|Little Hallingbury C of E (VA) Primary School
Special Educational Needs and Disabilities (SEND)
|What kind of special educational provision is made at Little Hallingbury Primary School?
|Learning Difficulties and Disabilities
The delivery of the provision for children with learning difficulties can take place in the normal classroom setting and is the responsibility of the Class Teacher. Through ‘Quality First Teaching’ children’s needs are assessed, planned, implemented and reviewed. Teacher planning includes differentiated work for children with SEND.
Learning Support Assistants (LSAs) are deployed to support all children as directed by the teacher. LSA’s are also used to support children with special needs in a small group or 1:1.
Children who are finding some aspects of learning difficult despite high level differentiation may be supported in a small group, or on a 1:1 basis, usually within the classroom, or withdrawn for short periods of time to work towards achieving specific objectives.
Intervention groups may run for small numbers of children who need extra support.
Depending on the nature of the child’s difficulties, he or she may also be withdrawn from lessons for short periods of intensive specialised teaching. This will usually be led by our Learning mentor / SEN assistant, and happens when:
· A child has a Statement of Educational Need, an Education, Health and Care Plan (EHCP) or has been identified as having needs at the ‘additional’ level and needs time to work towards their specific targets.
· A child is following a short-term evidence based intervention programme due to identification of a need to accelerate learning or target key skills.
Social, Emotional and Mental Health Difficulties
Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, reward charts, timers, clear rules and routines, etc. A personalised approach to their learning may be required such as, exploring feelings and anger management.
For children who need additional mentoring, a qualified mentor is employed by the school to work with children as guided by the SENCO and Class Teachers. An early morning club to support gross motor skills and social / emotional issues runs once a week for invited pupils. These children may have family problems, social and emotional difficulties, and communication and interaction difficulties.
Autism and Social Communication Difficulties
Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, visual timetables, visual organisation prompts, first and then boards, tasks broken down into manageable steps, clear and precise language used, a variety of options for recording work, work stations, sensory analysis, weighted cushions, fiddle objects, etc.
Speech, Language and Communication Difficulties
Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may be pre-taught topic vocabulary, have tasks broken down into pictorial format, use mind mapping techniques, etc. Some may attend group or individual out-of-class sessions to develop their speech, language and communication skills.
Some of our LSA team have been trained to deliver programmes to those children with Speech and Language Therapy difficulties. A speech and language therapist visits regularly to support the children on her caseload.
Sensory, Physical and Neurological Difficulties
Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have increased opportunities to use ICT to record work, or use a scribe for some sessions. Children experiencing difficulties with hand control for writing follow the Teodurescu Write from the Start writing programme. Close links are maintained with specialist services such as, Occupational Therapy and Physiotherapy in order for advice to be implemented.
The school is fully inclusive and has a disabled toilet. Further specific specialist equipment is bought or hired according to the needs of the children, as and when they arise.
For children who have medical issues the school arranges meetings with the school nurse, if applicable, and asks parents / carers to complete Health Care Plans for children, including children with allergies, asthma, epilepsy and diabetes.
Occasionally a child may visit outside therapy clinics in order to access specialized support. Permission is granted if access to this support will benefit the child in a school setting.
|How are SEND professionals from outside of the school (External Agencies) involved?
|Some children with particular difficulties are supported by the involvement of external agencies e.g. Specialist Teacher Team, Educational Psychologists, Social, Emotional and Behavioural Support Team, Child and Adolescent Mental Health Services, Paediatricians, GPs, Occupational Therapists, Physiotherapists, Speech and Language Therapists, Counsellors, Home/School Liaison, Health Visitors, School Nurses, Hospitals, Optometrists and other specific professionals. All may provide specialist assessments or advice on different strategies or materials.
In discussion with the class teacher and parent, the SENCo makes a referral to appropriate outside agencies. The SENCo liaises regularly with outside agencies as appropriate.
|Are there any other Support Services that are readily available to Little Hallingbury school?
|Yes. Little Hallingbury School is part of a Local Group. Little Hallingbury is also a federated school with St Mary’s School. There are opportunities for shared expertise, training and advice for all staff through this partnership working.
