Special Ed. Needs and Disabilities
SEND information report 2019
Every child brings a unique pattern of strengths and areas of need to our community and the school aims to fulfil the potential of all children. The following information relates to those pupils who have difficulties that affect their learning and those who have been recognised as needing specific types of support. Read on to find out more about how Whittington Primary School works to support children with a range of additional needs.
If you wish to find out more about the Staffordshire Local Offer please use the link below:
The aims of our special educational need and disability policy and practice in this school are:
- To make reasonable adjustments for those with a disability by ensuring increased access to the curriculum, the environment and to printed information for all
- To ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN
- To use our best endeavours to secure special educational provision for pupils for whom this is required, that is “additional to and different from” that provided within the differentiated curriculum to better respond to the four areas of need:- Communication and interaction, Cognition and learning, Social, mental and emotional health,Sensory/physical.
- To request, monitor and respond to parents/carers’ and pupils’ views in order to evidence high levels of confidence and partnership
- To ensure a high level of staff expertise to meet pupil need, through well-targeted continuing professional development
- To enable pupils with medical conditions full inclusion in all school activities by ensuring consultation with health and social care professionals
- To work in cooperation and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of vulnerable learners.
What are special educational needs (SEN) or a disability?
At our school we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:-
SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.
Disability: many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘ a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities.’ This definition includes sensory impairments such as those affecting sight or hearing or long-term health conditions such as asthma, diabetes, epilepsy and cancer.
How does Whittington Community Primary School know if children need extra help?
We know when pupils need help if:
- Concerns are raised by parents/carers, teachers, the pupil’s previous school, outside agencies, or the pupil themselves, regarding level of progress and inclusion.
- Tracking of attainment outcomes indicate a lack of progress
Pupil observation indicates that they have additional needs in one of the four areas:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
How can I let the school know I am concerned about my child’s progress in school?
- Families are encouraged to contact the school as soon as they have concerns, and not just wait until parent-teacher consultation meetings, so that we can work together to ensure the needs of the child can be met as effectively as possible. In the first instance you should speak to your child’s class teacher.
- If you still have concerns that your child’s needs are not being managed or you want further support you should speak to the SENCo, Mrs Ann Boucke who can be contacted on the school number: 01543 432487 or by email: email@example.com
- If you are still not happy you can speak to Mrs Nichola Leeson, Head Teacher, or our school SEND Governor, Mrs Grant (via a letter to the school office)
How will my child be supported if they have an additional need?
All teachers in our school are responsible for teaching children regardless of ability or need. Excellent targeted classroom teaching is also known as Quality First Teaching.
- Children with a disability will be provided with “reasonable adjustments” in order to increase their access to the taught curriculum and help them overcome any disadvantage.
- Individual assessments may be undertaken in order to make an accurate summary of a child’s needs. These assessments also give us a baseline to work from.
- Possible additional actions to increase the rate of progress will then be identified and recorded, This may be support in a smaller group or some 1:1, it may include different strategies or resources.
- If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate interventions are identified, recorded and implemented by the class teacher with advice from the SENCo
- Parents will be informed that the school considers their child may require SEN support and their partnership sought.
- SEN support will be recorded on a plan that will identify a clear set of expected outcomes. Progress will be tracked and reviewed at least termly with the parent and pupil.
- If progress rates are still judged to be inadequate despite delivery of high quality interventions, advice may be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will be undertaken after parent consent has been obtained. This may include referral to one or more of the following agencies – depending on the child’s need:
- Specialist support services including: Autism Outreach Team, Hearing Impairment and Visual Impairment teams, Early Years' Forum.
- Educational Psychologist Service
- Children and Young People's Autism Service
- Physical and Disability Support Service
- Educational Welfare Officers
- Social Services
- School Nurse
- Speech and Language Therapy
- Child and Adolescent Mental Health Service (CAMHS)
- The Early Help Team
If your child is adopted and has additional needs, the school will work closely with The Adoption Support Service. This service also provides training to help staff to meet the needs of individual children.
There is only a very small percentage of pupils, whose needs are significant and complex. If the special educational provision required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
How will both Whittington Primary School and I know
how my child is doing?
- Your child’s progress is continually monitored by his/her class teacher. Your child’s progress is reviewed formally every term and an assessment is made in reading, writing, and mathematics in relation to the National Standards.
- In nursery and reception children are continually assessed on the Foundation Stage Profile.
- Pupils who are failing to make expected levels of progress are identified very quickly and are discussed in pupil progress meetings that are undertaken between the class teacher and a member of the senior leadership team.
- Pupil’s attainment is tracked using the whole school tracking system. Your child’s tracking data is sent home at the end of each term.
- At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally.
- Year 1 statutory phonic assessment
- For those children identified as needing further provision, beyond that made by reasonable adjustments and differentiation, an: Assess; Plan; Do; Review cycle will be put in place. The child’s areas of need are assessed, targets are set and a plan is put in place to support these needs. This provision is run for a pre-determined period of time and then the outcomes are reviewed. Parents are encouraged to be fully involved in this progress and will be invited to meetings to discuss the assessments, suggested provision and targets, along with review of whether these targets have been achieved and next steps. This process is likely to include suggestions for supporting your child at home and the impact of this support. A close collaboration between parents and school is of the upmost importance to support children’s learning.
- The progress of children with an Education and Health Care plan is formally reviewed at an Annual Review with all adults involved with your child’s education.
How will Whittington Primary School help me to
support my child’s learning?
