Policy review Date June 2017 Date of next Review June 2018

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1 SEN Information Report Introduction is a three form entry mainstream school. The school is committed to being as inclusive as possible, with the aim of meeting the needs of all the children in the school, including those with Special Educational Needs and Disabilities. What kinds of Special Educational Needs do we provide for in our school? Our school is an inclusive school where every child matters (our SEN Policy is available on our website). Our aim is to address and support the needs of all the children and to celebrate their effort and achievement. There are four broad areas of need in which children may need provision that is additional to/different from. These are: - Cognition and learning - Communication and Interaction - Social, emotional, mental health difficulties - Sensory and physical needs Our Inclusion Manager, Mrs Tay, has worked in the school for 11 years. She has 17 years of teaching experience across both KS1 and KS2. If a parent has any concerns about their child, the first point of contact is the class teacher. With agreement, any information will then be shared with the Inclusion Manager. If a parent wishes to speak to Mrs Tay regarding concerns about their child, they can arrange a meeting by contacting the school office. How do we identify and assess children with SEN? Assessments are carried out on a regular basis to ensure that children are making good and expected progress. Different assessment tools may be used where considered appropriate. This enables us to identify those children who may need extra help. We know when pupils are in need of extra support when: - Concerns are raised by parents/carers, teachers, or pupil s previous school - Limited progress is being made - The attainment gap widens between the child and their peers. - There is a change in pupil s progress or behaviour. - A pupil asks for help. Progress in other areas is also considered. Some children may need to make progress with social skills in order to be fully integrated into school life. SEMH concerns are also assessed and support put in place. The school also benefits from the services of a Speech and Language Therapist who provides support for those children identified as having speech and language difficulties. Page 1 of 8

2 How will the school support a child with SEND? - Each child will have an educational programme planned by the class teacher. It will be differentiated according to need, setting appropriate individual targets. A copy of the targets will be given to the parents. This may include additional general support by the teacher, teaching assistant or outside agency. - If a pupil has needs relating to specific areas of the curriculum e.g. Reading, handwriting, maths etc. then the child may receive extra intensive support as part of a small or individual focus group. This group will be run by the class teacher or teaching assistant. The length of time of the intervention will vary depending on the type of intervention. The interventions will be regularly reviewed by all those involved, including the Inclusion Manager, to ensure it is effective and to inform future planning. - Targeted support for reading, writing, maths and Precision Teaching (a reading intervention) are all used to accelerate pupil progress. - These interventions are recorded on a Provision Map. This is a record of the different interventions, their timings and cost. The impact of these interventions is then measured through regular assessments and termly tracking. - Pupil progress meetings are held half-termly with the class teacher, Inclusion Manager, members of the Senior Leadership team and the teaching assistant if appropriate. These meetings are to discuss the progress of pupils and the impact of these interventions, and to raise any issues or highlight any problems in order for further support to be planned. - Occasionally a pupil may need more expert support form an outside agency such as a Speech Therapist, Educational Psychologist, Behaviour Support or Paediatrician. Referral forms are completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is implemented. Currently the school has access to a Speech and Language Therapist, a Behaviour Support expert and a Home/School Support worker. How is the curriculum and learning environment adapted to meet the needs - High quality teaching ensures that work is differentiated to closely match the ability and learning needs of all the children. When a pupil has been identified with special needs their work will be differentiated by the class teacher in order to remove barriers to learning and enable them to access the curriculum. - If it is appropriate then a teaching assistant may be allocated to work with the pupil on a 1-1 basis or in a small focus group in order to target more specific needs. - Intervention groups targeted at specific areas of the curriculum, as well as at the development of social skills, are run each afternoon by TAs. - Specialist equipment such as visual timetables and laptops, are also available to help the child access the curriculum and learn more effectively. - All classroom walls are equipped with information such as number lines, 100 squares, word walls, literacy prompts. - There is physical equipment such as maths shapes in all classrooms. Page 2 of 8

