Special Educational Needs Information Report – 2016 – 2017
What types of SEN do we provide for?
Our school is an inclusive school where every child matters as an individual. We aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. We strive to educate our pupils with a fully holistic and inclusive approach. The best practice to support our pupils with SEND needs is in fact best practice for all pupils. Our school’s SEND policy document is available on this website, detailing our philosophy in relation to SEND.
We currently have 219 pupils on roll with 39 of those being in nursery. 27% are pupils with SEND needs. Additional and/or different provision is currently being made in school for children with a range of needs, as outlined in the new SEND Code of Practice 2014, including:
Cognition and Learning – Moderate learning difficulties; Specific learning difficulties – dyslexia, Global Delay, Auditory Processing Disorder.
- Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy, hydrocephalus.
- Communication and Interaction – autistic spectrum condition, selective talkers, speech and language difficulties including verbal dyspraxia.
- Social, Emotional and Mental Health – attention deficit hyperactivity disorder, attachment disorder.
How do we identify and assess pupils with SEN?
We use many methods in school to identify and assess whether a pupil has special educational needs. Some of the ways include;
- School based test results
- Information from parents and carers
- Information from the child
- Specialised assessments carried out by the SENCO and the school’s support services
- Information from previous schools or settings
- Results from end of key stage assessments
- Discussions with other professionals who work with the child, including medical professionals
Who is our Senior Teacher for Inclusion (SENCO) and how can she be contacted?
Our SEND provision is overseen by our Senior Teacher for Inclusion, Dawn Niblett. She has 11 years of experience in the field and holds the Post Graduate Certificate in SEND Co-ordination and is Autism Level 3 trained.
She teaches every morning; appointments to meet with her in the afternoon can be made by telephoning school on 0121 475 2874 or email firstname.lastname@example.org
What is our approach to teaching pupils with SEN?
All pupils are tracked on a termly basis and underachieving pupils are identified. Initially, these pupils will receive quality first teaching and differentiation from the class teacher and TA. At Princethorpe Infants & Nursery we also instigate more focused Wave 1 support in class at this point and your child may be part of a ‘Closing the Gap’ group with their class teacher or TA. This could entail pupils receiving pre- and post- tutoring of key concepts and lesson objectives or intervention groups at specific times. You will be informed by your child’s class teacher if they have concerns over your child’s progress and if they are receiving additional support in class. If progress continues to be below expected levels, they may become part of a Wave 2 intervention group, which will offer targeted support in their area of need for 4 – 6 weeks. This intervention will be monitored through individual targets and the school’s provision map. At this point, you may be invited to a meeting with the class teacher and Senior Teacher for Inclusion to discuss a plan to support your child’s needs. If a child still does not make expected progress, a more individualised plan for learning will be initiated and referrals to other agencies may be made. All agencies will work together to form an integrated approach to planning the child’s learning journey and assessment through the Education, Health and Care plan pathway may be considered. This is Wave 3 provision. You will be included in all meetings with school staff and professionals from outside agencies to make a plan to support your child’s needs. See also our Graduate Response.
How do we adapt the curriculum and learning environment?
We work in partnership with all our families and external agencies to strive to offer and create high aspirations for every child. We take specific action to create effective, creative learning environments, secure children’s motivation and concentration, provide equality of opportunity to use appropriate assessments and set suitable targets for learning.
Quality first teaching takes place in all class rooms with high expectations and the provision of opportunities for all to achieve. Quality first teaching ensures that all teachers are responsible for their pupils with SEND needs. Thus, a continuous cycle of planning, teaching and assessing is firmly embedded which takes account of the wide range of abilities, aptitudes and interests of all our children.
Pupils with SEND will receive support that is additional to or different from the provision made for other children. Planning and provision takes into account their specific needs to provide appropriate support across the whole of the curriculum, academic, social, emotional and physical. Our aim is that all pupils, whatever their needs, become resilient, capable, motivated and engaged independent learners.
How do we enable pupils with SEN to engage in activities with other pupils who do not have SEN?
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 and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
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 that will cover the same curriculum areas will be provided within the school environment, wherever possible.
A variety of clubs are provided after school. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Our Lunchtime Supervisors support the children during lunchtimes and any further support is considered on an individual basis, dependent on the specific needs of the child.
How do we consult parents of pupils with SEN and involve them in their child’s education?
The relationship between school and parents is vital. This is especially true of pupils with special educational needs and disabilities. If your child has special educational needs/disabilities and you are considering our school please make early contact with us to enable a dialogue to take place as to whether we are a suitable setting for your child.
Once your child has started at Princethorpe Infant & Nursery School, we will welcome you into school for regular reviews of your child’s progress and to meet with other professionals who support your child. We also offer many opportunities for you to celebrate your child’s successes and achievements, including celebration assemblies, workshops and performances. These experiences will enable you to build relationships with other parents.
Parents are always kept fully informed if school staff consider that their child has an additional need; school, parents, children and relevant specialists collaborate to plan to meet the need. We often recommend that eyesight and hearing are checked initially, as these could be possible underlying causes of learning difficulties.
How do we consult pupils with SEN and involve them in their education?
Pupil forms are used at reviews and throughout the year to obtain children’s views about their learning and progress, their strengths, hopes and any modifications to this support which children feel may be helpful for them. Learning Support Plans are written for the pupils in child friendly language which is easy to understand and remember.
How do we assess and review pupils’ progress towards their outcomes?
