SEND Information Report 2016/2017
Headteacher Mrs H Wines
SENCO (Special Educational Needs & Disability Coordinator) Mrs B Hensman
SEND Governor Mr J Wilkinson-White
Frequently Asked Questions
What should I do if I think my child has special educational needs?
Our school operates an 'Open Door' policy and, as such, you should feel free to discuss your concerns at any mutually convenient time. In the first instance it is best to raise these with the class teacher who will be able to add information about how your child is performing in the classroom and how their progress compares with that of the year group.
How will the school respond to my concern?
Should the outcome of your meeting with the class teacher indicate the possibility of Special Educational Needs that have not already been highlighted, the class teacher will raise these with the Special Educational Needs & Disability Coordinator who will then arrange to meet with you. Having spoken to the class teacher you can request such a meeting directly with the Special Educational Needs & Disability Coordinator to share your concern. The Special Educational Needs and Disability Coordinator will take time to look into your concern and will set up a follow up meeting within a reasonable timescale to share the outcome of this process. Ongoing sharing of information between home and school will always be a priority.
Who will support my child in school?
The main support for your child will always remain the class teacher. Once a need has been identified and intervention determined, the Special Educational Needs & Disability Coordinator will oversee the way in which this is administered within the classroom. The school also has a wide variety of support staff. Some of these are deployed within each of the specific classrooms and some of them are managed directly by the Special Educational Needs & Disability Coordinator. The way in which these staff may be deployed to support the needs of each individual will be carefully planned and monitored.
What training and experience do staff have for the additional support my child needs?
Mrs Hensman has worked extensively with SEND pupils and is currently working towards the National Award for Special Educational Needs Coordination. All staff have received training in appropriate strategies for children with autism. Some staff have been trained in Team-Teach and related strategies, Assertive Behaviour Management, Counselling, Elklan (Speech and Language Support) and ADHD support.
Who else might be involved in supporting my child?
Should the needs of any individual pupil require external support we have a variety of agencies available to provide advice and expertise. These include:Specialist Teaching Team (STT)Educational Psychology Team (EPT)Child and Adolescent Mental Health Services (CAMHS)Speech and Language Therapy (SALT)Working Together Team (WTT)Behaviour Outreach Support Service (BOSS)Dyslexia Outreach Specialist teachers with responsibility for hearing and vision impairmentOccupational therapists and physiotherapists The School Nursing ServiceTeam Around the Child
What support will be there for my child's emotional and social well being?
We give a high priority to the pastoral support of all of the pupils in our care. The school employs a positive behaviour management policy underpinned by the Assertive Behaviour Management approach (Lee Canter). Pupils will always benefit from a safe and secure environment and from high levels of attendance. The school has detailed policies on both the prevention of bullying and attendance which are available on request. A member of staff has been trained in counselling skills and can be available for all children.We endeavour to include all pupils with medical and social needs in all activities. Medicine for ongoing conditions will be administered in school using a carefully agreed Medication Plan. Children who are on a short course of medicine, diagnosed by a medical practitioner, which cannot be followed without administration in school hours will be supported in this to allow their attendance at school.
How will my child be involved in the process and be able to contribute their views?
Pupils' views will be sought in the planning and reviewing of SEN Support Plans and Education, Health and Care Plans. It can be of great value to capture the views of the pupils and to monitor these over time. In certain situations a 'key worker' may be designated to approach this side of our work. Such a key worker may be a member of our staff (for example a named member of staff who will make themselves available to the child when needed to provide direct support) or may be from an external agency.
How will the curriculum be matched to my child's needs?
The curriculum is modified as necessary to allow each and every pupil to benefit from what is on offer in school. Where a child has a Special Educational Need this may require the curriculum to be modified to a greater extent than is available for the whole class. The class teacher will be responsible for this differentiation but it is likely that this will be supported and monitored by the Special Educational Needs & Disability Coordinator. Matching of the curriculum may also include such strategies as changing the place in which a pupil sits within (or beyond) the classroom or allowing different access to ICT to develop skills. Specific targeted intervention programmes may be used in order to address certain needs.What opportunities will there be for me to discuss my child’s attainment and achievement?
How will I know how well my child is progressing?
Regular communication between home and school is essential. The Special Educational Needs & Disability Coordinator will ensure that regular meetings take place with the class teacher, and parents will be encourage to attend and contribute to review meetings. Home & School diaries are frequently used to develop efficient communication. Termly Family Afternoons and Parent Consultation Evenings are available to all parents. The Special Educational Needs & Disability Coordinator will meet with parents or carers of pupils on the Special Needs Register at least three times a year when their SEN Support Plan is reviewed.
How does the school know how well my child is doing?
The class teacher measures and tracks progress using progress points and against age-related expectations on a regular basis throughout the year. The progress of all pupils is monitored and tracked by the headteacher, assessment co-ordinator and the Special Educational Needs & Disability Coordinator. All children with SEND are assessed using PIVATS in order to monitor closely the small steps in progress and to set specific targets. Pupil Progress Meetings allow all staff to moderate judgements.In the Early Years assessment takes place against the Early Learning Goals. Further through the school Teacher Assessments (Assessment for Learning) are moderated internally and by the use of standardised tests.
How will my child be included in activities outside the classroom including school trips?
We endeavour to include all pupils with medical and social needs in all activities. Such inclusion may necessitate cooperative planning with parents and carers and pupils may require extra preparation.Wrap Around Care is provided by the school between 8.00am and 9.00am every morning and 3.30pm and 4.30pm every afternoon. This is available to all.
How accessible is the school environment?
The school site is easily accessible. The building is on one floor and most access points are ramped. There is a disabled toilet available.
How accessible is the curriculum?
The class teacher is responsible for ensuring that the curriculum is accessible to every child. The school is able to use ICT and iPads to support learning.
How will the school prepare and support my child to join the school?
Carefully managed induction into school is paramount. It is essential that children are as familiar as possible with the other pupils, the adults, the environment and the routines. Where a child is entering school with a Special Educational Need the school will endeavour to tailor the induction of the pupil in order to achieve a smooth transition. This may mean additional induction sessions, longer induction sessions or a phased induction period. Such variations from our normal induction (which fulfils the same aims) will be planned together with parents and carers.
How will the school prepare and support my child to transfer to a new setting/school/college?
Successful transition into a new setting on leaving our school is critical and needs to be planned well in advance. It is essential that pupils are as familiar as possible with the other pupils, the adults, the environment and the routines of their new school. Where a child is leaving our school with a Special Educational Need we will endeavour to work with the receiving school to tailor the induction of the pupil in order to achieve a smooth transition. How can I be involved in supporting my child? Education is a partnership and it is critical that parents and carers are involved in supporting their child. The school will provide advice upon strategies to use to support the development of your child at home. The Special Educational Needs & Disability Coordinator will routinely meet with parents or carers of pupils on the Special Needs Register at least three times a year when their SEN Support Plan is reviewed. As with all parents, your wider involvement in the life of the school will also help your child to feel that both they and their education is valued at home and at school.
How can I access support for myself and my family?
There is a wealth of support available to families with pupils with Special Educational Needs and Disability which can be found at:
Who can I contact for further information?
If you have any questions about our local offer for Special Educational Needs and Disability please contact the Special Educational Needs & Disability Coordinator. A copy of the Special Educational Needs and Disability Policy is available from the school on request.