Kingsham Primary School s SEN Information Report

Transcription

1 Kingsham Primary School s SEN Information Report This SEN Information Report (Schedule 1 Regulation 51) contains the information required by the Children and Families Act (2014). It incorporates the statutory guidance from the Code of Practice (2015) and the West Sussex Local Offer questions from parents which are highlighted in red. Kingsham Primary School part of the University of Chichester Academy Trust is committed to providing an inclusive curriculum for all, regardless of need or ability, which will enable children to flourish. We work hard to address the needs of the whole child, to ensure that our children are healthy, safe, challenged, engaged and supported. Instilling a love of learning in all our children is essential and ensures that they have the building blocks to empower them to become life-long learners. In order to fulfil this vision we are committed to: identifying and assessing pupils with SEN as early and thoroughly as is possible ensuring full access and entitlement to high quality education which is broad and balanced fully involve children, parents and staff through a graduated approach of assess, plan, do and review Ensuring that all children are fully involved in the life of the school Ensuring that all children are involved in decision-making which affects them Kingsham Primary School recognises the entitlement of all children to a broad and balanced curriculum which is fully inclusive. The Governing Body will ensure that appropriate provision is made for all children with SEND. Identification, Assessment and Monitoring of Pupils with SEND: The purpose of identifying pupils Special Educational Need(s) is to assess and plan what action the school needs to take to provide an inclusive curriculum in which each child can flourish. At Kingsham Primary School our aim is to identify the needs of an individual pupil by considering the needs of the whole child, not just their SEN. Children have SEN if they have a learning difficulty that calls for special educational provision to be made for them. Children have a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age, or have a disability which prevents or hinders them from making use of educational facilities generally provided for children of the same age. The following is not considered to fall under the category of Special Educational Needs, however they may impact on progress and attainment: Disability (the Code of Practice outlines the reasonable adjustment duty for all settings and schools provided under the current Disability Equality legislation these alone do not constitute SEN) Attendance and punctuality English as an Additional Language Health and welfare (EAL) Being a Looked After Child (LAC) Being in receipt of Pupil Premium Being a child of a Serviceman/woman Grant 1

2 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional support and intervention for children with SEN cannot compensate for a lack of good quality teaching (Quality First Teaching). Consideration of whether special educational provision is required will start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. This will help to determine whether support can be provided through the schools core offer or whether something different or additional will be required. Where a child has been identified as having a higher level of need, the school will draw on more specialised assessments from external agencies and professionals. The decision to place a child on the SEN register takes place within an Assess-Plan-Do-Review cycle. We will assess the child s needs, plan and implement the necessary support and then review its effectiveness with parents and the child each term. The effectiveness of any different or additional support or intervention is measured based upon progress towards short and long term targets. This will then form the basis of further discussions between the SENCo, the teacher and the Senior Leadership Team in reviewing additional provision. The Governing Body are responsible for ensuring high quality provision is in place which meets the Children and Family Act (2014) and the Equality Act (2010). Individual children s progress is tracked each half term through teacher assessments. The children s progress, additional planning recorded on a child s Passport to Learning (P2L) and the impact of additional or different intervention is monitored and tracked at half-termly pupil progress meetings. Parents of children with SEN will be invited to regular meetings which will provide information, updates, peer support and opportunities for consultation in matters related to the development of SEND provision at Kingsham Primary School. Through this graduated approach (assess-plan-do-review), if the school identifies that it is unable to fully meet the needs of a pupil through its own provision arrangements we will work together with parents and any outside agencies to gather evidence to support an Education, Health and Care Needs Assessment (EHCP) following Local Authority Guidance and guidance set out in the SEND Code of Practice 0-25 Years (2015). Where a child has a Statement of SEN or EHCP, we will use this plan, and any recommendations from outside agencies, to plan and implement additional support and resources. The budget fulfils the statutory requirements of a Statement of SEN or an EHCP as a minimum. Pupils receiving SEN support who are not in receipt of a Statement of SEN or an EHCP are supported with resources allocated from the main school budget. Where children with SEN support are making a good level of progress, monitored over an agreed period of time through pupil progress meetings, this progress will continue to be tracked through the graduated approach (assess-plan-do-review). In discussion with the child, the child s parents, the SENCo and any outside agencies as appropriate, a decision may be made to cease SEN support for the child, and the child would be removed from the SEN register. 2

