Stokenchurch Primary School Special Educational Needs Regulation Annual Report

Transcription

1 Stokenchurch Primary School Special Educational Needs Regulation Annual Report Our SEND policy can be found at The type of SEND provision that Stokenchurch Primary School caters for The type of SEND provision that Stokenchurch Primary School caters for are those needs that can be met within the mainstream classroom as part of a differentiated curriculum. Additionally some children will work outside the classroom as part of planned 1:1 or small group interventions. Stokenchurch Primary School caters for those children both with statements/ Education, Health and Care Plans and those eligible for higher needs block funding and those identified as having SEN. The majority of the children registered as having SEN are categorised with cognition and learning needs, a smaller group of children are categorised with speech, language and communication needs and a much smaller number of children with emotional and behavioural needs or physical disabilities. The school s/nursery school s Accessibility policy can be found here: Students with medical needs If a student has an additional medical need a detailed care plan will be compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the student and appropriate support is put in place. The school s managing medicines policy can be found here: The school s/nursery school s policy (including pupils who do and do not have an EHC Plan) for identifying and assessing pupils with SEND In line with all children in the school formal assessments of the SEN children s progress towards literacy, numeracy and science national curriculum levels take place at three points in the year; October, February and May. This data is recorded by class teachers and monitored by year leaders. Where children are not yet meeting national curriculum levels P-scales are used to track progress. This progress is shared with parents through

2 a progress chart at parents evening for the October and February assessments and through the annual pupil reports for the May assessments. These levels are recorded by the school in year group cohort sheets which are closely monitored by the Year leader, SENCO and senior leadership team. The children s progress towards foundation subjects, including PSHE is also monitored at each point of the assessment cycle using an exceeding, meeting, or below year group expectations level. In all subjects effort grades are also awarded and monitored. Observations of attainment and formative assessments are ongoing as are observations of other aspects of pupils development such as social skills. Where the above procedures demonstrate a lack of progress or well below age related expectations in any of the areas above a record of concern is filled in and handed to the SENCO who advises on the action to take, this will often involve an observation by the SENCO in the first instance and a conversation with the relevant staff members to explore whether there may be any barriers in place which could be removed or adjustments that could be made to the environment or curriculum that could improve the pupil s progress. Evaluating the effectiveness of provision for pupils with SEND: Each year group has a HLTA who is responsible for overseeing the day to day running of interventions both in planning their implementation and feeding back to year leaders regarding the quality that is being provided. Additionally to the above each term the SENCO reports to governors about the amount of progress made by children participating in SEN interventions. Progress tracking documents are kept within year groups for each child participating in an intervention program. Where an intervention does not demonstrate progress in line or above that of the general cohort for the majority of SEN pupils involved an alternative is sourced. Assessing & reviewing the progress of pupils with SEND Additionally to the monitoring processes described above individual SEN targets are reviewed on an SEN support plan at three points in the year; October, February and June. These reviews are shared with parents who are asked to sign against the reviewed targets. Learning support assistants running intervention programs carry out assessments of the children as prescribed by the programs and hand this data to class teachers who will formally review the individual targets and decide upon the next steps. These reviewed targets along with the next steps are then handed to the SENCO who will monitor the progress towards targets and suggest maintaining the child s SEN status, removing the child from the schools SEN register or involving the support of external agencies. The School s approach to teaching pupils with SEND (including pupils who do and do not have an EHC) and adapting the curriculum and learning environment.

3 The schools ongoing performance management system of teachers and support staff ensures quality first teaching is delivered through differentiated planning. The school endeavours to create a learning environment which caters for a range of learning styles including visual, audio and kinaesthetic, this is evident in teachers planning and is evaluated as part of the annual teaching appraisal process. Pupils are provided with visual timetables and displays are highly valued within the school to reinforce learning and are regularly referred to within lessons, these displays are regularly updated in all areas of the school. Children with additional support for learning : Where possible children remain in the classroom to receive this quality first teaching but each year group also has an allocated centre where small group and 1:1 interventions can take place away from the distractions of the classroom. Activities that are available to pupils with SEND in addition to those available through the curriculum: Non-curricular, sporting activities held at lunchtimes by a sports coach. No discrimination is made when going on extra curricular trips (relevant first aider/ LSA will be present.) No discrimination is made when allocating places in before/ after school clubs. Improving the emotional and social development of pupils with SEND: The staff that are on the playground and in the lunch hall are those staff members that work with the children throughout the course of the day therefore they are able to support children s emotional and social development appropriately at these times. Where a real need arises additional staff are given a monitoring role on the playground. Social stories are regularly used to address difficulties with specific social/ emotional skills as well as individualised routines. Where a specific need is identified, planned children are invited to participate in social skills group run by LSAs. The school also liaises with the educational psychology service where more serious/ ongoing issues occur. The School s/nursery school s facilities 1. The school s/nursery school s facilities to include pupils with SEND and how you obtain new or specialist equipment & facilities is: The main buildings are accessible for wheelchair users and there are lifts available in three areas of the school to access classrooms on higher floors. Ramps are in place to