- Teachers suggest ways of supporting all children’s learning through the website. The class teacher may suggest additional ways of supporting your child’s learning through a note in the reading record, at parents’ evenings or by arranging a meeting with you.
- Parents are informed of upcoming Creative Curriculum topics on the school website, and reading around/researching these topics at home is always encouraged.
- The SENCO, Mrs Ann Boucke, may meet with you to discuss how to support your child. This would normally follow on from when a child has been assessed as requiring further support or there are concerns over a child’s social or emotional needs
- Outside agencies may also suggest advice or programmes of study that can be used at home, or courses that parents can attend.
What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties.
- Members of staff : Headteacher, Deputy Headteacher, class teacher, teaching assistants, SENCO , are readily available for pupils who wish to discuss issues and concerns.
- The school regularly accesses support from the Local Support Team. The Family and Engagement Workers can provide support for pupils and their families through 1-1 sessions where problems are discussed and strategies suggested.
- If a pupil has a medical need then a detailed Care Plan is compiled in consultation with parents/carers. These are shared with all staff who are involved with the pupil. Where necessary, and in agreement with parents/carers, medicines are administered in school where a signed Care Plan is in place.
- Anti-biotics may be given in some circumstances on discussion with the office staff and on completion of a medication form.
- The school seeks to avoid exclusions and increase attendance.
- Pupil voice is sought on a regular basis through School Council and class councils. This is used to inform decision making and planning.
What training in relation to SEN has been available to the staff
Recent training related to SEND:
- The SENCo attends termly update meetings
- Understanding Attachment and Trauma in Children (October 2019)
- Autism awareness (Autism Education Trust) (Spring 2017)
- Promoting positive behaviour in pupils (Autumn 2016)
- How to support children with sensory issues (2015)
The school also has some teaching assistants who have received training enabling them to deliver more specialised support which includes supporting pupils on the autistic spectrum, the use of therapeutic play strategies, understanding attachment difficulties and reciprocal reading approaches.
All of our Teaching assistants have received training from the Educational Psychologist on Precision Teaching methods (Autumn 2016)
How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
Risk assessments are carried out and procedures are put in place to enable all children to participate.
How accessible is the school environment?
As a school we are happy to discuss individual access requirements.
Facilities we have at present include: single level accommodation, ramps into school to make the site accessible to all. A toilet adapted for disabled users. Double doors in some parts of the building.
How will the school prepare and support my child when joining Whittington Community Primary School or transferring to a new school?
Whittington Community Primary school understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
On entry into Foundation Stage:
• A planned programme of visits in the summer term for pupils starting in Reception or Nursery in September including “Play and Stay” visits with parents/carers and a visit to their new class (without parent/ carer).
• Parent/carers are invited to a meeting at the school so that they know what to expect and are encouraged to ask questions or raise concerns.
• Our Foundation Stage team attempt to visit all children in their pre-school setting. Where concerns are raised the Early Years Lead, Mrs Karen Richardson, may visit the setting and a meeting with parents to discuss any issues could be arranged. In some circumstances, individual arrangements may be made for starting school - such as shorter hours.
In year transfers:
An initial visit to the school can be made via the school office and parents and pupils are shown round the school. We have a mobility policy to help pupils and their families settle into our school community. This is particularly important because of our close connection with the Service community based at DMS Whittington.
The class teacher is always willing to meet parents/carers prior to the child moving to their class.
- Our Year 6 teachers meet with the staff from secondary schools.
- Our SENCo liaises with the SENCos from the secondary schools to pass on information regarding SEN pupils.
- Children attend transition days particular to the school they are going to.
- Some children may be offered extra transition days if it is felt that they would benefit from extra opportunities to familiarise themselves with their new school.
- Opportunities to work with local secondary schools are actively encouraged so that children are familiar with them (e.g. sporting events at the secondary school and art workshops)
How are the school’s resources allocated and matched to children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised at another time during the year.
Further support or resources may be allocated to your child following assessments by school staff or outside agencies.
Funding may be used to buy in specialist support.
We will also make applications for additional educational needs funding and higher level educational needs funding where appropriate.
Individual Pupil Premium payments are used to support that pupil’s learning.
How is the decision made about how much support my child will receive?
The SENCo in consultation with class teachers and the Leadership Team will discuss pupils’ needs. Support given may take the form of additional individual or small group support in class or in other focus groups tailored to the pupils needs. Interventions are regularly assessed for their impact and changed accordingly.
How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education. This may be through: discussions with the class teacher during parent’s evenings, during informal drop-ins or during discussions with the SENCo, Head teacher, Deputy Head, or other professionals.
Who can I contact for further information?
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling then in the first instance please contact your child’s class teacher.
If the problem persists or you are a prospective parent and you want to discuss your child’s additional needs then please contact one of the following:
- Mrs Ann Boucke (SENCo), firstname.lastname@example.org
- Mrs Emma Jakeman (Deputy Head teacher) email@example.com
- Mrs Nichola Leeson (Head teacher), firstname.lastname@example.org
- School contact number: 01543 432487 or email email@example.com
I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.
- GLOSSARY of abbreviations and terms
- SEND – Special Educational Needs and Disabilities
- SENCo – Special Educational Needs Co-ordinator
- SENSS - Special Educational Needs Support Service
- LST – Local Support team
- EP – Educational Psychology
- EHCP – Education and Health Care Plan
- OT – Occupational Therapy
- SALT – Speech and Language Therapy
- PDSS – Physical Disabilities Support Service