Special Educational Needs Information. At Elaine Primary Academy we are committed in providing an inclusive education.

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1 Special Educational Needs Information At Elaine Primary Academy we are committed in providing an inclusive education. In order to do this many steps are taken to support our pupils through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets. Every staff member has a duty of care to adhere to our Special Educational Needs (SEN) Policy below are those who that have a designated responsibilities in its implementation: Designated member of the governing body Head of School Inclusion leader SENCo Teacher in charge of Chalklands Pastoral Leader Narrowing the Gap Leader Home School Support Worker (HSSW) Class Teachers/ Teaching assistants 1

2 What is the Local Offer? The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support children and children with SEND and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child. What will it do? This will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will allow parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child s needs. Roles & Responsibilities of the SEN Team. Inclusion Leader: The Inclusion Leader is responsible for the implementation of the Special Educational Needs Policy (please ask to see a copy at the school office). She sits on the Academy s leadership team with the SENCo to ensure high quality outcomes for Elaine pupils with SEND. She is also a point of contact for professionals from other agencies and across the wider Williamson Trust. SENCo The SENCo is responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision made to support individual children with SEND. She will liaise with parents, staff and other professionals to monitor the pupil s progress and plan further interventions where progress is slower than expected or additional support is needed for emotional issues and to ensure value for money. The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice. If you have any concerns regarding SEND matters please ask for the SENCo via the school office. Other SENCo responsibilities can be seen in the new Special Educational Needs Code of Practice Please be aware that this is the most current Code of Practice which is the Department for Education Indicative Draft. 2

3 Designated Teacher for Looked after Children (DLACT) The designated teacher for looked after children has lead responsibility for helping school staff understand the issues which impact on the achievement and well-being of LAC. The designated teacher will: promote a culture of high expectations and aspirations for how looked after children learn make sure the young person has a voice in making decisions about their learning. be a source of advice for staff about differentiated teaching strategies appropriate for individual children and in making full use of Assessment for Learning have lead responsibility for the development and implementation of the child s personal education plan (PEP) within the school. share responsibility for the deployment of pupil premium funding and monitoring / evaluating outcomes. Home School Support Worker The Home School Support Worker (HSSW) at Elaine Primary Academy School aims to provide links between school staff, families, pupils and external services in a supportive, friendly and professional manner to enrich school and home life for our children and families. We aim to be as approachable and accessible as possible. To facilitate this the HSSW will undertake home visits to ensure that no family is disadvantaged because of a transport issue. The HSSW endeavours to help children reach their full potential by helping overcome barriers to learning: be that working on friendship difficulties, attendance, or self-esteem problems, through to family worries such as bereavement and relationship changes 3

4 These are Elaine s responses to the queries formulated by the National Parents/Carers Forum: 1. How does Elaine Primary Academy School know if children need extra help? We know when pupils need help if: Concerns are raised by anybody that is in contact with the child e.g. teacher, parents/carers, paediatricians and other professionals. there is lack of progress in one or more areas of learning low test scores there is a change in the pupil s behaviour and attitude towards their work a pupil appears to need more support than his/her peers. our six weekly gathering highlights on going significant underachievement which may be indicative of underlying SEN. What should I do if I think my child may have special educational needs? If you have concerns then contact your child s teacher, the head of school or SENCo who will ensure that they are thoroughly investigated. 2. How will I know how Elaine Primary Academy School support my child? Each pupil s education will be planned by the class teacher. It will be differentiated accordingly to suit the pupil s individual needs. This may include additional general support by the teacher or teaching assistant in class. Every pupil has their own personalised targets that they are working towards. If a pupil has needs related to more specific areas of their education, such as numeracy & literacy skills or behavioural etc. then the pupil will be placed in a small focus group and subsequent interventions may involve seeking advice from specialists from other agencies. These will usually be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a minimum of a term (6 weeks). The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the pupil s provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions please do not hesitate to contact the class teacher or inclusion leader. Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the leadership team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. Occasionally a pupil may need more specific support form an outside agency such as the Children s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers. A referral will not be made without a parents consent or acknowledgement; however we may seek advice without naming the child to ensure that our interventions are timely and appropriate. 4