3 Children with Special Education Needs and Disabilities (SEND) How does Kingsham know if pupils need extra help and what should I do if I think my child may have Special Educational Needs? For children starting at Kingsham Primary School who have already been identified as having a special educational need or disability, liaison between home, any previous setting and outside agencies is key to ensure a smooth transition for your child. Once at Kingsham, pupils progress is observed, assessed and monitored by class teachers, the Special Education Needs Coordinator (SENCo), School Leadership Team and Governors. Teachers collect data about individual children and their classes which is shared at Pupil Progress Meetings; these are meetings which involve the class teachers, SENCo and School Leadership Team and monitor and analyse the progress, achievements and targets of each child. If expected progress is not being made, additional support is planned for, such as differentiated resources or extra time. Often this is sufficient to bridge the gap; however, some pupils require further support and intervention. If this is the case, we will talk with you to agree next steps. Various in-house screening checks are available to help us identify areas of strength and specific gaps in learning which help teachers plan their class support. If pupils then do not make expected progress, our graduated response to pupils needs means that we can refer to outside agencies for support. Kingsham evaluates any provision s effectiveness through the above on-going assessments. We have an open-door policy and welcome parents sharing their views. How will we know how well our child is doing and how will Kingsham help me to support my child s learning? Topic plans are sent out to parents at the beginning of each new topic allowing you to explore the topic at home. Throughout the year, Kingsham hosts sessions where you can learn how to support your child s learning. Over the past few years we have run sessions on maths, reading and phonics. There will be opportunities to meet formally with the class teacher and SENCo. These are opportunities where you will be able to discuss your child s progress, attainment and next steps. If your child has a Passport to Learning, this will be shared with you and a copy provided for you so that home and school can work in partnership. You are very welcome to make an appointment with your child s class teacher or the SENCo at other points in the term. At the end of the academic year you will receive your child s school report which details their progress and attainment as well as their attitude to learning. If your child has a Statement or Education Health and Care Plan (EHCP) we will work together to ensure yours and your child s views shape the support provided in school. 3

4 SEND Provision How will Kingsham support my child? Kingsham works closely with families and regularly welcomes parents and guardians to assemblies, Meet the Teacher meetings, whole-school learning opportunities and parents evenings. Open events such as these help the school to get to know pupils and their families and emphasises the partnership between home and school. Teachers are always available to touch-base with in the morning as children line-up in the playground. For a more in-depth meeting with the class teacher or SENCo, it is possible to make an appointment via the school office. Support for a child with an additional need is planned for by the class teacher with guidance from the SENCo. The class teacher or teaching assistant will carry out support work and this will be recorded on the child s Individual Education Plan or Passport to Learning which are co-produced with your child and yourselves. How will the curriculum be matched to my child s needs? Kingsham follows the National Curriculum. Quality First Teaching ensures that differentiated learning opportunities are planned for all. Differentiation can range from the use of everyday equipment to specialist resources, targeted LSA support to teacher guided groups. Kingsham has a considerable amount of resources to help its children; expertise and specialist programmes may be sought from outside agencies. What specialist services and expertise are available at or accessed by the school? Kingsham s children and families are supported through the work of the following agencies: Inclusion Support Team, Social Communication Team, Behaviour Support Team, Speech and Language Therapy, Educational Psychology Service, Occupational Health Team, Physiotherapy Team, Sensory Support Team, Family Link Worker, School Nurses, Children and Adolescent Mental Health Service, Children and Young People s Planning Forum and Social Services. Before any referrals are made, the school will seek your permission. How are the school s resources allocated and matched to the children s Special Educational Needs? The resources for all children are administered by the bursar in line with the budget set by the Headteacher and governors. The specific allocation is dictated by individual need and the statutory requirements of a Statement of SEN or EHCP. The guiding principle is for all children to access their learning effectively enabling them to make appropriate progress. 4

