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SEN

Special Educational Needs and Disabilities

At Worlingham CEVC Primary School every pupil is seen as having individual needs, and the school strives to ensure that everyone feels equally valued within the school community. For some children aspects of learning can be very difficult; this calls for special educational provision to be made for them. It is our responsibility, working in partnership with parents, to identify children who have special educational needs and to ensure that their needs are met.

When a child has been identified as having additional needs, regular review meetings are held and parents/carers are given the opportunity to contribute to these. Where necessary other professionals outside of the school may be used to help assess children and to offer suggestions on how best to meet needs. Should a child continue to need assistance, they may require more support than the school can reasonably be expected to provide. In such circumstances the school may make a referral to the Local Authority for an assessment to be made. If appropriate an Education Health Care Plan (EHCP) will be issued detailing the child’s special needs and the provision necessary to enable the child to make progress towards the objectives in the statement.

The school has a Special Educational Needs Coordinator (SENCO) who liaises with staff, parents and agencies to explore the best approaches to use to help children with special educational needs.

Parents who are concerned about their child’s progress should discuss this initially with the class teacher and / or the Headteacher or SENCO.

What Can Our School Offer Children With Special Educational Needs?

This information report is accurate now, but services are regularly reviewed and could change. All information will be updated as soon as possible.

We have a number of methods to help us identify if a child needs extra help. These include:

· Transition information from your child’s pre-school or previous school.

· Class teacher visit to feeder pre-school to observe your child and speak to their key worker.

· Information from other services who have worked with your child, for example a speech and language therapist.

· Monitoring and analysing progress of your child.

· Class teacher observations.

· Information from parent’s on previous interventions and outside agency involvement.

· Statement/Education and Health Care Plan assessments.

Once information has been gathered we will ensure that we meet any additional needs your child may have. In school we will monitor their progress and development and if we have concerns we may ask other professionals to give advice and support.

What should I do if I think my child may have special educational needs? Talk to your child’s class teacher about your concerns.

· Your child’s needs will be met within the class, supported by high quality teaching, including lesson planning that takes account of the needs of all learners through clear differentiation.

· Small group work and 1:1 support will be provided as required.

· The progress of your child will be reviewed on a regular basis.

· Your child will have a Support Plan that will detail short term targets that are proactively worked on and reviewed. The Support Plan will be written by the class teacher and overseen by the Special Educational Needs Co-ordinator (SENCO).

· The class teacher will develop a plan for your child with support from the schools SENCO, setting appropriate targets.

· Where necessary your child may have an individual programme of support which is regularly monitored.

· Where necessary the school may seek support from outside agencies. This will be discussed with you and a referral made with your permission.

· The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching. There is one designated SEN Governor who works with and supports the schools SENCO.

· If your child is identified as having additional needs this will be explained to you by the class teacher and/or the SENCO.

· The school SENCO oversees all intervention programmes and the provision for children with SEN, regularly monitoring progress and reviewing the schools provision map termly.

· All lessons are pitched appropriately with clear differentiation so that all children can learn and progress.

· Teachers take account of the needs of each child and plan tasks and materials appropriately.

· Regular tracking and assessment enables class teachers to analyse the progress of each child.

· Pupil progress meetings are held three times a year with the Head Teacher and Deputy Head Teacher to ensure children are making progress and discuss suitable teaching methods and programmes that can enable children to continue to make progress.

· Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

· Lessons are pitched appropriately so that all children can learn and progress.

· Teachers take account of the needs of each child and plan different tasks and materials appropriately.

· Pupil progress meetings are held three times a year with the Head Teacher and Deputy Head Teacher to ensure children are making progress and discuss suitable teaching methods and programmes that can enable children to continue to make progress.

· Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

· You will be invited to attend Parent’s evenings.

· In addition to normal reporting arrangements you will have opportunities to meet with your child’s class teacher and the SENCO when necessary and convenient for all.

· Where necessary home/school communication books will be used to provide regular contact to you.

· Training and support will be given to parents of children with additional needs when required.

· You will receive an Annual Report for your child.

Support we can provide in school may include:

· A positive school ethos.

· Social skills and friendship groups.

· ‘Pupil voice’.

· Behaviour programmes including rewards and sanctions. Individual Behaviour Plans (IBPs) used when necessary to promote positive behaviour.

· Celebration assemblies held each Friday to celebrate children’s achievements both inside and outside of school.

