We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles and resources and plan different levels of work to cater for every child’s individual need. However, many children, at some time in their school life, need extra help. We offer the following support for SEND children:
We talk to parents/carers if they think their child has a special educational need and let them know what special help the school can give. Concerned parents can contact the SENCo Mrs Smith at any time.
We have a written Special Educational Needs Policy – a copy of which can be found in our School Policies section of our website.
Each child’s teacher will be finding ways to support them such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offer small group and/or individual support to promote skills identified in the child’s Support Plan
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
Our teachers/teaching assistants work in partnership with parents and the SENCO to find ways to support each child, including giving parents ideas on how to help their child at home
Our school staff will set targets for SEND children which will be shared with parents, either during Parents’ Evening or a Review Meeting.
If your child has Special Educational Needs our SENCo will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
A Support Plan or EHCP details what the school, the class teacher and the SENCo will do to help individual children learn. All teachers should be aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new.
An Support Plan will be written especially for any child with SEND. It should include:
- Short term targets for the child which are linked to their needs
- Details of any extra support the child will get
- Who will give the child help
- How often the child will get help
- How and when the school will monitor the child’s progress.
The Support Plans will be shared with parents / carers.
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. Your school SENCo or the Parent Partnership Service will be able to advise you about this.
If you would like to discuss your child’s SEND requirements in detail please contact the school to arrange an appointment.
Support for children with significant learning difficulties
o Children with a specific learning difficulty will be provided with additional adult support to work on specific targets identified on their support plan or Education Health and Care Plan. The school will liaise closely with outside agencies to ensure that the targets are measurable and achievable.
o Targets will be reviewed every half term with the class teacher; this may be done through parents evening appointments or additional meetings at the end of the school day. Some children may require an annual review, these meetings often take place towards the end of the academic year (Autumn term in Year 2), the class teacher, support staff and any outside agencies involved with the child will be invited.
o Some children will require individualised or personalised resources; these will be purchased by the school and can be used at home or at school as appropriate.
Support for children with physical needs:
The Accessibility plan highlights the provision available within school and what can be offered to your child.
Support for children with speech, language and communication needs :
o We are aware that speech, language and communication impacts on all areas of learning and therefore has a high priority in school.
- As part of our quality first teaching all staff in EYFS are trained in using the Elklan and ‘I Can’ principles to support all children in their language and communication development.
o We use a wide range of speech and language intervention programmes for all children who present as requiring some additional support, for example identifying objects, being confident to speak in a group situation, listening to others and taking turns.
o We buy into the Local Authority’s SALSP programme (speech and language support programme) and employ a speech and language therapist part time to screen our children and set programs.
o In Reception, all children are assessed using the language link assessment tool; this identifies children who are presenting with a difficulty in understanding some aspects of language. Those children identified will receive some additional support in school and homework packs are sent home to complete with parents and carers.
o The school works closely with the speech and language service, speech therapists will visit children in school, provide targets/programmes to be worked upon and discuss with staff how the programmes can be delivered.
Support for children with a hearing, visual or multi-sensory impairment
o We work closely with all agencies to ensure the needs of individual children are met.
o Resources are available to meet the needs of individual children.
o We work closely with parents and external agencies to plan an appropriate environment, taking into consideration the physical and sensory needs of all children eg, playground and classroom layouts, displays, signage and lighting.
Support for children with social, emotional and mental health difficulties
o All staff have excellent relationships with the children in their care which promotes positive behaviour.
o As part of our whole school behaviour policy children are provided with the opportunity to use ‘time out’ as a chance to calm down and reflect. With support, children are able to identify when they think they need some time out of the classroom or situation.
o Many children are provided with an opportunity to take part in the ‘Getting Along Programme.’ This is a small group activity which promotes turn taking, forming friendships and social interaction. This is a fun activity which children really enjoy taking part in.
o If a child requires support during play time or lunch time adult support is provided. This support is used to help children interact and play games.
o If a child presents with emotional and social difficulties we are able to offer (with parental permission) therapeutic sessions within school or refer to the school counsellor.
o For those children presenting with more severe social and emotional issues we work closely with parents and outside agencies (CAMHS, EP service)
Support for children with medical needs
o All children who have medical needs or require regular medication in school will have a medical plan. The school works closely with parents and carers to ensure information is correct and kept up to date.
o If a child has a more serious condition the school will work closely with external agencies to ensure staff are appropriately trained and the building meets the needs of the individual child.
Support for children with English as an additional language
o All teachers in school provide an inclusive curriculum to ensure the needs of all of the children in their care are met.
o We work closely with the EMTAS team, this service works closely with individual children and their families and are often able to offer a translator to support families with the induction process or support individual children with certain aspects of their learning.
o Staff use high quality resources to support children, this includes visual aids and picture cards.
Support for Looked after Children with SEND
o The school liaises with other agencies to ensure children’s individual needs are met.
o There is a named member of staff and governor for looked after children. Their role is to ensure the needs of children in the looked after system are met. This might be done by attending regular meetings, liaising with parents and carers or by arranging for additional support. Governors monitor the provision provided by the school to ensure children are receiving a high quality curriculum and are making good or better progress.
The school works hard to listen to the views of children with SEND. This is specifically addressed throughout the curriculum. Children with SEND receive a high level of support from qualified staff who take every opportunity to listen to children and act immediately on any concerns. If bullying occurs the curriculum is altered to address the issue immediately in a child-centred manner.
The progress of all pupil s in school is monitored closely. Pupil progress meetings take place every half term, at these meetings a class teacher will meet with a member of the senior leadership team to look at and discuss the progress of children in their care. The meetings focus on reading, writing and maths and the progress of every child in the class is discussed. Children who are making slow progress are identified and provision is made the following term. This progress is then reviewed at the next meeting, if there continues to be concerns over progress the SENCo will arrange to meet with parents/carers to discuss possible ways forward, this may include placing the child on the SEND register and/or referring to external agencies.
Children on the SEND register will have their progress reviewed through support plan meetings. These take place regularly and provide an opportunity for parents/carers to meet with the class teacher to discuss progress made and talk about any concerns which might have arisen.
All of the members of staff in school have an excellent knowledge of the children in their care. They will regularly meet to discuss the progress of individual children and if issues arise they are addressed immediately to ensure all children continue to receive a high quality education and are making progress.
We are constantly evaluating the effectiveness of our provision for pupils with SEND, this is done through:
Regular team meetings and discussions
Work scrutiny (looking at evidence in books)
Continuous staff training and development
Trying new methods to achieve the best outcomes and evaluating the impact
Meetings and discussions with parents and other professionals
Regular reports from the SENCo to the governing body
Further information on Our Curriculum and SEND can be found in our School Policies section of our website.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.