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SEND

What are Special Educational Needs?

 
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 of 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…. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision. Code of Practice 2014
 
The Code of Practice 2014 identifies four areas of need:
  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory/physical

Accessible, Open and Honest Communication

How Will I Raise Concerns If I Need To?

  • Talk to us – firstly contact your child’s class teacher, if concerns still exist speak to the SENCO (Mrs Joanne Davies). Mrs Davies can be contacted via email at senco@leasowes.staffs.sch.uk.
  • We pride ourselves on building positive relationships with parents. We are open and honest with our parents and hope that they are able to do the same with us.

How Will School Support My Child? Who Will Oversee, Plan And Work With My Child And How Often?

  • The SENCO (Mrs Joanne Davies) oversees all support and monitors the progress of any child requiring additional support across the school
  • The class teacher will plan and work with each child with SEND in their class to ensure that progress is made in every area. This will be overseen by the SENCo.
  • There may be a Teaching Assistant (TA) assigned to work with your child, either individually or as part of a small group.

What Are The Different Types of Support Available for Children With SEND In Our School?

       Class teacher input, via targeted classroom teaching (Quality First Teaching)

        For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning. Pupils with a disability will be provided with “reasonable adjustments” in order to increase their access to the taught curriculum.
  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked pupil progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

         Specific group work

        Intervention which may be:

  • Run in the classroom or a group intervention room.
  • Run by a teacher or a teaching assistant (TA).

Who Will Explain This To Me?

  • The class teacher will meet with the parents on a termly basis (this could be part of Parent’s evening) to discuss your child’s needs, support and progress
  • For further information the SENCO is available to discuss support in more detail. The SENCO can be contacted by email at senco@leasowes.staffs.sch.uk .

What Support Can The School Provide To Avoid Exclusion And Improve Attendance?

  • As a school we have a very positive approach to all types of behaviour, which is informed by a school behaviour policy
  • Parents are informed immediately if staff see a change of behaviour in a pupil that is cause for concern.  In turn, we encourage parents to inform us of anything that may have happened at home, which may change the child’s behaviour in school.
  • If a child has on-going behaviour difficulties an Individual Behaviour Plan is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
  • The attendance of every child is monitored on a daily basis. Lateness and absences are recorded and reported to the Headteacher. The Attendance Officer and the Headteacher hold meetings for parents of pupils whose attendance is causing some concern to see if any support is required and look at possible actions. The Educational Welfare  Officer will be contacted if further support is needed.

How Accessible Is The School Environment?

The school site is virtually wheelchair accessible with disabled toilet and shower facilities at the Key Stage Two site. The school is almost all on one level. Any wheelchair user will be accommodated and have access to fire exits.

How Do We Manage The Administration Of Medicines?

  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Parents need to contact the School Office if medication is recommended by Health Professionals to be taken during the school day.  The class teacher will then be informed.
  • We have a nominated member of staff (Mr Coombs) who manages the sharing of medical information in school.
  • As a staff we have relevant training including updates of conditions and medication affecting children so that all staff are able to manage medical situations.
  • As a school we implement care plans and issue assessments and risk assessments where appropriate.

A Partnership Approach

How Does The School Know How Well My Chils Is Doing?

  • As a school we measure children’s progress in learning against National expectations.
  • The class teacher continually assesses each child and notes where they are improving and where further support is needed.
  • Children who are not making expected progress are picked up through review meetings with the class teacher, the head of Department, Headteacher and the SENCO.
  • When the child is reviewed, comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
  • During this meeting an interim plan is put together. This is reported to the parents during a termly meeting.

What Support Will There Be For My Child's Overall Well Being? What Is The Pastoral, Medical And Social Support Available In The School?

  • We are an inclusive school. All staff believe that having high self esteem is crucial to a child’s well being.  We have a caring, understanding team looking after our children.
  • The class teacher has the overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, The Behaviour Support Team, Autism Outreach, Occupational Therapy etc. The Deputy Headteacher oversees the Medical support for pupils ensuring that every member of staff is fully informed about medical needs. Care plans and medical information is regularly updated and staff have clear records.
  • We also have two members of staff who run the Hope Project (Helping Our Pupils Emotions) which supports pupils' pastoral needs in school.

What Training Have The Staff Supporting Children With SEND Had Or Are Currently Having?

  • The SENCO has an honours degree in Special Educational Needs and also has a Post graduate Certificate in Specific Learning Difficulties and is a qualified dyslexia teacher.
  • We have two members of staff who deliver Tier 2 child counselling called ‘HOPE’.
  • Many of our TAs have had training alongside our Speech and Language Therapist in how to deliver interventions. However, school adopt a communication friendly environment and approach to teaching.
  • All of our Staff have had training in delivering reading and spelling/phonics and maths programmes.
  • Every member of staff has had Dyslexia Friendly training and we are a Dyslexia Friendly School.
  • The school has a training programme to regularly train and inform staff about ASD/BESD/SLCN/SpLD

How Is The Decision Made About What Type And How Much Support My Child Will Receive?