SENCO Clusters groups
The local SENCo cluster group enables SENCos to share good practice in various areas including Autistic Spectrum Disorders and Asperger’s syndrome, Bereavement issues and Dyslexia.
|How does Little Hallingbury School identify, assess, provide provision and assess the effectiveness of support for children with SEND?||Current Identification And Assessment For Children Who Potentially Have SEND
We know that not all children will progress at the same rate and that not all children falling behind their peers have SEND. The identification of SEND is built into the overall approach of monitoring the progress and development of all pupils. Where pupils are falling behind or making inadequate progress given their age and starting point they are identified at Pupil Progress meetings and included in teacher’s intervention planning. The pupil’s response to such support may help identify their particular needs.
Adequate progress includes progress which:
· is similar to that of peers starting from the same baseline;
· matches or betters the child’s previous rate of progress;
· closes the attainment gap between the child and their peers;
· prevents the attainment gap growing wider.
Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, working with the SENCO, will assess whether the child has a significant learning difficulty. If the answer is yes, the pupils will be put on the school SEND list at ‘SEN Support’ (SS). The SENCo maintains a ‘watch list’ for pre-assessment before being included on the SEND register.
Identification and Assessment includes:
· the use of high quality formative assessment, for example observation, looking at work and data
· summative assessment materials, for example reading, writing and maths assessment.
· specialised assessments from external agencies and professionals, BPVS or sensory questionnaires.
School leaders and teaching staff, including the SENCO, will seek to identify any patterns in the identification of SEND both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching.
Provision for Children at ‘SEN Support’
Quality First Teaching, seeks to engage and support the learning of all children. Differentiation for individual pupils is the first step in responding to pupils who have SEND.
A graduated approach is then acted upon. This involves more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of the child. The process is:
· Assess – using the methods above.
· Plan – the interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The support and intervention provided is based on reliable evidence of effectiveness and provided by staff with sufficient skills and knowledge. An Individual Support Plan may be put in to place.
· Do – The teacher remains responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class, they still retain responsibility for the pupil, working closely with any teaching assistants or specialist staff involved, to plan and assess the impact of interventions. The SENCO supports the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of the support.
· Review -The effectiveness of the support and the impact on the child’s progress is reviewed in line with the agreed date. The class teacher, working with the SENCO, will revise the support in light of the pupil’s progress and development, deciding on any changes to support and revised outcomes in consultation with the parent and pupil. Formal reviews with parents are conducted termly where a new provision plan for the child will be drawn-up.
We may involve specialists at any point to advise regarding early identification of SEN and effective support. When available we involve a specialist if a child continues to make little or no progress over a sustained period or where they continue to work at levels substantially below those expected of children of a similar age despite support. Parents are always part of this discussion.
Current Identification of Children who Need a Statutory Assessment
Little Hallingbury Primary School will discuss requesting that the Local Authority (LA) initiate statutory assessment of the child’s needs if:
· Adequate progress has not been made despite provision of an individual programme and concentrated SEN Support, backed up by evidence.
· A child is identified as demonstrating a significant cause for concern, and;
· the child’s needs cannot be met under the current resources available to the school.
The Code of Practice (2014) is used to ensure rigorous following of statutory procedures.
Provision for Children with Statements or EHCPs
Any additional resources awarded through a Statement or an EHCP will be allocated in discussion with teachers, parents, external agencies and LA representatives.
Provision will take the Graduated Response format. In addition to the termly review meetings, an Annual Review will take place where all parties involved with the child, and the child, will be invited.
|What are the name and contact details of the SEN co-ordinator (SENCo)?
|Our SENCo is Mrs Beth Posgate, a qualified teacher and who holds SENCo accreditation (2017), works two and a half days across the federation of schools. The SENCo can be contacted on the school telephone number (01279 723382) or through the school office.