4 allow access to areas where there would have been a raised curb or steps. Additionally, there are toilets adapted for disabled users within the school. Where there is a need school carries out a risk assessment on particular aspects of the building and adjustments are made in collaboration with Bucks County Council. On occasion the school may need to obtain specialist equipment as advised by an educational psychologist or specialist teacher, where the schools SEN budget cannot met these needs higher needs block funding would be applied for. The School s/nursery school s training Weekly INSET meetings are put on for LSAs. Each year part of the budget allotted to the SENCO is allocated to training needs. Members of staff participate in courses run by the Bucks Learning Trust as well as those offered by the Speech and Language therapy service. Staff are allocated to particular courses depending on the particular needs that they are working with. Feedback from courses is then passed on to other staff to aid all the staffs professional development. Where a year group expresses particular concern about a pupil an observation is made by the SENCO and a year group or SENCO/ class teacher meeting is held to share expertise about how to best support the child and/or adapt the environment. Specialist expertise Termly advice clinics are provided for teachers and support staff to discuss needs of pupils that arise. These are delivered by the Speech and Language therapy service and the Occupational Therapy service. Where more general advice does not suffice to meet the needs of individual pupils, referrals can be made to the above services or the cognition and learning service for individual assessments. For a small minority of pupils specialist advice is made available through the provision set out in a statement of special educational needs or EHC. Additionally, for a small minority advice on behaviour is sort from close links with Woodlands Pupil Referral Unit. The School s/nursery consultation with parents/ carers of children with SEND. Direct meetings are held when Support plans are formally reviewed. Short written notes in homework diaries allow a two way communication. Comment sections in homework books relating to strengths and areas of difficulties in

5 the work set for the week; this is two way communication. Annual reviews are held for children with statements of EHCs.. Telephone calls/ face to face meetings are made by class teachers where it is felt this is needed. Parent evenings are held twice a year when parents/carers can meet with class teachers. At parents request a meeting with the SENCO may be set up if necessary. Where an external agency is involved, school always endeavors to include the views of parents either through providing written information or inviting them in for the consultation/assessment. Children/ young people s views about their education is sought Children are encouraged to discuss and review the progress they are making towards the targets on their Support plans. They are also encouraged to sign them. Children with statements or EHCs are always invited to attend part of their annual review. The School s/nursery school s partnerships The school s governing body involve other bodies (including health, social care, BCC support services) to meet the needs of students with SEND and their families by using the following outside agencies: Specialist Teaching service to support students with Autism, Visual impairment, Hearing impairment and Physical Disabilities, Speech and Language needs. Child Protection Services Educational Psychology, including buying into an additional traded service. CAMHs (Child and Adolescent Mental Health Service) Social Care Family resilience Occupational Therapy Service Speech and Language Therapy service. Woodlands Pupil Referral Unit. County SEN Team The school s/nursery school s arrangements for pupils with SEND transferring between other education providers Prior to Year 6 children leaving Stokenchurch Primary School, information is gathered from the class teacher/ SENCO as to the type of support they will need. Transfer meetings are then held with the class teacher and the head of year 7 of the new schools, in the summer term prior to them leaving our school. In some instances it may be felt that the child would benefit from transition support which is arranged. The child and parent/ carer would also be given the opportunity to visit the school on more than one occasion prior to the induction day if necessary. Similar transfer meetings are held with the SENCO from infant feeder schools to allow for a smooth transition into year 3. Additionally, transition days are set up for all children (including

6 children with SEN) to meet with their new class teacher. In some cases, children with a statement (EHCP) are given familiarisation sessions with their new year group dependant on need. This is set up with the new school provider. The school/nursery school does collaborate between the following education providers and other settings: Woodlands Pupil Referral Unit Mary Towerton School Radnage C of E school Ibstone C of E school Icknield Community College Great Marlow School John Hampden School The Royal Grammar School Wycombe High School The school/nursery school communicates the contact details for the support listed above to pupils with SEND and their families The School website 1:1 discussions. Annual reviews Information leaflets are available for parents when their child becomes involved with one of the above agencies, and the parent is always contacted for discussion of the reasons for involvement by a staff member. The School s/nursery school s key contacts 2. The name and contact details of the school s/nursery school s SEN co-ordinator Name: Francesca Avery office@stokenchurchprimary.co.uk marked with FAO: SENCO Tel: The contact for compliments, concerns or complaints from parents of pupils with SEND Name: Francesca Avery office@stokenchurchprimary.co.uk marked with FAO: SENCO Tel: The school s Complaints policy can be found here:

7 The School s/nursery school s link to the Bucks Local Offer Information for the Local Offer for Buckinghamshire is available at The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call or familyinfo@buckscc.gov.uk