In 2013, the Government introduced the Children and Families Bill. This bill was introduced to improve services for vulnerable children and to support families. As part of the changes, all schools were asked to provide information to parents and carers on the ways in which they can support children with Special Educational Needs and/or Disabilities (SEND).
As part of our role, we must provide information regarding our SEND provision for pupils, including pupils who are Looked After Children (LAC) and SEND. We currently have 4 pupils on our SEND register and our SENCo (Special Educational Needs Co-ordinator) is Mrs Tighe. You can contact her through our admin office on 02392 465531 or using the email firstname.lastname@example.org using the email title ‘SENCO’. To ensure our SEND information is clear and easy to access, we have grouped the relevant information under the questions below.
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Who is the SENCo?
Our Special Needs Co-ordinator (SENCo) is Mrs Tighe. She can be contacted on 02392 465 531 or by emailing email@example.com with the heading ‘SENCO’.
What kinds of SEND does our school provide for ?
- Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
- Cognition and learning, for example, dyslexia, dyspraxia,
- Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate and multiple learning difficulties
How do we identify SEND children in our school ?
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and year groups, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
How do we consult with parents of children with SEND ?
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
- Everyone is clear how classwork is being adjusted to support your child and whether they will receive catch-up interventions outside of class in a group setting.
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty.
- We take into account the parents’ concerns, everyone understands the agreed outcomes sought for the child and that everyone is clear on what the next steps are.
- Notes of these early discussions will be added to the pupil’s record and given to their parents.
- Following this, at the end of the intervention a meeting will be arranged with class teacher, SENCo and parents to discuss the progress during the intervention time and impact in class.
- If a child needs further support and/or ongoing intervention for any needs, parents will have regular meetings with the class teacher and SENCo to discuss progress and ensure open communication regarding next steps. If applicable, external agencies (e.g. Educational Psychologist, Speech and Language Therapist, Primary Behaviour Support) may be invited.
- We will formally notify parents when it is decided that a pupil will receive SEN support.
- If a child has complex learning, medical or social needs, as they transition to or from our school an Inclusion Partnership Agreement may be needed. This is a review of a child’s needs, exploring progress and barriers to learning. External Agencies involved with your child will also be invited to attend the meeting as well as the SENCos from their current and next setting.
How do we involve children with SEND in their education ?
- Children are invited and encouraged to share their views on their progress as part of their Pupil Passport time – the children and school staff will jointly choose a focus for the child to work on over a half term.
- The strengths, developments and foci for your child will be reviewed and adjusted with your child half termly, with a 1-1 focus intervention session for your child a minimum of 4x per week.
- On a daily basis we encourage pupil voice in school and therefore adults working to support your child will continually be discussing progress with your child and encouraging them to talk about their success and things they may find difficult.
- The children in our school are also encouraged to peer and self assess their work, engaging with our individually tailored curriculum to challenge themselves to complete the learning that is focused on them.
How do we assess and review children’s progress ?
We follow the graduated approach and the four-part cycle of assess, plan, do, review.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
- We look at whether each individual child is making progress academically against national/age expectations.
- We assess all children’s progress at 5 points across the year (Every 9 school weeks).
- Where a child is working against specific targets, e.g. those set by an external agency, progress would be tracked against their entry baseline to ensure progress has been made.
- Verbal feedback is given from the teacher, parent and pupil during regular parents evenings.
- Class teachers continually assess each child and identify areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at year R through to year 2, using a variety of different methods including National Curriculum expectations and teacher assessment, based on the work they produce independently.
- Children who are not making the expected progress are identified through pupil progress meetings with the class teacher and senior leaders, including governors. In these meetings discussions take place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
What is our approach to teaching children with SEND ?
We believe that SEN pupils are able to achieve great things and should be supported and challenged according to their own individual needs.
- Our individualised curriculum ensures all pupils have learning that is tailored to their specific needs with SEND pupils having support above and beyond this
- Children with SEN are planned for in all areas of the curriculum.
- We use additional adults to support learning where necessary.
- We provide an environment that ‘Nurtures, Challenges and Inspires’ all children.
How do we adapt our curriculum and learning environment for children with SEND ?
The children will access their year group curriculum but tasks and activities will be differentiated and adapted to meet individual needs. This is to ensure all children are able to access the curriculum and to work towards removing any barriers to learning.
- Interventions will be put into place if a child is experiencing difficulty with a particular area of learning, e.g. Maths
- Differentiation and intervention will be supported by our SENCo to ensure all children have the opportunity to be successful learners.
- For children with specific difficulties we use strategies like individual timetables, clutter free workstations, now and next cards, pre-teaching of vocabulary etc.#
- We adapt our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
How do we ensure the adults working with our SEND children have the right skills ?
All teachers are trained to teach children with special educational needs, medical needs and social and emotional needs. As a school we work closely with any external agencies that we feel are relevant to individual children’s needs including: Primary Behaviour Support Teams. School Nurse team, Children and Adolescents Mental Health Services (CAMHS), paediatricians, speech and language therapists, occupational therapists, Children’s Services, Locality Teams, Social Workers and Educational Psychologists.
- The outside agencies deliver training to all school staff as and when required.
- Teaching Assistants are given regular training; this will be dependent on the needs of the staff and pupils at the time.
- The trained ELSA and FEIPS practitioners support children who require additional emotional or social support on a long or short term basis.
- Teachers and Teaching Assistants are trained periodically in behaviour management.
- All our Teaching Assistants are trained in delivering reading and spelling / phonics programmes as well as individualised interventions and speech and language programmes.
How do we evaluate our provision for SEND?
