SEND Information Report 2017-2018
1 What kinds of Special Educational Needs and Disabilities is provision made for at our school?
Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy is available on the school website, detailing our philosophy in relation to SEND.
Additional and/or different provision is currently being made in school for children with a range of needs, including:
- Cognition and Learning – Moderate Learning Difficulties; Specific Learning Difficulties – dyslexia, dyspraxia
- Sensory, Medical and Physical – hearing impairment, Sensory Processing Difficulties (SPD), epilepsy, life long heart condition, cerebral palsy
- Communication and Interaction – Autistic Spectrum Disorder (ASD), speech and language difficulties
- Social, Emotional and Mental Health – Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Attachment Disorder
We have a team of 17 teaching assistants who have a great deal of experience in delivering intervention programmes.
All of our staff are trained each year on the needs of new students joining the school – this can include training from specialist agencies, as well as from our SENDCo or other staff with relevant expertise. Staff meetings this year so far have included sessions on ASD, Precision Teaching and SPD.
SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of our staff and children.
The school works with other local schools, sharing training opportunities including INSET days and outside experts.
The SENDCo meets with other SENDCos from the local area to share good practise.
Our school’s Accessibility Plan is available on the schools website and outlines adaptations that are needed to be made to the building to meet particular needs and to enhance learning.
2 What are the school’s policies with regard to the identification and assessment of children with SEND?
Our schools Assessment Policy (which is available in school) outlines the range of assessments regularly used throughout the school. Additional and different assessment tools may be required when children are making less than expected progress, which can be charaterised by progress which:
- Is significantly slower than that of their peers starting from the same baseline.
- Fails to match or better the childs previous rate of progress.
- Fails to close the attainment gap between the child and their peers.
- Widens the attainment gap.
Progress in areas other than attainment is also considered e.g. where a child needs to have additional support with social needs in order to be fully integrated into school life or make a succsessful transition to middle school. If behaviour is causing concern, it is always considered whether there are an underlying difficulties; if there are none, the class teacher would speak to parents/carers about anything that might have happened at home. The class teacher/SENDCo would gather information about incidents occurring, at what time of day and during which lessons to analyse and consider any patterns of behaviour. Observations would be conducted in class and on the playground to record beahviours, considering involvement of others/enviromental factors and an intervention devised taking into account all information gathered. See the SEND policy for further information relation to behaviour support.
Parents are always informed if school staff consider that their child has an additional need and parents and children (as appropriate depending upon age and capability) are involved in the planning to meet the need. We often recommened initially that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning issues.
At Potton Lower a range of methods are used to assist in the identification of an individual child’s needs, some are mentioned above, in order to plan targeted programmes for them and to use them as a benchmark for measuring the impact of interventions.
Other specialised assessments which may be used in school, following input from the school nursing team, to identify barriers to learning, these may include:
- Social and emotional checklists – e.g. Strengths and Difficulties Questionnaire
- Observation schedules
- Assessment of Hand and Fine Motor Skills
- Speech and Language RAG rating assessment
3 What are school’s policies for making provision or children with SEND whether or not they have Education, Health and Care Plans?
a) How do we evaluate the effectiveness of provisions for children with SEND?
- Use of a provision map to measure progress and achievement
- Evaluation of individual SEND Support Plans 3 times a year
- Use of assessment information pre and post interventions
- Use of attainment and progress data for children with SEND across the school as part of whole school tracking of childrens progress in terms of National Curriculum levels of attainment – 3 times a year
- Use of pupil questionnaires
- Monitoring by SENDCo – employed full time with no class commitment
b) What are our arrangements for assessing and reviewing the progress of children with SEND?
- Our school’s Assessment Policy (available in school) outlines the range of assessments regularly used throughout the school
- Evaluation of individual SEND Support Plans 3 times a year – Tracking of pupil progress in terms of National Curriculum levels – 3 times a year
- Progress of children with speech and language needs is assessed and reviewed throughout the year by the Speech and Language Service
- The plan-do-review model cycle takes place throughout the year for any children who may be involved with the Educational Psychology Service.