Our school’s Assessment Policy (which is available in school) outlines the range of assessments regularly used throughout the school in order to support and plan for pupil needs successfully. Additional and different assessment tools may be required when children are making less than expected progress, which can be characterised by progress which:
- is significantly slower than that of their peers starting from the same baseline
- fails to match or better the child’s previous rate of progress
- fails to close the attainment gap between the child and their peers
- widens the attainment gap
Progress in all areas of development are also considered – for example social skills, lack of confidence or resilience, anger or behaviour issues also mental health issues.
Behaviour concerns are explored by:
- addressing any anxieties the child may have at school or home
- monitoring any triggers or patterns of disruption
The key to getting to know our pupils well is through liaising with parents, guardians and carers. We welcome all parent communication, either by appointment or through reading diaries.
Assessments, observations and checklist descriptors are used to pin point specific difficulties and address solutions, support and strategies for home and school.
See SEND policy for further information relating to behaviour support and our Positive Relationships, Behaviour and Discipline Policy (available on this website).
How do we support pupils moving between different phases of education?
We encourage all new children to visit the school prior to starting
- We can create ‘social stories’ with/for the children if transition is likely to prove challenging
- A visit for children in the second half of the Summer Term is planned and the opportunity for parents to meet individually with the class teacher. In order to help new YR children, parents and staff get to know each other.
- If children are transferring in to our Reception,. the Teachers will visit settings where possible.
- We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
- If your child has complex needs, then an EHCP review will be used as a transition planning meeting to which we will invite staff from both schools
- Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
- At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits to support smooth transition.
How do we support pupils preparing for adulthood?
Our School Mission Statement states:
“Our mission is to motivate people to learn; we will foster a love of learning and ensure that everyone’s skills and talents are well-developed so that they can choose to enjoy life to the full. We aspire for every child, including those with special educational needs and/or disabilities, to be the best that they can be; to be afforded the opportunities to surprise us; and to go out into the world, ready to make it a better place”
How do we support pupils with SEN to improve their emotional and social development?
We are an inclusive school that believes a child’s emotional and spiritual development is a priority.
One of the overarching commitments of our Academy Trust is to look after children’s all round well-being. Following recent guidance the Trust has commissioned external support and guidance from an experienced teacher and psychotherapist. The Programme has been called ‘REAP’ (Respond, Empathise, Accept, Play).
- The school currently has three staff who have undergone REAP Training and three further staff will attend the next round of training.
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.
- Mrs Allen is our Pastoral Manager who monitors attendance and punctuality. The school has an adopted Attendance Policy.
- Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher.
- Should additional support be required in relation to attendance we can provide this – Emma Williams is our Social Care & Welfare Officer
What expertise and training do our staff have to support pupils with SEN?
Training for all teachers and teaching support staff is part of our continuing professional development. Each year includes training for the specific needs of new children joining the school, as well as continuing to develop knowledge and skills around all the different aspects of SEND needs. This year there has been specific training in the medical needs of asthma, allergies, spelling strategies and attachment disorder.
How will we secure specialist expertise?
All relevant bodies, services and organisations are involved to support the needs of our pupils with SEND and their families. This is designed to provide a “wraparound” service, particularly where intensive support is needed for families. This is called a Team Around the Child (TAC). Services are brought in by school as part of a partnership package of support.
How will we secure equipment and facilities to support pupils with SEN?
All learning activities within class are planned and differentiated at an appropriate level, so that each child is able to access learning according to their specific needs.
- The class teacher, alongside the Senior Teacher for Inclusion will discuss a child’s needs and the most appropriate support.
- Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. phonic mats, Numicon, pencil grips
- The Governors agree priorities for spending within the SEND budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
How do we involve other organisations in meeting the needs of pupils with SEN and supporting their families?
Services may be brought in by school as part of a partnership package of support. Below is a list of agencies currently supporting provision and needs of pupils with SEND and their families:
Our Miss Niblett holds the national SENCO accreditation.
Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND.
- The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc. as required.
- As a school we work closely with any relevant external agencies: Access To Education, Health services including: GPs, school nurse, Forward Thinking Birmingham, paediatricians, speech and language therapists, occupational and physiotherapists.
A list of current Local Authority support services:
Educational Psychologist – Mr Philip Connor-Bell
Pupil and School Support – Mrs Deena Shayaam-Smith
Communication and Autism Team – Mrs Catherine Price
Local Authority SEN Assessment (SENAR) – Marcia Turner 0121 303 5489
The Birmingham Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) 0121 303 5004
How do we evaluate the effectiveness of our SEN provision?
All children’s progress, including those with special educational needs and disabilities is tracked through the school’s assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal methods of assessment including curriculum tests and standardised tests. We use the Birmingham Local Authority maths and language and literacy toolkits which measure progress when a child is making smaller steps of progress in their learning. We also set individual targets which are reviewed at least three times a year. All pupils are involved in this process and give their views on their individual progress and next steps in their learning. This helps us to monitor how well interventions and additional provision is working. The Senior Teacher for Inclusion monitors progress made by pupils in each intervention and records this on the school and Local Authority data. Information is presented to the Headteacher and other members of the senior leadership team, the Governor with responsibility for SEND and the full Governing Body. We track the progress of our pupils with special educational needs alongside national and local expectations.
How do we handle complaints from parents of children with SEN about provision made at the school?
Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the Senior Teacher for Inclusion (Dawn Niblett) or Deputy Headteacher (Mrs Hart). Appointments can be arranged in person, by phone or by email. Further concerns should be discussed with the Headteacher and if you continue to have concerns please address these in writing to the Chair of the Governing Body, Dr Stuart Bentley.
Who can young people and parents contact if they have concerns?
Access to the local offer is designed to support parents of children with special educational needs in making decisions about the school they choose for their children.
Birmingham Local Authority’s Local Offer www.mycareinbirmingham.com
What support services are available to parents?
The Birmingham Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) 0121 303 5004