We evaluate the effectiveness of provision for pupils with SEND by:
- Reviewing pupils’ individual progress towards their goals each term
- Reviewing the impact of interventions after 6 weeks
- Using pupil questionnaires
- Monitoring by the SENCO
- Using provision maps to measure progress
- Holding annual reviews for pupils with statements of SEN or EHC plans
- There is a SEND governor, Alanya Russell, assigned to work closely with the SENCo, providing challenge and support to the school.
- The SEND governor will monitor the progress of the children with SEND.
- The SEND governor and SENCo report regularly back to the Governing body, to ensure all are kept informed.
- Mill Rythe works closely with the Local Authority and encourages specialist advisors to evaluate our SEN provision whenever it is appropriate to do so.
How do we ensure our school is inclusive for children with SEND ?
Our SENCo, governors and site manager oversee the health and safety aspects of providing a safe, secure and easily accessible environment to all pupils.
- The school is wheelchair accessible with 2 disabled toilets large enough to accommodate changing. The school is on one level with doors accessible for wheel chairs.
- The Specialist Teacher Advisory Service will provide the school with specialist equipment specific to your child’s needs.
- The school has parking access as needed.
- We have access to Ethnic Minority and Traveller Achievement Service (EMTAS). The team helps children from different ethnic minority groups, both in their homes and their educational setting. We liaise with Ethnic Minority Achievement Services (EMAS) who have assisted us in supporting families with English as an additional language.
- A risk assessment is completed prior to any off site activity to ensure everyone’s health and safety will not be compromised. All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
- Our school policy is to include all our children in all our learning activities and we will always ensure that our curriculum is accessible to all.
- We provide all pupils with a SEAL (Social and Emotional Learning) curriculum to support pupils in developing their understanding of how all pupils are different and have different strengths and needs. Pupils who have additional needs and/or disabilities are tracked by the SENCo to ensure they are supported and challenged in the same way as their peers.
How do we meet children with SEND’s emotional and social needs ?
- The school has shared values, which are: Nurture, Inspire, Challenge. The children have good understanding of what the values mean and how to try and achieve them.
- The school has 2 trained ELSAs who will work with your child if your child is experiencing emotional difficulties or if it is felt that they would benefit from self-esteem work. The school can also provide FEIPS support for pupils who need long-term support and friendship groups for those who need support to build strong bonds with their peers. You will be informed before any work commences.
- The school provides Social and Emotional Aspects of Learning (SEAL) group work. This work focuses on developing the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. This is delivered through regular class tasks.
- Attendance of every child is monitored on a daily basis by the administration staff. Lateness and absence are recorded and reported upon to the Inclusions Team each week. Support is given through our Inclusions Team who will work with parents and pupils to devise strategies to improve time keeping and attendance.
- As a school, we have a positive approach to behaviour management. Any incidents which involve hurting of others or racial/homophobic abuse are brought to the Inclusions Team who ensure that pupils who need support to regulate their behaviour are identified and supported to adjust their behaviour.
- We have a zero tolerance approach to bullying of any kind.
How do we involve other agencies to support our children with SEND and their families ?
- Mill Rythe works closely with a range of other professionals and services to best meet the needs of all our children. We will seek support from these services if we feel they can support your child or family further in any way. These include:
CAMHS – Child and Adult Mental Health Services
Speech and Language Therapists
Primary Behaviour Support
School Nursing Team
How do you decide what funding my child receives for support with their SEND ?
- The class teacher and the SENCo will discuss the child’s needs and what support would be appropriate, determining the area of greatest need.
- The SENCo will analyse pupil attainment and progress data against Hampshire Guidelines to determine whether a child would benefit from being formally recognised and declared by the school as SEND.
- We ensure that the needs of children with SEND are met to the best of the school’s abilities with the funds available. This may involve the school funding interventions for your child.
How do we handle complaints from parents of children with SEND ?
All complaints would be dealt with in accordance to our school complaints policy and procedures. A copy of this is available in the policies section of our website. Complaints about SEN provision in our school should be made to the class teacher in the first instance. They will then be referred to the school’s complaints policy. The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
- Provision of education and associated services
- Making reasonable adjustments, including the provision of auxiliary aids and services
What happens when my child moves on ?
We encourage all new children to visit their new school prior to starting; they will meet class teachers and peers and will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
- The Inclusion Manager will meet with SENCos from other settings, to discuss the specific needs of individual children. Where possible the staff from Mill Rythe attend any related meetings with outside agencies prior to the child joining the school. If your child has an EHCP, then a review meeting will be used as a transition meeting during which we will invite staff from both schools.
- Where possible we may also visit them in their current school or pre-school if your child is joining our school.
- When children are preparing to leave us to enter year 3, the SENCo from Mill Rythe Junior School will meet with our SENCo and year 2 teachers to discuss specific needs of individual children and arrange dates for further visits to the school; this is in addition to the transition days that all children attend.
- We transfer any documentation to relevant schools and will discuss specific needs and concerns with the receiving school. When children are transferred to our school we ensure that all documentation is read and understood.
- Inclusion Partnership Agreements are completed for every SEND child upon them transferring to a new setting.
How can I find out more ?
- Speak to your child’s class teacher
- You could also arrange to meet our SENCo, Charlotte Tighe. She can be contacted on 02392 465 531 or by emailing firstname.lastname@example.org using the email title ‘SENCo’.
- Contact Parent Partnership http://www3.hants.gov.uk/parentpartnership
- Contact Independent Parental Special Education Advice (IPSEA) ipsea.org.uk/
- The Hampshire Local Offer can be found here: https://fish.hants.gov.uk/kb5/hampshire/directory/localoffer.page