- An Annual Review is held for children holding Statements of Special Educational Needs/ Education, Health and Care Plans; interim reviews can also be arranged throughout the year if deemed necessary
- When children are assessed by the SENDCo or by external agencies, meetings take place with the parents/carers and the class teacher to discuss the finding and how best to address needs and meet targets
- Initial concerns about a child’s progress are discussed with the SENDCo and parents and followed by referrals to external agencies or placement on intervention programes as deemed appropriate.
c) What is our approach to teaching pupils with SEND?
- Unlocking potential and removing barriers to learning is a commitment of our school. We work in partnership with all of our families and external agencies where appropriate to make high aspirations a reality for every child, taking specific action to create effective learning environments, secure childrens motivation and concentration, provide equality of opportunity, use appropriate assessments and set suitable targets for learning.
- Quality first teaching takes place in all classrooms with the setting of high expectations and the provision of opportunities for all to achieve; the impact of this is apparent in the results obtained in national tests at the close of Key Stage 1 – information is obatinable on the website.
- Provision for children with SEND is a matter for the school as a whole. In addition, the Governing Body, Head teacher, SENDCo and all staff members have important day-to-day responsibilities. All teachers are teachers of children with SEND.
- A continuous cycle of planning, teaching and assessing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interests of our children; the majority of our children will learn and progress within these arrangements.
- Children with SEND will receive support that is additional to or different from the provision for other children. All our teachers take account of a child’s SEND in planning and assessment; they provide appropriate support for communication, language and literacy needs; they plan where necessary to develop children’s understanding through the use of all available senses and experience; they plan to enable children to take full part in learning, physical and practical activies; they help children to manage their behaviour in order to take part in learning effectively and safely; they help children to manage their emotions in order to take part in learning effectively.
- At Potton Lower we aim to identify children with particular needs as early as possible; assessment of need may include observation of childrens social skills and learning experiences in all curriculum areas; teacher assessment and use of assessments which will enable peer group comparisons to be made.
- We acknowledge that not all children with disabilities necessarily have special educational needs. All our teachers take action however, to ensure that children with disabilities are able to participate as fully as possible in the National Curriculum and statutory assessment arrangements. Teachers plan enough time for the satisfactory completion of tasks; plan opportunities where required for the development of skills in practical aspects of the curriculum; identify aspects of programmes of study and attainment targets that may present specific difficulties for children with disabilities.
d) How do we adapt the curriculum and learning environment?
- The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur by grouping (e.g. small group, 1:1, ability, peer partners); content of the lesson; teaching style (taking into account that children may be visual, auditory or kinaesthetic learners); lesson format; pace of the lesson; provision of alternative recording methods (e.g. scribing, use of ICT, mind mapping, photographs etc); outcomes expected from individual children; materials used; support level provided; provision of alternative location for completion of work.
- School always acts upon advice received from external agencies (e.g. most advantageous positioning of children with Hearing Impairments within the classroom and use of aids as recommended; use of computers/tablets for children with recording needs; use of coloured overlays and exercise books for children with dyslexia; use of brain breaks and sensory breaks, use of additional aids such as desk slopes for children with dyspraxia)
- We endeavour to make all classrooms dyslexia friendly including the use of word mats, reading rulers, individual resources, 100 squares, phonic prompts, writing frames, modelled and shared writing opportunities.
- We aim to ensure that all classrooms are ASD friendly including use of visual timetables, personalised timetables for those that need them, quiet work stations where needed. During this year a sensory garden is being developed in the centre of the school.
- Small group working spaces are available in each Key Stage area of the school along with a separate cabin for more private social and emotional working – the play therapist is based here one day a week.
e) What additional support for learning is available for children with SEND?
- As at September 2017, there are 249 children on roll. We have 17 teaching assistants employed in school, providing a higher staff to pupil ratio which maximises learning potential for all children; most are trained to deliver a number of intervention programmes throughout the school. Some TAs are deployed in classes to support children on a 1:1 or small group basis or support the class in order that the class teacher can provide support.
- We follow the Code of Practice for SEN
- We teach a differentiated curriculum to ensure that the needs of all children are met. We implevement SEND Support Plans with long term and short term outcomes identified.