5 In School Review ISR meetings are held three times a year between school staff and where appropriate, other professionals. The aim of an ISR is to gain an understanding of and to try to resolve a pupil s difficulties in a multi-agency forum. Outcome and decisions from ISR s are always shared with parents / carers who will be involved in planning subsequent interventions. A member of the Governing Body has designated responsibility for SEND specifically to monitor the school s implementation of the SEN policy and its outcomes. Parents / carers have the right to contact governors if they wish to share concerns around the schools implementation of SEND. 3. How will the curriculum be matched to my child s needs? SEN information is shared with all class teachers who plan accordingly for the individual needs of children in their teaching groups. All teaching currently takes place in mixed ability teaching groups, but content is highly differentiated according to ability and may involve different resources, specialist equipment. ICT, specialist teaching and/or teaching assistant support, this may occur on a 1:1 or small group basis. IEP s and/or provision maps are reviewed in line with need, shared with parents and/or other professionals. Individual learning targets are reviewed in line with six weekly data gathering exercises. If an external agency is involved and a report with advice or targets has been received then we will ensure that these are part of our target setting procedures and that curriculum adjustments are made accordingly. 4. How will I know how my child is doing? You will be able to discuss your child s progress at Parents Evenings. Your child s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or inclusion manager, SENCo by visiting the school office. Every pupil is given a contact book in which messages can be exchanged between adults working with your child in school and yourself. Individual learning or behavioural targets and/or provision maps are sent home in line with the level of need and review cycle. Targets are usually set by the class teacher. Children with more complex needs may work towards targets set by the SENCO and/or professionals from other agencies. Generally progress towards targets is reviewed in line with whole school data gatherings. However for some children this may happen more frequently. Parents/carers are encouraged are always invited to express their views and/or concerns around progress How will you help me to support my child s learning? You may be invited over the course of the school year to attend events designed to equip you with the skills and knowledge you will need to support your child s learning. Completing homework activities set will help your child to progress, if any aspect of homework requires clarification please feel free to contact the class teacher. The class teacher or SENCo may suggest ways of supporting your child s learning through messages in the contact book or at parents evenings. The HSSW may meet with you to discuss strategies to use if there are problems with a child s behaviour/emotional needs. 5

6 If common queries or concerns are identified we will endeavour to implement parenting classes or groups where parents/carers can be mutually supportive. If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home. 5. What support will there be for my child s overall well-being? The school offers a wide variety of pastoral and emotional support for pupils who are encountering emotional difficulties. These include: Members of staff such as the class teacher, teaching assistants, the SENCo are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out. Pupils who need extra support at unstructured times are able to join a Lunchtime Multi Skills Club run by members of staff called SK8. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships. Children are selected from year 2 to year 4 on a rotational basis. If emotional needs are significant children can access high quality therapeutic counselling or play therapy with parental consent. The HSSW is available to provide links between school staff, families, pupils and external services in a supportive, friendly and professional manner to enrich school and home life for our children and families. The school enjoys positive relationships with a range of external agencies including social services, the community police and community health. On occasions we may seek their expertise and guidance. Our ethos is inclusive and supportive and all of our pupils are encouraged to be tolerant and support differences. If children are experiencing behavioural, emotional and social difficulties our experienced Chalklands colleagues are onsite to provide support and guidance for staff and parents/carers. Pupils with medical needs If a pupil has a medical need then a detailed care plan is compiled in consultation with parents/carers and school health. Urgent medical information is conveyed to all staff to ensure appropriate responses. Some members of staff have the opportunity to access epipen training delivered by the school nurse. The school maintains its statutory obligations by ensuring some staff have received up-todate first aid training. Where necessary and in agreement with parents/carers medicines are administered in school where medication is kept in a locked medical cabinet; however ensuring all updated supply remains the responsibility of the parent/ carer. 6. What specialist services and expertise are available at or accessed by the school? At times it may be necessary to consult with outside agencies to receive their more specialised expertise. Agencies who support the academy: 6

7 St Werburgh Centre for Autism Autism Outreach Team Danecourt Outreach Team Educational Psychologist CAMHS (Child & Adolescent Mental Health Service) tiers 2 and 3 AAP (Attendance Advisory Practitioner previously known as Educational Welfare Officers) PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment Inclusion Team Learning Support Service virtual head teacher for Looked after children Accredited Play Therapists Therapeutic counsellors Social Services Children s Therapy Team (Speech & Language/Occupational Therapy) MAGIC (Medway Autism Group & Information Centre) Kent Autistic Trust Medway Hospital (Paediatricians) School Nurse Medway Troubled Families support Community Police 7. What training are the staff supporting children and young people with SEND had or are having? All staff have received training related to SEND: The SENCo and inclusion leader have undertaken national SENCo accreditation. The inclusion leader also has the Language for Learning Award so can observe children with speech and language needs to inform speech and language therapists. All staff involved in SEND support have received up-to-date training in the new local and national systems and processes. Some teachers and support staff have been trained to deliver specific support for children with specific SEND s. The Academy is committed to maintaining and updating the skills and knowledge all staff involved in SEND delivery. 8. How will my child be included in activities outside the classroom including school trips? Activities and school trips are available to all; no child is prevented from participating in activities because of their SEND s. Risk assessments are carried out and procedures are put in place to enable all children to participate. 9. How accessible is the school environment? As a school we are happy to discuss individual access requirements. Facilities we have at present include: Ramps at appropriate doors into school to make the building accessible to all. The whole curriculum can be accessed on one level. a toilet adapted for disabled users and individual arrangements can be made for changing for physical education (P.E.) there are disabled parking spaces located by the school office. 7

