)

DECISIONS ABOUT WHETHER A STUDENT HAS SEN

How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?

  • The school uses a variety of assessment data to identify and assess pupils with Special Educational Needs. This includes:
  • Teacher’s professional judgment based on ongoing formative assessment
  • Completion of tracking grids for Literacy and Mathematics.
  • Termly ‘o-track’ tracking data
  • Foundation Stage assessment/data
  • End of Key Stage Statutory Assessment Test data 
  • Parents can discuss their child’s progress with the class teacher or SENCo at any time, and are encouraged to do so. These discussions result in appropriate actions being taken, which could include referral to outside agencies, additional support being put in place in class, or monitoring.

How is the decision made about how much individual support pupils will receive?

  • The class teacher and SENCo, acting on the advice of other professionals as appropriate, are involved in deciding how much individual support pupils receive. The decision making process may also involve the Headteacher, and parents are directly involved and consulted at every stage. If a pupil has a Statement of Special Educational Needs, the local authority is a vital part of the process as well.
  • Pupils with special educational needs have an Individual Target Plan in place, which contains short-term, achievable targets, and is reviewed at least termly in conjunction with parents.

•  The SENCo has a strategic leadership role in supporting class teachers in developing provision for pupils with special educational needs. 

         Class teachers are responsible for day-to-day provision, and they manage the work of any teaching assistants who work with SEN pupils. The SENCo offers support and guidance as necessary, as do other professionals e.g. paediatricians, Learning and Cognition team, SEN Consultant (Team@work). 

•        Provision for SEN children always reflects the recommendations of outside agency professionals where appropriate.

•        Some teaching assistants are employed to work directly with named pupil, whereas others have a more general role e.g. providing intervention programmes for groups and individuals, or supporting pupils in lessons.

•        Parents are informed of their child’s progress through informal discussion with the class teacher and/or SENCo, as well as more formal Individual Target Plan reviews each term, and regular parents’ evenings and open days.

•        The school has a named SEN Governor (Mr Nigel Bell), who meets regularly with the SENCo in order to keep abreast of SEN provision, and to offer advice and suggestions for how this could be developed.

 

Support for Learning and Well-being

How does the school support pupils with special educational needs?

The school employs a Learning Mentor who works with pupils who may require additional support to access learning due to emotional, social or behavioural difficulties. Often, these pupils are those who have SEN

•        The Learning Mentor also monitors attendance data carefully, and supports pupils and families who may have difficulties in this area. Educational Welfare Officers may become involved if it is deemed necessary.

  • Some of the school’s SEN pupils are currently under the CAF process, and therefore regular multi-agency meetings are held. Relevant professionals and outside agencies are involved, as well the pupil’s parents. Pastoral, social and medical support can be provided through the CAF process e.g. through agencies such as FAST, FRS, and CAMHS.

How does the school help parents to support their child’s learning?

How the school explains to parents how their child’s learning is planned depends very much on the child’s individual needs.

  • Meetings are held with parents on a formal and informal basis.
  • On an individual basis more personal meetings are held with parents, if and when required.
  • To help parents support their child’s learning outside of school, specific advice is provided. This is a key feature of the formal ITP reviews that happen at least termly.

What mechanisms are in place for supporting pupils’ overall wellbeing?

Medical and Emotional needs

  • Specifically trained teaching assistants work with children on an individual basis.
  • Children are provided with either specific 1:1 support or small group support e.g. for anger management/social communication needs or may be placed on the SEN Register if they had received support in the past or had been supported by a CAF.
  • School also maintain pastoral records in class where teachers, teaching assistants and lunchtime supervisors can comment regularly, when necessary
  • School manages the administration of medicines by means of a specifically monitored and resource.
  • Parents are asked to complete a consent form as well as providing specific information from the GP prescribing the medication
  • Training is provided and continually updated e.g. use of Epi-pens.