Our school Governor overseeing SEND provision is Mrs Katherine Juggurnauth.
|What expertise and training do staff have in relation to children with SEND?
|Teachers and LSAs
We have a team of teachers and LSAs who have varying degrees of experience and expertise. They all take part in:
· Performance Management and Standards Meetings (termly).
· Observations by the Senior Management Team while supporting or teaching in-class and during out of class interventions.
· In school training is arranged for specific SEN topics and medical diagnosis, for LSA’s, teachers and Mid-Day assistants
· Has achieved the SEN National Award for Co-ordination
· Is a qualified teacher
· Attends regular SENCo updates
|What equipment and facilities does Little Hallingbury Primary School have for children with SEND?||Specialist resources are used to aid learning across the school. These include sand timers, behaviour charts with stickers and rewards, visual timetables, play leaders, left handed scissors, pencil grips, sit and move cushions, coloured overlays, a wide variety of IT resources. The school has a disabled toilet. Further specific specialist equipment is bought or hired according to the needs of the children, as and when they arise.
All monies used for specialist equipment is utilised from the SEND budget, statement or EHC plan allocated budget or from the pupil premium funds of SEND children.
|How does Little Hallingbury Primary School consult with parents of children with SEND?
|Termly meetings are arranged to review the Assess, Plan, Do, Review plans. Children’s targets are reviewed and new targets are set. Parents are invited to make a contribution to the parents view section of the review.
The SENCo regularly contacts parents to keep them updated with any issues or consideration of new strategies.
Parents of children with a statement or EHCP are invited to discuss their child’s progress at the Annual Review. In Year 5 the amendment of the statement / EHCP will be discussed ready for secondary school transition. Parents of children who have a statement / EHCP are invited to discuss transitional provision with the potential secondary school at a Transitional Review.
Parents are invited to discuss arrangements with the Class Teacher and/or SENCo throughout the year by making an appointment at the school office.
|What are the arrangements for consulting children with SEND and involving them in their education?||Children on the SEND list are made aware of their targets and are informed about their progress on a regular basis. The targets are discussed with the child so he/she is aware of them and understands any interventions involved to achieve this. Children are then invited to make a contribution to the child view section of the review. Children with One-Page Profiles are invited to contribute to the development and review of these.
Annual review meetings are held for children with a statement / EHCP to analyse outcomes, set new targets and determine strategies to improve attainment. Children record their views about school on the child view section of the paperwork and are invited to discuss their achievements during the Annual Review meeting.
Rewards to celebrate pupils achievement towards the ‘Secrets of Success’ include stickers, Head teacher awards, house points, achievement certificates awarded in celebration assembly, certificates awarded for specific programmes.
Children with SEND are given equal opportunities to participate in all school activities and roles of responsibility.
|How are complaints dealt with?||The procedure for complaints is outlined in the School Complaints Policy on the website.|
|How can parents get the contact details of support services?||The ‘Local Offer’ is available via the school website.|
|What are the school arrangements for supporting children transferring between to secondary school?||Where children are transferring from another setting, visits will be made to Little Hallingbury Primary School. Parents are invited to attend meetings at our school before their child attends our school. During the second half of the summer term, prior to the children attending our school, they will be invited to afternoon sessions in EYFS once a week.
TRANSITION PLAN ARRANGEMENTS FOR TRANSFER FROM CLASS TO CLASS
At the beginning of a new academic year, the SENCo will inform teachers and their LSAs about the SEND children in their class and provide them with the summer term’s targets and any other medical information.
TRANSITION PLAN ARRANGEMENTS FOR TRANSFER TO SECONDARY SCHOOL
Where children are transferring to Secondary School, the SENCo or class teacher will meet SENCo’s of each secondary school to transfer SEND information. All SEND school records will be passed on to secondary school. Visits are made to a number of local secondary schools in Essex and Hertfordshire.
Parents of children who have a statement or an EHCP are invited to discuss transitional provision with the potential secondary school at a Transitional Review.