8 We liaise regularly with specialist teachers from sensory impairment services in respect of children with hearing and/ or visual impairments. Specialist equipment can be used where needs warrant. 10. How will the school prepare and support my child when joining Elaine Primary Academy or transferring to a new school? Elaine Primary academy recognises what a stressful time moving schools can be, therefore many strategies are in place to enable the pupil s transition to be as smooth as possible where needs are already identified we aim to gather as much information as possible to ensure a positive start with us. These include: Information from other professionals e.g. EYFS, Health Meetings between the previous or receiving schools prior to the pupil joining/leaving. Additional visits are also arranged for pupils who need extra time in their new school. A member of the SEN team will always be willing to meet parents/carers prior to their child joining the school. Secondary school staff visit pupils prior to secondary transition. Where a pupil may have more specialised needs, a separate meeting can be arranged if appropriate and highly individualised arrangements can be made. 11. How are the school s resources allocated and matched to children s special educational needs? Special needs are funded in line with Medway s funding formula for children and young people with SEND. This process is transparent and subject to independent moderation. Group and individual provision maps reflect funding in line with the above. These are regularly reviewed and updated. Individual Pupil Premium payments for specific pupil groups: FSM, children of service personnel and looked after children are used to support learning. Outcomes are regularly monitored and evaluated to ensure progress and value for money. 12. How is the decision made about how much support my child will receive? All statutory requirements are met. If a child is statemented or subjected to an education and health care plan, support is in place around the requirements laid down during statutory assessment or most recent review. Interventions are targeted where needs are highest to maximise progress. Interventions are discussed with parents and carers and their views sought along with those of the child. These are monitored and reviewed and parents/carers are informed of progress and outcomes. All interventions are needs led and maybe changed or amended if needs decrease or increase. Sometimes this will mean seeking advice from other agencies. 13. How will I be involved in discussions about and planning for my child s education? All parents are encouraged to contribute to their child s education. This may be through: discussions with the class teacher newsletters and updated information on the academy website parents evenings 8

9 attending parents forums attend target reviews and other relevant meetings. discussions with inclusion leader and SENCo commenting on their child s individual targets 14. Who can I contact for further information? If you wish to discuss your child s educational needs or are unhappy about something regarding your child s schooling please contact one of the following: Your child s class teacher Head of School Inclusion Leader Narrowing the Gap lead SENCo HSSW Pastoral care leader We aim to ensure that all decisions are reached collaboratively and we undertake to always listen to, and consider the views of parents/carers if however you feel that we have not succeeded in ensuring positive outcomes for your child please contact the academy school office for details of the complaints procedure. The information supplied is correct at time of publishing, but will be amended if anything changes within school. We welcome your comments via the school office and are awaiting ratification by the governing body. 9

10 There are many SEN terms that are abbreviated which can lead to confusion even for members of staff. Below is a glossary of the most used SEN terms, but if you come across one that you are unsure of on any paperwork then please ask us AAP ADD ADHD ASD BESD BSS CAF CAMHS COP CP DCD DfE EAL EP FSM HI IEP ISR KS DLACT HSSW LAC LA LSS MLD NC OT PEP PSP SaLT SEN SEND SENCO SpLD VI Attendance Advisory Practitioner Attention Deficit Disorder Attention Deficit & Hyperactivity Disorder Autistic Spectrum Disorder Behavioural Emotional & Social Difficulties Behaviour Support Service Common Assessment Framework Child & Adolescent Mental Health Service Code of Practice Child Protection Developmental Co-ordination Disorder Department for Education English as an Additional Language Educational Psychologist Free School Meals Hearing Impairment Individual Education Plan In School Review Key Stage Designated Looked after Child teacher Home School Support Worker Looked After Child Local Authority Learning Support Service Moderate Learning Difficulty National Curriculum Occupational Therapist Personal Education Plan Pastoral Support Programme Speech & Language Therapy Special Educational Needs Special Educational Needs & Disability Special Educational Needs Co-ordinator Specific Learning Difficulty Visual Impairment 10