  • This will be through on-going discussions with parents and staff. If your child needs more specialist support this will be discussed. The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.
  • When a child has specific needs, which are beyond those that the school can provide, additional temporary funding will be sought whilst further assessments are carried out.  For example a detailed assessment from an Educational Psychologist may provide evidence towards an Education, Health and Care Plan (EHCP).

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, including school educational visits. We will provide the necessary reasonable support to ensure that this is successful.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised.

How Is Pupil Progress Monitored?

      The quality of teaching is monitored through a number of processes that include:

  1. Classroom observation by the senior leadership team, the SENCo and external verifiers
  2. On-going assessment of progress made by pupil in specific intervention groups
  3. Work sampling on a regular basis
  4. Scrutiny of planning (termly)
  5. Teacher meetings with the SENCo
  6. Pupil and parent feedback when reviewing target attainment
  7. Whole school pupil progress tracking
  8. Attendance and behaviour record

How Do We Know If The Additional Support Has Had An Impact?

  • By setting clear measureable targets on our Personal Learning Plans.
  • By reviewing children’s targets on PLP’s (Personal Learning Plans) and ensuring they are being met.
  • By monitoring the child’s progress academically against national expectations and deciding if the gap is closing.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off the SEND register when they have made sufficient progress.

Appropiate and Effective Teaching and Learning

How Does The School Know If Children Need Extra Help And What Should I Do If I Think My Child Has Special Educational Needs?

The four areas of need are identified as:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory/physical

At Leasowes Primary School, children are identified as having Special Educational Needs (SEND) through a variety of ways, including the following:

  • Liaison with previous school, pre-schools and nurseries.
  • Liaison with external agencies e.g. Health Visitors, GP,EP.
  • Health diagnosis through paediatrician.
  • Child performing below age related expectations.
  • Concerns raised by parents.
  • Concerns raised by teachers e.g. behaviour or self esteem is affecting their performance.

How Will I Know How My Child Is Doing And How Will You Help Me To Support My Child's Learning? What Opportunities Will There Be For Me To Discuss My Child's Progress?

  • We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or the SENCO and discuss how your child is getting on.  We can offer advice and practical ways that you can help your child at home.
  • We believe that your child’s education should be a partnership between parents and teachers; therefore we aim to keep communication channels open and communicate regularly, particularly if your child requires more specialist support.
  • If your child is on the SEN register, they will have a Personal Learning Plan (PLP) which will have individual targets.  This is discussed at a termly meeting and parents are given a copy of the PLP. The targets set are aspirational and SMART (Specific, Measureable, Achievable, Realistic and Time related) with the expectation that the child will achieve the target by the time it is reviewed.
  • If your child has a SEND they will have regular meetings as part of their support (in certain cases this is known as a SCAF/Team around the child meeting). They may have a Statement of Educational Need, in which case this may be converted to a new Education Health Care Plan EHC. Both of these would involve a more formal meeting to discuss your child’s progress and a report will be written.

How Will My Child Be Able To Contribute Their Views?

  • We are a school that values and celebrates each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or view points raised.
  • Children who have PLP’s (Personal Learning Plans) discuss their targets with their class teacher and teaching assistant.
  • There is an annual pupil questionnaire where we actively seek the view points of children, especially concerning being able to speak to an adult if they have a worry.
  • SEND pupils also complete a more specific questionnaire regarding how they are supported in school and their comments are analysed and acted upon by the SEN team.
  • If your child has a PLP or a Statement of SEN (or Education Health Care Plan), their views will be sought before any review meetings and when appropriate, they will attend the meetings.

What Specialist Services And Expertise Are Available At Or Accessed By The School?

  • We have an knowledgeable staff team who have a great deal of experience of working with children with Special Educational Needs.
  • The SENCO has a Post Graduate Certificate in SPLD and is a qualified dyslexia teacher. This enables many in house assessments to be carried out before outside agencies become involved.
  • As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school – for example:
  • Behaviour interventions.
  • Health including GP’s, School Nurse, Paediatricians, Speech and Language Therapists, Occupational Therapists, CAMHS, Physiotherapy, Health visitors and Early Years SENCOs.
  • Local Support Teams and Social Workers, Autism Outreach, SENSS Family and education engagement workers, Education Welfare Workers.
  • Staffordshire SEND Family Partnership have an information and advice service and can be contacted on 01785 356921.
  • Contact details for all support services can be found here:

http://helpyourself.staffordshirecares.info/kb5/staffordshire/directory/home.page

How Will The School Prepare And Support My Child When Joining The School And Transferring To A New School?

  • We encourage all new children to visit the school prior to starting.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits and meetings with parents and SENCOs from local schools. Secondary Schools run programmes specifically tailored to aid transition for the more vulnerable pupils.

How Are The Governors Involved And What Are Their Responsibilities?

  • The SENCO reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
  • One of our Governors (Mrs Ann Edgeller) is responsible for SEN and meets regularly with the SENCO. They also report to the Governors to keep everyone informed.
  • The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.

For further information follow the link: http://helpyourself.staffordshirecares.info/kb5/staffordshire/directory/home.page