Learning and Cognition

  • Some individual pupils may be taught tailor-made programmes as required e.g. See and Learn, SALT programmes etc..

Behaviour

  • The school policy for behaviour/discipline is transparent and made known to all pupils.

Attendance

  • The Learning Mentor monitors attendance data on a daily basis.
  • A process of first day contact is in place and children are prioritised as necessary.
  • Close liaison is maintained with parents via text, letter or phone call.

Pupil Views

  • The views of pupils are obtained via the school council which has two pupil representatives from each class.
  • They meet on a regular basis.

PROGRESS, PLANNING AND KEEPING PARENTS INFORMED

How will parents know how their child is doing?

  • Parents are kept informed via the annual distribution of reports at the end of the summer term.
  • Teacher/parent meetings are held for all pupils twice a year.
  • More regular meetings are arranged regarding individual pupils, depending on need.
  • Formal ITP reviews are completed termly, in conjunction with parents.
  • Data is inputted to ‘o-track’ each term, and used to inform meetings with parents as necessary.
  • APP tracking grids completed on an ongoing basis for all SEN children.
  • If any further interventions are required, separate meetings with parents would be held.
  • If required, contact is maintained between home and school via a home to school book which can be used for a variety of reasons. 

How are parents involved in discussions about planning for their child’s education?

How are children able to contribute their views?

Parents

  • Parents are involved as much as possible in planning their child’s education.
  • Parents have an input into ITP target setting, and through Annual Reviews of statements.
  • Parents are welcome to contribute through discussions with class teachers/SENCo at any time.

Children

Class teachers discuss learning targets with the pupils, and the school is currently the Assertive Mentoring materials to develop this further. 

PROVISIONS, RESOURCES & SERVICES

 

How is learning and development provision matched to individual pupils’ needs?

Differentiation

  • Differentiation is part of all lessons and is considered essential.
  • SEN children receive additional support as necessary, for example through deployment of resources and staff. 

How are the school’s resources allocated and matched to pupils’ SEN?

SEN budget

  • The school’s SEN budget is allocated for resources, staffing, and training, and is used to support the specific needs of pupils with EHCPs and Statements
  • The Head Teacher has overall responsibility for the SEN  budget

What specialist services and expertise are available at the school or accessed by the school?

  • School access support from a Specialist Educational Needs Consultancy.
  • The school also access support from local authority services such as Education Psychology and the Learning and Cognition Team.
  • Other specialist services are employed, such as health, therapy and social care as required and through its involvement in CAF, 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 appropriate disabled changing and toilet facilities.
  • An Accessibility Plan is in place and periodically reviewed by governors

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 SEN are able to access all of the school’s activities

The school assists individual pupils on a needs-led basis.

Staff training

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 related to ASD, MENTIS (Mental Health) and CAF (Lead Professional),

Staff receive SEN training as required for individual pupils.

 

Transitions  

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?

  • Very detailed transition plans are offered to pupils and parents before a pupil joins the school and reflect their needs.
  • Information passed on to a new school includes the pupil’s file and where appropriate SEN/CIN/CP information
  • To help prepare a pupil for a change in placement, Year 5 pupils are involved in feeder school participation visits.
  • These are followed by planning in Year 6 and further visits to the receiving school.
  • The school has full transition plans for moving from Foundation Stage to Key Stage One and Key Stage One to Key Stage 2, and within key stages.
  • Transition has been a key element of the School Improvement Plan.
  • Children move to their next class at the end of the summer term to meet their new teacher. 

Further Information

Who can parents contact for further information?

  • The first point of contact for a parent if they want to discuss something about their child would be the child’s class teacher.
  • If more advice/ information is required they are welcome to contact the Head/Deputy Head and/or SENCo
  • Complaints about the school should be directed to the Deputy Head or Headteacher depending on the nature of the complaint
  • Complaints about the Headteacher should be directed to the governors of the School

The school welcomes the involvement of The Parent Partnership where necessary.