· Attendance rewards given termly to increase attendance.

· Medicines can be administered in school with signed parental permission. There are trained first aiders in school and we have a teaching assistant with the paediatric first aid qualification. If you child has significant medical needs you will need to speak to the Head Teacher or SENCO to discuss how we can best support you and your child. This might include drawing up a Health Care Plan.

The class teacher has responsibility for the overall well-being of every child in their class. If you have any worries speak to the class teacher first. If further support is needed the class teacher will speak to the SENCO.

The SENCO has completed the National Award for Special Educational Needs Coordination.

We have teachers and teaching assistants who have had training in the following areas:

· Speech and language.

· Talking partners.

· Fisher Family Trust Wave 3 Literacy programme.

· Spelling Made Easy.

· Letters and Sounds Phonics.

· Socially Speaking programme.

We may access support from other services, for example:

· Educational Psychology Service

· Speech and Language Therapy

· School Nurse

· Autistic Spectrum Disorder services

· Early Years services

· Education Support, Behaviour and Attendance Service

· Child and Adolescent Mental Health Service

· Counselling Service

· Sensory Support Team

· Attention Deficit Hyperactivity Disorder

· English as an Additional Language service

· Learning and Improvement team

· Team Around the Child service

· The Deputy Head Teacher is the Continuing Professional Development (CPD) Co-ordinator for class teachers and teaching assistants. This role ensures that all staff have the skills they require to support pupils.

· Medical training to support children with medical care plans such as epi-pen training.

· We make sure that activities outside of the classroom and school trips are available to all.

· Risk assessments are carried out for each trip and a suitable number of adults are made available to accompany the children, with 1:1 support if necessary.

· Parents/carers are invited to accompany their child on a school trip if this ensures access.

· After school clubs are available to all children.

· Squirrels Breakfast and After Schools clubs available to all children.

· Visual timetables are used to support children.

· We have disabled toilets at various points around the school that are large enough to accommodate changing and are suitable for wheelchair users. There are showers located near the sports hall.

· The school site is largely wheelchair accessible.

· Welcome meeting and a tour of the school.

· Induction events take place during the summer term for all children who are joining the Foundation Stage in September.

· Close liaison between SENCO, teachers in Early Years, Key Stage 2 and dual placement settings. This may involve multi-agency meetings to support the transition.

· Good transfer of all SEN information.

· Previous schools contacted for information sharing.

· Flexible entry to Early Years Foundation Stage class in Reception.

· Transition to new class facilitated by sessions during the summer term with new class teachers and environment.

· Transition sessions for Year 6 pupils during the summer term or earlier if necessary.

· New school are invited to attend any reviews prior to transition.

· The special educational needs (SEN) budget is managed by the Head Teacher, SENCO, SEN Governor’s and Bursar.

· Resources are requested and ordered as necessary to support each pupil’s learning.

· Regular meetings are held to monitor impact of extra support.

· Provision maps detail the costs of interventions and their impact.

· The governing body is kept informed of funding decisions.

· Each child is assessed individually according to the SEN Code of Practice and LEA guidance.

· We assess the progress of children with SEN using PIVATS (Performance Indicators for Value Added Target Setting).

· Assessments are regularly reviewed and suitable provision put in place.

· Personalised or group learning support programme (s) will be developed dependent on need.

· Any support/provision that is provided is reviewed and the impact measured.

· Additional assessments from outside services, such as educational psychologists, speech and language will inform the types of support and/or resources needed.

· Regular review meetings with appropriate staff are carried out to discuss your child’s progress and any additional needs that require support.

· Pupil progress meetings are held with the Head Teacher and class teacher to track progress and decide upon further support.

· School based plans are discussed with parents and staff up to three times a year (if appropriate).

· Any support children receive can be adapted to meet learning needs and progress.

· All parents are actively encouraged to take part in the school community. This may include invitations to attend assemblies, workshops, school visits, fetes, sharing mornings and parents’ evenings.

· We have an active Friends of School Committee.

· Head Teacher ~ Mrs V O’Brien

· SENCO ~ Mrs W Jennings

· School Website

· Class Teachers

If you have any questions please contact an above member of staff by telephoning the school office on 01502 712375.

If you are considering your child joining our school, please make an appointment to look around and meet a member of staff who will be able to discuss your child’s needs.

SCHOOL VIDEO