Decisions about whether a student has SEN
How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?
At Ainthorpe Primary children are identified as having SEN through a variety of ways including the following:
- Liaison with previous school/setting
- Foundation Stage Assessments
- Assessing Pupil Progress (APP) monitored carefully
- Conversations with staff following concerns
- Trackers for Years 1 – 6 that track individual academic progress
- Intervention Logs for all children which monitor impact of provision
- Termly Pupil Progress meetings with head teacher to discuss academic progress and any concerns
- Vulnerable Children Care Pathway
- Liaison with external agencies (e.g. Learning and Cognition Team, Educational Psychologist etc.)
- Identification through CAF/CIN/MAP meetings
- Identification through Child Protection Plans/meetings
Conversations with parents/carers following concerns – open door policy for all parents/carers
How is the decision made about how much individual support pupils will receive?
- Strategies for learning are decided collaboratively by the class teacher, SENCO and where appropriate outside agencies or other teachers in the school. Parents and children, where possible, also contribute. The strategies may include the use of other staff, adults or peers in the school. Children may be supported in class or withdrawn to a quieter area. They may experience a combination of strategies. Spaces are available for quiet work.
- Individual support is decided upon by all the adults involved, the children themselves being involved in the target setting process where possible.
- Parents are invited to termly Parent Consultation meetings.
- Parents receive copies of reports and School Support Plans are discussed with them.
Liaison with parents about accessing outside agency support.
Support for learning and well-being
How does the school support pupils with special educational needs?
If it is felt that, despite a wealth of universal provision and differentiation, the child is not able to fully access the curriculum, or is struggling to make progress, School Support Plan is drawn up in liaison with all the adults involved, the children themselves being involved in the target setting process. Every child works within the framework of the Foundation Stage Early Learning Goals and / or National Curriculum, adapted to suit his/her particular needs. The adaptations ensure that each child experiences success and enjoys self-esteem. School Support Plans contain targets for progress, a time-scale and identification of extra provision. They are formally reviewed at least 6 monthly but, as working documents, are adjusted and amended as progress takes place. School Support Plan will state that the child is receiving:
Ø Early Action Plus children in the EYFS. Support from an outside agency (as listed below) with regular follow up activities provide by teaching assistants or Early Years Practitioners (normally at least twice weekly but could be daily either 1:1 or small group).
- School Action Plus Learning – children in KS1 or KS2. Small group withdrawal. These may include input by the Speech and Language Department. There may also be input by other appropriate agencies and their recommendations/programmes will be included as part of the child’s provision, such as: Service for Hearing and Visually Impaired, Psychology, Paediatric Services, Speech and Language, Northcott (Autism Outreach).
- School Action Plus for behavioural needs the IEP would include the facility for ‘Time Out’, and counselling by the phase leaders, DeputyHead, Head, SENCo and an identified non-teaching member of staff. These children may also have a ‘daily diary’ which when completed in partnership with home provides an effective method of monitoring behaviour patterns. Pastoral Support Programmes may be implemented and these could include a modified timetable for attendance to support transition back into full time attendance should exclusions have been necessary.
- School Action Plus for medical needs the child will have a Health Care Plan detailing their needs, medication, actions and contact phone numbers. The plans are held in the medical room with any necessary medication. The plans are written in conjunction with parents and healthcare professionals. They are updated when a change of condition/need arises. All adults working with the child will be fully aware of and follow, the contents of the plan. All Units have named first aiders and two key people in the office are responsible for administering medication.
- Statement of Special Educational Need.
All children with a statement have a School Support Plan which is written by the SENCO in consultation with class teachers, TAs and other agencies as appropriate. School Support Plans are reviewed at least termly. All children with statements receive a minimum of 20 minutes daily 1:1 with their identified adult following specific targets/programmes.
Governors are involved when they consider the figures and interventions for SEN. They also consider SEN when discussing personnel, finance and standards.
What mechanisms are in place for supporting pupils’ overall wellbeing?
Welfare logs are kept for each class in which the staff can make comments and phase meetings are held to discuss children with concerns passed to the designated Child Protection leads as the need arises. Children also have access to a Talk to Box in which they can place a slip of paper with their name on it. The box is emptied daily and the designated Teaching Assistant speaks with any children who have put their name in it.