3 How do we consult parents of pupils with SEN and involve them in their child s education? - Parent consultation evenings happen in the Autumn and Spring terms where progress is discussed. However, parents are encouraged to make an appointment to speak to the class teacher or Inclusion Manager at any time if they have concerns or if more information is required about the progress of their child. - Targets are set by the class teacher in consultation with the Inclusion Manager, and shared with parents during parent consultation evenings. - Parents/carers are always encouraged to share their views. - If a child has an Education Health Care Plan then a Pupil Passport will be drawn up and appropriate targets set for the child. This is carried out in consultation with parents, the class teacher, Inclusion Manager and the child. These targets are then reviewed termly. - Suggestions for how parents can help and support their children s learning at home are shared at the parent information meetings held at the start of the academic year. - The Inclusion Manager or class teacher can meet with parents individually to discuss different strategies to use it there are concerns about a child s behaviour or emotional needs. - Outside agencies such as the Educational Psychologist, Speech and Language team, Advisory teachers, may suggest advice or programmes of study that can be used at home. - Workshops to provide support with reading, writing and maths are arranged throughout the year. Additional sessions with a parent, child, teacher and Inclusion Manager, will also be arranged if needed or requested. How do we consult pupils with SEN and involve them in their education? The school recognises the importance of the pupil voice. Children with SEN are involved in the setting of targets on their Pupil Passports. Pupil passports are written and assessed every term. Targets are shared and discussed with the children and where appropriate, a child can add his/her own target to the Pupil Passport. How do we assess and review pupils progress and share this information with parents/carers? Pupil Passport targets are set by class teachers and reviewed termly in consultation with parents/carers, pupils and the Inclusion Manager. - Parent consultation evenings happen in the Autumn and Spring terms where progress is discussed. However, parents are encouraged to make an appointment to speak to the class teacher or Inclusion Manager at any other time if there are concerns, or if more information is required about the progress of the child. How will the school help parents to support their child s learning? - Suggestions for how parents/carers can help and support their children s learning at home are shared at the parent information meetings held at the start of the academic year. Page 3 of 8

4 - Parents/carers can ask for suggestions in how to help their child at Parent consultation evenings in the Autumn and Spring terms. - The Inclusion Manager or class teacher can meet with parents individually to discuss different strategies to use it there are concerns about a child s behaviour or emotional needs. - Outside agencies such as the Educational Psychologist may suggest advice or programmes of study that can be used at home. - Workshops to provide support with reading, writing and maths are arranged throughout the year. Additional sessions with a parent, child, teacher and Inclusion Manager will also be arranged if needed or requested. How do we support the emotional and social needs and overall well-being of children with SEN? The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties. The mental health well-being of our pupils is a priority for our school. These include: - Members of staff such as the class teacher, teaching assistants, Head Teacher and Inclusion Manager are readily available for pupils who wish to discuss issues and concerns. - Clubs are available for those who need extra emotional support. - The school s curriculum includes SEAL sessions which target social skills, self-esteem, emotional wellbeing and anger management. - The school refers children to the Home School Support Worker if there is a need. Additional counselling in school is organised when required. - A Behaviour Support teacher is also available, who works with children who are lacking in confidence or who need nurturing. - Mindfulness sessions are run during lunch times and in the afternoon for those children suffering from high levels of anxiety. - Intervention groups such as social skills, are run in the afternoons by TAs. - Each class has a problem box so that children are able to voice any concerns they have. How do we support children with medical needs? - If a pupil has a medical need then a detailed Health Care Plan is compiled by the school nurse in consultation with parents/carers and the Inclusion Manager. These are discussed with all staff who are involved with the pupil and a photo of the child is displayed in the medical area to ensure all staff are aware. - As necessary, and in agreement with parents/carers, medicines are administered in school where a signed Health Care Plan is in place. When necessary, Parents may come into school to administer Antibiotics following discussion with the office staff. - Staff receive Epi-pen training annually which is delivered by the school nurse. Page 4 of 8

5 - Staff are also trained in other specialist medical conditions e.g. diabetes and epilepsy as necessary. - The school has a programme for training all staff in basic first aid. - The school ensures that at least one member of staff is a paediatric first aider. How will we secure specialist expertise and services? At times it may be necessary to consult with outside agencies to receive their more specialised support and advice. The agencies used by the school include: - Speech and Language Therapy - Educational Psychologist - Behaviour and Attendance Support Service - CAMHS (Child & Adolescent Mental Health Service) - Educational Welfare Officers - LSS (Learning Support Service) to support pupils with learning, hearing, visual or physical Impairment - Social Services - Occupational and Physiotherapy - NHS services incl. Paediatricians - School Nurse An Educational Psychologist is allocated to the school who would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned during multi-agency meetings. These are meetings held three times a year between school staff and other professionals. The aim of these meetings is to ascertain the overall needs in the school and prioritise need. Plans are then put in place to resolve individual pupils difficulties. Discussion with parents regarding the involvement of the Educational Psychologist, or any outside agency involvement, will take place with the class teacher and Inclusion Manager. Parental permission is required before any formal assessment can take place. In order to help understand the pupil s educational needs better, the Educational Psychologist, or other professional, will generally meet with the parent and give feedback after the assessment has been completed. Advice will be provided to the school and parent/carers on how to best support the pupil in order to take their learning forward. The Speech and Language team visit the school twice a year to assess children and to advice on support for them. What expertise and training do our staff have in order to support children with SEN? The school currently employs a HTLA and 8 TAs who have all been trained to support children with a range of Special needs. Training is on-going throughout the year and TAs are regularly sent on training courses in order to update their skills and knowledge. Whole Page 5 of 8

