From September 2014 all schools and academies are required to publish information about their SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) provision. In Wiltshire, this will form part of a Local Offer and details about our SEND provision, and that of other schools and agencies provision, will be found under a dedicated Local Offer website.
The new Code of Practice will also see the phased ending of Action, Action Plus and Statements as a means to categorising SEND – instead where there is a need, children will be identified as requiring extra support and for those where there will be a high level of support, the child will be in support of an Education and Healthcare Plan (EHP). In Wiltshire, the EHP is referred to as a ‘My Plan’; meaning that it is owned by the child.
We ensure that our Admissions’ Policy does not discriminate against children who have been identified with a Special Educational Need or Disability. The Admissions’ policy can be downloaded here.
We also wish to ensure that our curriculum and our building do not discriminate against children with Special Educational Needs or a Disability. To this end, the governing body are up-dating the school’s accessibility plan which will be available here upon completion.
SEN Information Report
Seend C. of E. Primary School is a Church of England Primary School. It welcomes children with special needs and disabilities who can be educated within a mainstream primary school.
The SENCo (Special Educational Needs Coordinator) is Lynne Stapleton & she can be contacted through the school on 01380 828334 or email email@example.com
How do we identify children with SEN (special educational needs)?
Class teachers track pupil progress closely and identify pupils who are not making the expected progress. This progress might be academic or social progress. Parental concerns expressed to the teacher or SENCo are followed up. The SENCo also uses the school data records to monitor progress of all the children every term after assessment points.
If a child is not making the expected progress then the teacher and the SENCo will meet to discuss if there are reasons why the child is not making the expected progress and whether there needs to be any additional support provided. The SENCo might also observe and/or assess the child to see if there are any underlying barriers to the progress or give the class teacher checklists to identify any specific areas of difficulty. The parents will be invited to contribute to this discussion through the parent consultation evening or an additional meeting if necessary.
How do we support the children in their classes?
If we identify that a child has a special educational need then we will create a ‘My Plan’. This will be written by the Classteacher jointly with the SENCo and then shared with parents . The ‘My Plan’ will identify the outcomes that the school & parents agree should be achieved within a set period of time (usually by the end of the academic year) and how these outcomes will be achieved.
At our school we have 7 trained teaching assistants (TAs) to help meet all individual pupil needs. Our school also employs a reading advocate to work with children vulnerable to underachievement.
All of our classes have some TA time allocated to support the SEN children. The amount of support in any class will depend upon the age of the children and the identified needs within the class. The decision on how much support each class has will be made by the Headteacher & SENCo every July.
We have TAs who are trained to provide intervention strategies such as Springboard, Catch-up and Narrative therapy. We offer 1 to 1 or small group support for any child that needs it in reading, writing, spelling and maths.
We also provide support for children with other identified needs such as Autism, ADHD, Speech and Language.
Our classrooms feature lots of visual prompts and supports for those children who have learning difficulties.
All of our teachers are required to plan lessons that all children can access. Sometimes teachers need further help and may ask for support from our Special Needs Co-ordinator (SENCo).
What expertise do we have among the staff?
Seend C. of E. is a Primary School and all teachers are familiar with how to teach children with SEN. We employ a SENCO who is an experienced teacher and who has attended a large number of courses on all types of special educational needs. We employ 7 teaching assistants (TA) who have all attended training on various SEN courses.
How do we adapt our curriculum?
We follow the requirements of the National Curriculum (2014) to provide a broad and balanced curriculum to all the children. This curriculum will be adapted through the teachers’ planning to differentiate the knowledge and skills taught in lessons to the specific needs of the children in the class. We also adapt the curriculum by providing a variety of resources to support the children in being able to access the curriculum such as laptops, microphones, pencil grips, teaching assistants, overlays etc
How do we support emotional & social development?
Through our PSHE curriculum, we support all children to develop their emotional and social development at an age appropriate level. If some children need more support than we are able to offer social skills programmes in small groups or 1:1 under the direction on an especially trained Emotional Literacy Support Assistant (ELSA).
How do we involve parents?
Parents are able to speak to the classteacher about any concerns they have. They can also contact the Head Teacher & SENCo to discuss concerns.
Parents are invited to Parent Consultation Meetings in the autumn and Spring Term. During these meeting we use a ‘structured conversation’ approach so that targets are agreed between class teachers & parents. Parents can request additional meetings and also meetings with the SENCo. The SENCo will invite parents to meet with her if their child is not making the progress the school was hoping for through the ‘My Plan’. Parents are consulted before any outside agency support is requested and details of all appointments and copies of reports are sent to parents. Parents are also invited to meetings with representatives from outside agencies as applicable. All children who have a statement of SEN or an Education, Health & Social Care Plan have an annual review meeting to which parents are actively encouraged to attend.
How to we involve the children?
We use discuss the agreed targets from the My Plan (in pupil speak) with the children and discuss the steps taken to help reach their target.
Before Children Start
Before the children start in our Early Years classes, the Early Years teacher will visit the pre-school of any child due to start school where there are any concerns to ensure they are fully informed. We also hold a Parents’ information meeting in July with the class teacher, the SENCo and the Head teacher.
How do we support the children in transition between schools?
When the children transfer to secondary school, the SENCo & Y6 teachers meet with the head of Y7 & SENCo at Melksham Oak to discuss all the children & their needs. If any child with SEN is transferring to a different secondary school then the SENCO will get in touch with the secondary school to transfer information. The SENCO will arrange transfer meetings involving parents, outside agencies and secondary school staff for any child with more complex needs. Where it is deemed appropriate, children can have extra transition meetings with the receiving secondary school.
How do our children with SEN engage in activities with children without SEN?
All of the activities held in school or out of school on trips etc. are open equally to SEN & non-SEN children. If children with SEN are not attending these activities, then the class teacher will do all they can to ensure all barriers to participation are removed.
How do we involve other agencies?
If a child is not progressing despite being offered additional provision through their ‘My Plan’ then the class teacher, SENCo & Parents will meet together to discuss if help could be available through outside agencies who are specialists in particular difficulties. If agreed, the relevant referral will be completed by the SENCO with permission obtained from the parents.
How do we evaluate the effectiveness of our provision?
We annually set targets that we want every child to achieve. The provision that is provided is to help ensure that these individual targets are met. Progress towards achieving these targets is carefully monitored three times a year and if the provision provided is not helping achieve these targets then the provision may be changed. The SENCo manages the provision that is provided and annually the a report is shared with the Governors on progress and effectiveness of provision.
How do we support Looked After Children with SEN?
Looked after Children are supported in a similar way to all children who have SEN at Seend C. of E. Primary School. Additionally Personal Education Plan (PEP) meetings are held at least every 6 months so that everyone who is involved with the Looked After Child can focus on all aspects of progress. Looked After children may be provided with additional provision to ensure that they make good progress, this will be discussed and evaluated through the PEP meeting process.
How do we deal with any complaints?
Any complaints should first of all be discussed with the child’s class teacher. If the Parent then feels that their complaint has not be dealt with to their satisfaction, then they should contact the SENCo and/or the Head teacher. If they still don’t feel happy with how the complaint has been dealt with they should address their complaint in writing to the SEN Governor of the school.