SEN Information Report – November 2016
What kinds of SEN are provided for?
A child has Special Educational Needs if he or she has a learning difficulty which calls for Special Educational Provision to be made for him or her(SEN and Disability Code of Practice, 2015).
Leasingham St Andrew’s Primary School will make provision for pupils with the following four kinds of need:
- Communication and interaction.
- Cognition and learning.
- Social, mental and emotional health.
- Sensory and/or physical.
What should I do if I think my child is having difficulties with learning?
- Contact your child’s class teacher to discuss any concerns you may have.
- Alternatively you can contact the Special Educational Needs Co-ordinator (SENCo) on 01529 302388 or by email email@example.com. At present this role is shared between Mr David Hodgson and Mrs Susan Meagher.
How will you decide if my child needs additional support?
At St Andrew’s we use a graduated approach at whole school level in which staff are continually assessing, planning, implementing, and reviewing their approach to teaching all children. Children who are not making expected progress are identified through review meetings with the class teacher, head teacher and SENCo. In these meetings a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings we will meet with you to share information and decide on the next steps. If your child is identified as having a Special Educational Need (SEN) they will be placed on the SEN Register and an Individual Education Plan (IEP) will be created with individualisedtargets. The IEP outlines teaching strategies and the level of intervention required to support your child. Your child will take an active part in writing and reviewing their IEP.
What support is available for my child?
The support available will vary dependent on your child’s needs. Typically, this might mean that in a lesson there are different levels of learning within the class. However, on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access the lesson and learn at their own level. Additional support may also be given through targeted interventions in small groups or one to one with a teacher or teaching assistant. When a student’s learning needs are severe, complex and lifelong they may require enhanced individual support. With your support and alongside specialist services, we will collate information to request an Education Health and Care Plan (EHC). If agreed by the Local Authority, an EHC will incorporate resources and provision with specific outcomes that will support the individual needs of your child.
How will the curriculum be matched to my child’s needs?
We follow a 'whole school approach' to SEND and work to ensure that all of our pupils feel fully included. We are committed to ensuring that pupils with SEND can fulfil their potential and achieve their best possible outcomes through the use of Quality First Teaching. Differentiation is used to ensure that all learning is matched to the pupil’s ability, while allowing them to be stretched and challenged. A learning environment where pupils feel confident and secure in voicing their opinions is actively encouraged and valued.
How will I know my child is progressing in their learning?
The progress of your child will be monitored termly. If they are not making the expected progress in a particular area of learning, we will identify the necessary additional support they may need. You will be kept informed of how your child is progressing through a range of options including:
- Appropriate daily communication
- Parents’ evenings
- Additional meetings as required
- Email and telephone correspondence
- Written reports
If you have any concerns about the progress or attainment of your child, this can be raised with your child’s class teacher or SENCo.
How do we consult children with SEN and involve them in their education?
- Children who have IEP’s discuss and set their targets with their class teacher.
- If your child has an EHC Plan their views will be sought before any review meetings.
- Children’s Forum – This group was formed to give pupils with SEN a chance to discuss the support they receive and to also discuss areas where they feel they would like more help. The group is open to all children who have a variety of SEND needs and the SENCo. The group aims to meet once per term.
How will my child be supported during times of transition?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.
Starting in Reception
- We work closely with our feeder nurseries to ensure a smooth transition.
- SEND information is shared between settings.
- The Foundation Stage teacher will visit the pre-school setting.
- We invite you and your child to visit the school for group taster sessions and individual visits to familiarise yourselves with the class, staff and routines.
If your child is moving to or from another school:
- We will contact the school and ensure they are aware of any special arrangements or support that is in place for your child.
- We will make sure that all records about your child are passed on to the new school, or requested from the old school, as soon as possible.
In Year 5 and 6:
- We liaise with our feeder secondary schools to ensure a successful transition for all our pupils.
- SEND information is shared with the appropriate professionals at the new school at the earliest opportunity.
- Where possible your child will visit their new school on several occasions.
- Staff from the new school will visit your child whilst he/she is in Year 6.
- If your child has complex needs then an EHC meeting will be used as a transition meeting during which we will invite staff from both schools to attend.
How accessible is the setting?
We aim to ensure that each environment is accessible to all pupils, including those with SEND. The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level with ramps at specified fire exits. For specific specialist equipment, we use outside agencies to ensure that everything that is required for your child to access the curriculum is provided.
How are the school’s resources allocated and matched to children’s SEND needs?
• We ensure that all children who have Special Educational Needs are met to the best of the school’s ability with the funds available.
• We have a team of LSAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
• The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving an LSA.
What training do staff have to support my child with SEND?
Staff are continually updating their skills and professional knowledge to provide the best opportunities for your child to achieve their potential. This includes:
- Our SENCo is working towards the completion of a post graduate qualification, The National Award for SEN Coordination.
- Staff have had training in creating a dyslexia and autism friendly school.
- Staff are Team Teach trained to support children with behavioural difficulties.
- We have staff trained to deliver reading and spelling / phonics programmes including Read, Write Inc., Precision Teaching and Nessie.
- Additionally, we have staff training to deliver ELKAND (Speech and Language Programme).
What specialist services and expertise are available at or accessed by the school?
As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including – GPs, School Nurse, Paediatricians, Speech & Language Therapists; Occupational Therapists; Social Services including - Locality Teams, Social Workers and Educational Psychologists.
How do we know if provision has had an impact on my child’s education?
The school has rigorous tracking procedures for English, Maths and other National Curriculum subjects. The tracking system measures not only attainment against age related expectations, but also progress against starting points using appropriate data. In addition, intervention programmes are tracked using start and end point data.
How will my child be included in activities outside the classroom including school trips?
• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
Support for improving Emotional and Social Development
- Throughout the school children take part in Social Emotional Aspects of Learning (SEAL) and Rtime programme of studies.
- Around school there are reflection and quiet areas for the children to use independently.
- We have a member of staff trained in counselling.
- The children have a friendship stop in the playground.
- Children who have a parent working in the Armed Forces have Joilie Bear to help support them whilst their parent is deployed.
How can I access support for myself and my family?
If you require further information about organisations that could offer help and support please view Lincolnshire’s Local offer by clicking on the link below.
Who can I contact for further information?
• First point of contact would be your child’s class teacher to share your concerns.
• You could also arrange to meet Mr Hodgson, headteacher or Mrs Meagher, SENCo.
• Look at the SEN Policy
• Contact Liaise SEND Information, Advice and Support in Lincolnshire - http://microsites.lincolnshire.gov.uk/ParentPartnership
• Contact IPSEA (Independent Parental Special Education Advice) - www.ipsea.org.uk/
If you are unhappy with any aspect of your child’s education and feel that after speaking to the school your concerns have not been resolved, please follow the link to the school’s Complaints Policy.