6 staff training is also carried out regularly so that all members of staff have the necessary skills set to support children with SEND. Training is targeted to meet the needs of identified children. Support may be given on a 1:1 basis or in a small group. TAs have received training in the following in order to meet the needs of children with SEN: - How to support children on the autistic spectrum (5P approach) - How to support children with behaviour difficulties (positive handling) - How to support children with language and communication needs (Lego Therapy, talk partners) - How to support children with SEMH needs (social stories, Mindfulness) - How to support children with reading difficulties (precision teaching) How do we enable children with SEN to engage with the school curriculum, 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. - If a health and safety risk assessment suggests that an intensive level of 1:1 support is required, an additional member of staff or a parent/carer may also be invited to accompany their child during the activity in addition to the usual school staff. - Suitable transport for disabled pupils is arranged where ever possible. If this cannot be arranged due to a lack of suitable vehicles, then discussion with the parents will take place to discuss a way forward. The venue will be suitable and meet the needs of all pupils. How accessible is the school environment? As a school we are happy to discuss individual access requirements. Facilities we have at present include: - The majority of the school is on ground floor level - Toilets and shower adapted for disabled users. - An up to date Accessibility Plan. How do we support children when joining and leaving? We understand what a stressful time moving schools can be. We therefore, have many strategies in place to enable the pupil s transition to be as smooth as possible. These include: On entry - Parent/carers are invited to a meeting at the school so that they know what to expect and are encouraged to share any concerns with the school. - There is an opportunity for children to visit the school with their parent/carer. Page 6 of 8

7 - children will visit the school with their class to meet their new teacher and be shown around the school. - In exceptional circumstances, if parents, or teachers, feel a child is not ready for full time school, they can remain part time with a phased transition into full time school. Mid-year transition - Currently we give all children a tour of the school with their parent/carer. - Introduce children to their new teacher and other key members of staff and show them where they will put their coats etc. - Agree the start date. In certain circumstances, such as the child having been educated at home or they have received alternative provision, special starting arrangements may be agreed. - Contact the previous school for the child s records. Where there are concerns the SENCO will be contacted by phone. - The school will liaise with the receiving school regarding any child leaving mid-year, in order to transfer relevant information. Transfer to secondary school - Secondary school staff visit pupils prior to them joining their new school. - Where a pupil may have more specialised needs, a separate meeting may be arranged with the Inclusion Manager, the secondary school SENCO, the parents/carers and where appropriate, the pupil. At the meeting it may be decided that a more detailed programme of induction may be needed. - Relevant information and records will be passed to the secondary school SENCO. How are the school s resources allocated and how is the decision made about how much support a child will receive? - 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 by them 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. - The Head Teacher, Deputy Head Teacher and Inclusion Manager will consult with each class teacher and agree the level of support needed for individual children. This support is then planned by each class teacher in consultation with the Inclusion Manager. It may take the form of additional individual or small group support in class or in other focus groups tailored to the pupils needs. Page 7 of 8

8 - During their school life, if further concerns are identified due to the pupil s lack of progress or well-being then other interventions will be arranged. - Parents/carers will be notified if their child is receiving 1-1 or small group support outside of the classroom. This is discussed at Parent Consultation meetings. How can the Inclusion Manager be contacted? Our Inclusion Manager is Mrs Tay, who has worked in the school for 11 years. If you have any concerns about your child and would like to speak to Mrs Tay, please phone the school office to make an appointment. Telephone: or office@scargilljun.org.uk Where can the Local Authority s Local Offer be found? Information on the Local Authority s Local Offer can be found here: Updated June 2017 Page 8 of 8

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