Who is responsible for SEN?
Class teachers are responsible for the day-to-day support for your child in partnership with Learning Support Assistants.
Mrs Marck is the upper school SENCo and Miss Withers is the lower school SENCo . They manage the support for pupils with special education needs or disabilities (see SEN policy).
Mrs Champion is our Learning Mentor
Mr Appleby is the Gifted & Talented leader who manages the support for gifted or talented pupils (see G&T policy).
The governing body is responsible for ensuring the school’s provision for pupils with special educational needs is adequate and Mrs Ramet has overall responsibility.
How do we know if your child needs extra help? What should you do if you think your child may have additional needs?
We receive information from your child’s pre-school before they join us in EYFS, or from their previous school if they join at another time. Formal assessments are carried out termly and children's progress is constantly monitored by their class teacher and senior teachers.
We recognise that a child has SEND if they:
· Have a significantly greater difficulty in learning than the majority of others their age.
· Have a disability which prevents or hinders them from using the educational facilities generally provided for others their age.
(In accordance with the 2014 SEND Code of Practice.)
If your child has not made expected progress, and is assessed as having a Special Educational Need, additional support will be given. We will also invite you in to talk about this.
If you have a concern about your child’s progress, you should speak in the first instance to your child’s class teacher who will liaise with either Mrs Marck or Mis Withers.
There are 4 broad categories of special educational needs:
- cognition & learning
- communication & interaction
- social, emotional and mental health
- sensory and/or physical
How will we work together to support your child?
You will be invited to a meeting with Mrs Marck/Miss Withers and your child’s teacher to discuss how we can support your child.
A One Plan will be created outlining your child’s needs and the range of strategies we will use to support them. Children are encouraged to take responsibility and to make decisions about their learning and well-being, so they will also be involved in creating their own One Plan.
Targets will also be set and reviewed termly to more closely monitor your child’s progress. We also operate an open-door policy, so you can contact your child’s teacher, Mrs Marck or Miss Withers via the school office.
How will the curriculum match my child’s needs? What kind of support will my child receive?
All staff have the information about the individual needs of pupils so learning can be adapted as necessary. Lesson plans are differentiated for groups or individual pupils according to their needs, and High Quality teaching strategies are put in place in order to support those requiring additional support.
We also take account of the different needs of girls and boys; minority ethnic and faith groups; children who need support to learn English as an additional language; children with special educational needs; gifted and talented children; children who are at risk of disaffection or exclusion; travellers and asylum seekers; vulnerable children.
Teachers are also familiar with the relevant equal opportunities legislation covering race, gender and disability.
Learning support assistants provide additional adult support and interventions to help pupils with additional needs to make good progress. We have 18 Learning Support Assistants (LSAs) who support upper school classes in mornings and lower school classes all day. They teach small groups of children within the classroom to focus on specific learning during English and Maths lessons. They may also teach children on an individual basis when appropriate e.g. reading.
Sometimes children are taught in small groups or individually outside the classroom following specialist teacher’s advice on particular difficulties at specific times e.g. fine motor skills, speech therapy. Children are taught in mixed ability classes for most subjects. In years 2-6, children are taught in ability groups for maths.
Provision beyond the normal differentiated classroom approach takes the form of high quality personal teaching and learning carried out by additional qualified teachers and a HLTA. Where there is significant need, additional core funding may be sought and the Local Authority requested to carry out an assessment in order to develop an Education Health Care Plan [EHCP].
We offer a range of interventions to meet the broad areas of need.
How do I know how well my child is doing?
The progress of all children is monitored regularly by senior teachers. Every term you are invited to a One Plan meeting to discuss your child’s support and progress with our SENCo and your child's class teacher. The end of year reports gives clear feedback on your child’s attainment.
We also operate an open-door policy so you can contact your child’s teacher, Mrs Marck or Miss Withers via the school office.
How accessible is the school building?
All ground floor rooms, which include dining/PE halls are accessible via ramps and wide doorways. There are accessible toilets on each site. Two portable Soundfield systems can be set up in classrooms when necessary.
What support will there be for my child’s overall well-being?
Teachers ensure that all children:
- feel secure and know that their contributions are valued;
- appreciate and value the differences they see in others;
- take responsibility for their own actions;
- participate safely, in clothing that is appropriate to their religious beliefs;
- are taught in groupings that allow them all to experience success;
- use materials that reflect a range of social and cultural backgrounds, without stereotyping;
- have a common curriculum experience that allows for a range of different learning styles;
- have challenging targets that enable them to succeed;
- are encouraged to participate fully, regardless of disabilities or medical needs.
Attendance is monitored and pupils with less than 90% attendance are supported as appropriate through discussions between Mrs Ramet and parents.
Classes have regular class council meetings so all pupils have the opportunity to give their views. Their views or ideas are collected in their class council box, which are then raised by their school councillors at school council meetings. There is also a WITS box at upper school for children to post any concerns they may have about school to Mrs Champion and the Anti-Bullying Ambasssadors.
All staff have basic first aid training and some staff receive additional training to support specific medical needs. Care plans are written for pupils with medical needs and these are shared with all relevant staff to meet pupils’ needs.
We have a therapeutic worker in school to support pupils and their parents experiencing emotional difficulties.
Our Learning mentor is available to support pupils with a variety of factors that may prevent learning e.g. emotional, physical or psychological difficulties through 1:1 coaching or small group activities.
Playleaders support play at lunchtimes and they are also trained to deal with playtime squabbles through peer mediation. Reading ambassadors and times table trainers support younger pupils with their learning whilst simultaneously providing emotional support through a buddy approach.
PSHE lessons, circle time and our assembly themes all encourage pupils to talk about their emotions and develop resilience.
What specialist services and expertise are available to school?
School works closely with the following services: educational psychologist; speech & language therapist; occupational therapist; specialist teachers; social care.
All our teachers hold Qualified Teacher Status and our LSAs are qualified to at least NVQ2 or equivalent.
Our staff receive regular in-house training with regard to SEN and, where necessary, specialised training to meet the needs of pupils with specific learning difficulties. Professional meeting are arranged between health & social care, the local authority and other organisations when necessary to support pupils and their families.
How will my child be included in activities outside the classroom? (trips, clubs etc)
All activities are evaluated for their benefits and risks assessed before being arranged.
All necessary adjustments are made so that pupils can participate in as many of the same activities as their peers as possible. Additional support is provided if necessary so that pupils with SEN can access these activities.
How will my child be supported when moving class or changing school?
We have an induction programme for welcoming new pupils.
We have a good relationship with our feeder pre-schools and we share information about pupil’s learning and social & emotional needs.
Additional visits and meetings are arranged for pupils and families who need them.
There is a transition programme at the end of each year as pupils change class in which information is passed on from one teacher to the next and is overseen by Mrs Ramet.
How do I make a complaint?
In the first instance, please contact Mrs Ramet. If you are not happy with the response to your concerns about your child’s special education needs, please contact our chair of governors, Mrs Blake.
How can we contribute to this report?
We welcome all comments on how we can improve our special needs provision. There are communication slips in our reception or you can email Mrs Marck (email@example.com) or Miss Withers (firstname.lastname@example.org) with your comments.