- Interventions are in place for children who require additional support, such as: Precision Teaching, Numicon, Socially speaking, dealing with feelings, social stories
- For children with specific identified or diagnosed needs, we work very closely with external agencies to ensure that the best possible support is in place (e.g. education psychologists, speech and language therapists, occupational therapists, physiotherapist, hearing impairment advisory teacher, Autism Advisory teacher). Meetings are often held in school involving specialists and parents to set targets, evaluate progress and ensure consistency of approach in addressing needs in school and at home. Specific resources or strategies are in place for many children recommended by external agencies e.g. coloured overlays/exercise books, sloping boards, access of quiet spaces, personalised schedules and social stories.
f) What activities are available for children with SEND in addition to those available in accordance with the curriculum?
- All extra-curricular activities are available to all our children
- Residential Grafham Water Year 4 trip is availble to all children
- Inside play room at lunch times to support those with social and communication difficulties
g) What support is available for improving the emotional and social development of children with SEND?
- Specialist support from our local Autism Advisory teacher for children on the Autistic Spectrum.
- Specialist advice from our Education Psychologist team
- Specialist advice from CAMHS
- Areas designated for calm time outside of the classroom
- Inside play room at lunch times
- Intervention programmes
- Time to Talk, Socially Speaking, Dealing with Feelings
- Specialist support from CHUMs
4 What is the name of the SENDCo and contact details?
Our SENDCo is Miss Christine Dunne (01767 260239) who does not have a teaching commitment in school and is available Tuesday to Friday.
5 What is the level of expertise and training of staff in relation to chidlren with SEND and how will specialist expertise be secured?
School employs 2 HTLAs and 17 TAs who are trained to deliver a range of interventions on a small group and 1:1 basis, interventions such as: Precision Teaching, Booster reading sessions, Socially Speaking, Dealing with Feelings
22 members of staff are trained First Aiders-Staff are trianed by the School Nursing Team with regards to anaphylaxis,
During the course of the year so far all staff had received training on ASD awareness.
The SENDCo and other staff have also had more detailed and specific training with regards to ASD, Anxiety, ADHD, Makaton and Team Teach
Specialist information that is gathered through research/training is shared with staff through staff meetings and in house training sessions.
As specific needs arise the SENDCo approaches specialists from a range of agencies (e.g.Occupational Therapy, Speech and Language Therapy, Physiotheraphy, Educational Psychologists) to seek advice about raising awareness of specific types of SEND. To enhcance knowledge about a specific type of SEND (in order for the class teacher or TA working directly with a child with a particular type of SEND to adapt teaching and learning to meet the need appropriately) more specific training may be sought directly through specialist agencies.
General support and advice from SENDCo e.g. with regard to the implementation of specific programmes, creation and monitoring of SEND Support Plans, tracking of children with SEND
Our SENDCo attends Special Educational Needs Co-ordinator Cluster Meetings throughout the year to allow discussions with other colleagues in other schools to enable information regarding practises in schools to be shared.-At the close of each school year teachers hold meetings with the next teacher to discuss SEND information in preparation for the following year. Our SENDCo organises training on a needs basis and also staff may request specific training.
6.What are the arrangements for consulting parents of children with SEND and involving such parents in the education of their child?
- Throughout the year there are 2 parents evenings and there is an end of year annual report to parents.
- Parents are invited to termly SEND Support Plan reviews – the plans are reviewed with parents and recommendations are made for new short term outcomes alongside suggestions for supporting their child at home.
- Our parents are aware that the school have an open door policy and know that they can get hold of the SENDCo via the school office, via email or telephone. Parents may be invited into school to discuss their child’s progress at any time and additional meetings are set up as required or as requested by parents to discuss particular aspects of a child’s SEND; we particularly welcome information from parents about how their child learns best in order that it can be shared with those who teach their child.
- Progress and outcomes of assessments by other external agencies may also be discussed with parents at consultation meetings.
- The progress of children holding a Statement of SEND or an EHC plan is discussed at their annual review. At Year 3 annual reviews, transition to middle school is considered with discussion involving parents and the Local Authority.
- Parental review forms are used at annual reviews to obtain parents views about their childs SEND support in place to address needs and any modifications to this support which parents feel may be appropriate.