The administration of medicines is run by the school office. Parents must complete a form regarding the medicine, dosage and personal details before signing it to state that they are happy for the medicine to be administered. Medicines are kept in a fridge or identified basket in the inner office which is not accessed by children.
We have a whole school approach to managing behaviour which is adopted by all staff. Children are aware of the behaviour policy for both lesson times and break times.
Attendance is monitored closely by the Attendance Officer and the Senior Leadership Team. Home visits and phone calls take place as required and the school liaise with the local authority Education Welfare Officer (EWO).
New children are supported by the key staff within their unit. Contact with the family is made prior to their arrival and all families are encouraged to look around and talk to the head teacher before admission.
Progress, planning and keeping parents informed
How will parents know how their child is doing?
Communications with parents are mainly established by the class teacher but may also be via the Head teacher and/or the SENCO. The school nurse also carry out home visits on the school’s behalf. Newsletters are sent home half termly and our curriculum, children’s work and photographs are on the school website.
Parents receive an annual report and Parent Consultation meetings are held termly. Parents do not have to wait for a consultation meeting to be held – they can ask for an appointment any time. Parents are also invited to join their child for a Look at Books afternoon each term.
Parents of children with a Statement are formally invited to review meetings at least termly including the Annual Review. Parents of those children with an IEP have the opportunity to attend Parent Consultations termly and additional appointments are made as the need arises.
How are parents involved in discussions about planning for their child’s education?
We encourage parents to be involved as much as possible in planning for their child’s education. We operate an open door policy and ensure that all parents are invited to Parent Consultation meetings at least termly with other meetings/conversations being held when the need arises.
How are children able to contribute their views?
As part of their role, subject leaders regularly speak to children about their views on certain subjects. Children also take part in annual pupil questionnaires. Children are also able to contribute their views via the School council and children may be selected to form an interview panel when appointing new staff.
Provisions, resources and services
How is learning and development provision matched to individual pupils' needs?
Differentiation, not just in terms of learning but also for social, emotional and behavioural, is built into all lessons and activities. This ensures that all children can all activities and learning opportunities.
How are the school’s resources allocated and matched to pupils’ SEN?
SEN funding is clearly allocated in our budget as targeted funding for SEN which is allocated for resources and training and is used to support any child with additional needs, including those children with Statements. The Head teacher/School Business Manager are responsible for the SEN budget. The SENCo advises on purchases of additional resources per children’s needs. Curriculum managers consider differentiation when requesting resources.
What specialist services and expertise are available at the school or accessed by the school?
We access the Educational Psychology Service and other support services on a termly basis or as required.
How accessible is the school / academy environment?
(n.b. every school/academy must have an up to date Accessibility Plan which is reviewed periodically by Governors).
The building has easy wheelchair access. There are two toilets with disabled access and two hoists are installed.
How are pupils included in activities outside the classroom including trips?
(n.b the DDA Reasonable Adjustments legislation expects schools/academies to be anticipatory in respect of school activities and trips)
All children have access to the National Curriculum unless an individual statement indicates otherwise. When needed, extra support and resources are provided in all subject areas, including trips, with parents being involved in planning these activities and trips to help consider what reasonable adjustments are required.
What training have the staff supporting pupils with SEN had, or what are they expected to have?
(n.b under the SEN Code of Practice legislation, schools/academies need to offer high quality professional development and training to the work force.)
How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?
At points of transition children spend time in their new class prior to joining it. Pastoral and academic records are discussed before being passed on. Specific plans are put into place for children with SEN if needed.
Before joining secondary school the children are visited by a member of staff before visiting their new school. Staff from both settings liaise and transfer forms are filled in. If it is needed additional meetings are held for individual children and extra visits to the school are arranged.
Who can parents contact for further information?
The first point of contact for any parent wishing to discuss their child would be the child’s class teacher. The Head teacher, Deputy Head teacher, SENCo and phase leaders operate an open door policy and actively encourage parents to contact them.
Complaints about the school should be addressed to the Head teacher.
Complaints about the Head teacher should be addressed to the Chairman of the Governing Body.
We welcome the involvement, when necessary, of the Parent Partnership Service.