5 How is the decision made about what type of support my child needs? When children start at Kingsham, their strengths and gaps in learning are assessed and a programme of support is put in place; this will vary in type and frequency. The SENCo is always available to offer advice for class teachers and becomes involved if class based resources are not impacting on the child s ability to make progress or assessment is required. The impact of support is monitored during Pupil Progress Meetings which are held between class teachers, School Leadership Team and SENCo. Your child s progress will be discussed with you to ensure that we have open and effective dialogue with your child s needs at the centre. Holistic Approach How will my child be included in activities outside the classroom, including school trips? It is Kingsham s policy to ensure that all children are able to participate as fully as possible in all of Kingsham s provision. Risk assessments are completed in conjunction with home to ensure that procedures are put in place to enable all children to participate. All children are encouraged to participate in clubs after school and support is put in place to ensure that every child can access them. All groups are open to all, such as School Council, and support will be put in place, if necessary, for any child to participate. How accessible is Kingsham s school building? Kingsham s Accessibility Plan is reviewed annually. The school is accessible for all children, including those with physical needs, with sloped entrance ways and ramps to access and leave the buildings. We have one disabled toilet and electronic changing table. Some of the school staff are trained in Makaton signing and we have an English as an Additional Language (EAL) Interpreters Group run by the children and overseen by a Learning Support Assistant. What support will Kingsham provide for my child s overall well-being? Kingsham prides itself on the behaviour of its children which has always been deemed a strength of the school. We have a robust Behaviour Policy which underpins this and ensures the safety and wellbeing of all our children. Each child is treated as an individual and relationships are built upon trust between the staff and the children to help support and challenge them as they strive to reach their potential. Outside Agencies such as the Family Link Worker, Education Welfare Officer and School Nurse can be referred to for individual support and can help families at a time when some extra guidance would be valued. You are always welcome to discuss your needs with your child s class teacher. The school adheres to the Managing Medicines Policy (2014). Children with complex medical needs are supported through a Health Care Plan which is drawn up in conjunction with home, school and the school nurse. 5

6 Transition How will Kingsham be prepared to support my child join the school or transfer to the next stage of education? Starting school is an exciting time but may need careful consideration for children with additional needs. To ensure that joining Kingsham is as smooth as possible, transition plans are put in place in conjunction with home and school, appropriate to the child s needs. This may include a visit to the child s current setting, pre-visits to Kingsham, social stories and a graduated timetable on arrival. Staff When children leave Kingsham for the next stage in their education, we ensure a similar and suitable transition plan is put in place with the child s new school. What training have the staff supporting children with SEND had/ or are having? All members of staff undergo rigorous Performance Management which leads to a programme of continual professional development. This includes: In-service training, lesson observations, workscrutinies and staff meetings. Staff are given opportunities to attend training such as First Aid, Team Teach, Speech and Language and Talk for Writing by outside providers. All staff disseminate their learning to other colleagues to ensure consistency across the school. The SENCo is part of the SENCo Locality Group and accesses support from this wider network of colleagues. Contact Information Who can I contact for further information? The first point of contact would always be with your child s class teacher who can advise you on day-today matters. Staff are available on the playground at the beginning of the school day but appointments can also be made for a longer conversation. The SENCo, as well as the Assistant Heads and Headteacher, can also be contacted at any time; appointments can be made via the school office. If considering a place for your child at Kingsham, please telephone the school office to arrange an appointment for a tour around the school. School telephone number Head teacher SENCo Hilary Faulkner head@kingsham.w-sussex.sch.uk Carys Wreyford cwreyford@wsgfl.org.uk Assistant Headteachers Assessment and Inclusion Rachel Pallett rpallett@wsgfl.org.uk Victoria Leslie vleslie@wsgfl.org.uk 6

7 Parents/CarerInformation about services is available through the West Sussex Local Offer website: West Sussex Parent/Carer Forum: Further information can be sought from: West Sussex SEND Information, Advice and Support Service (formally Parent Partnership): How are parents involved in the school? How can I be involved? There are many ways you can be involved with the life and workings of Kingsham! Every parent automatically becomes a member of the Friends of Kingsham Primary School (FKPS) who donate their time and energy to events such as school barbecues and school fairs. Many parents help during the school day, listening to readers, helping on school trips or working in the library and some extend this to after school, running extra-curricular activities. Day-to-day contact is essential in creating a successful partnership between home and school. Parents of children with SEN may wish for more involvement on a 1:1 basis and meetings can be arranged as necessary, such as at times of transition. 7