SEN Report 2015/2016
SYMONDSBURY CofE PRIMARY SCHOOL IS A MAINSTREAM PRIMARY SCHOOL WITH AN INCLUSIVE ETHOS.
HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?
The school is proactive in identifying any difficulties which hamper progress in a child's learning. The school will contact parents where concerns arise as early as possible.
Children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
Liaison with previous school or pre-school setting
Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings)
Concerns raised by a parent
Concerns raised by a teacher: for example, if behaviour or self-esteem is affecting performance
Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
Use of tools for standardised assessment such as: Sandwell Numeracy, DEST (Dyslexia Early Screening Test)
Children with a EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
Before a child starts school we liaise closely with pre-schools, our reception teacher visits the children and talks to staff or offers a home visit. The SENCO may make a visit to the pre-school or home if it is required. Any needs that have already been identified can then be discussed and appropriate provision planned for when they start in their September term. This will enable staff to develop a tailored programme of support which is monitored by the SENCO who works in an advisory role. Where a child comes to us from another school we liaise with that school to identify support that may be needed. The school will prioritise the support offered by the need of the child. This may mean teaching sessions with a trained teaching assistant or with a specialist teacher if appropriate or providing support within the class.
HOW DO I RAISE CONCERNS IF I NEED TO?
If parents have concerns, in the first instance, they should contact the class teacher to discuss these. The class team will be able to give more information and insight to the child's needs. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Special Educational Needs Co-ordinator: Lisa Jenkin) Appointments can be arranged in person, by phone or by email. Please see the school contact details at the top of this report.
At Symondsbury pupil well-being is highly valued as we feel it is vital to their education and enjoyment in school.
Medical - A medical policy is in place which ensures that students with medical needs are fully supported. Relevant staff are trained to support medical needs and in some cases, such as the use of epipens, all staff have access to training. All the schools staff have been trained in Emergency First Aid and they receive regular training to keep their skills up to date.
Behaviour and expectations - The school has high expectations of behaviour and our rewards and consequences system is understood by all children across the school. All classes follow the schools behaviour policy and classes have their own rewards systems such as marbles or table points.
Attendance - Attendance is rigorously monitored by the school office and headteacher. There is a class reward system for the class with the highest attendance each week. The headteacher also gives out 100% attendance certificates each term.
Well-Being - At Symondsbury we recognise that all children can experience circumstances that affect their well-being (such as bereavements, parental separation or friendship difficulties). The school has a trained Emotional Literacy Support Assistant (ELSA) who can offer support to children. We can also signpost parents to other agencies that can offer support. We also encourage all the children to take an active role in their own wellbeing through weekly SEAL (Social and Emotional Aspects of Learning) lessons and responsibilities such as training to be a peer mediator.
Pupil voice is central to the school’s ethos and this is encouraged in a variety of ways. The School Council meets once a half term with representatives from each class. Pupils are democratically voted onto the council by their year group. All children also take part in annual pupil interviews where there views and experiences on teaching and learning within different subjects are used to help shape future changes and actions to improve outcomes.
Extra-curricular activities - At Symondsbury we offer all children a wide variety of extra-curricular activities, be that during a lunchtime, (choir, recorders and homework club) or after school for gardening, arts and crafts and sporting activities.
At Symondsbury, all staff pride themselves on providing high quality teaching in the classroom which includes differentiation, active learning and effective feedback, ensuring that the students’ needs are met within the classroom environment. Teachers liaise with Teaching Assistants before, during and after lessons to ensure that the pupils gain maximum benefit from having additional adult support in the classroom. Staff are trained in using differentiation and strategies are shared especially in supporting specific needs such as Dyslexia, Autism and ADHD.
Some children may require additional support to make accelerated progress in a subject area to catch up with their peers. We provide a variety of interventions for this purpose which are all research based with proven impact. These programs are short term and designed to support pupils to catch up with their peers.
Other support programmes range from in-class support with a TA, to social skills groups, Behaviour Support or Emotional Literacy Support, dependent on the student’s need. All interventions are overseen by the SENCO and measured to monitor impact against expected rates of progress and evaluated at the end of each academic year.
All students with an EHCP have an individual support package based on the identified needs in their plan. Staff meet regularly to update these plans with appropriate next step targets and at least termly with parents to plan together.
Governors play an active role in strategically monitoring the quality of our special educational needs provision. The link SEND governor meets with the SENCO to discuss provision.
The school also accesses support from specialist staff such as the Hearing and Vision Support Team, Behaviour Support Team and Specialist Educational Needs Support Team. Parental permission is always requested in these circumstances and you will be fully involved in the process.
Symondsbury provides a broad and balanced curriculum. As far as possible all children follow the National Curriculum. Children with SEND may need adjustments to enable them to fully access the learning. This may include:
- differentiated targets
- specific resources
- additional support from the class teaching assistant
- changes to the environment
- with complex needs a more individualised approach can be taken.
Lessons involve a wide variety of activities, including individual, paired and group work as well as activities developing visual, auditory and kinaesthetic skills. The quality of teaching is regularly assessed to ensure that all students are receiving a high standard of learning and teaching.
An ongoing system of monitoring is in place for all children. Rates of progress for children with SEND will be carefully monitored and responded to. This may include changes to the support offered.
Parents are invited to a termly parents evening with the class teacher to discuss their child’s progress and attainment. Where a teacher identifies that a student is not progressing as expected, they will invite you to a pupil progress meeting at an alternative time so that more time can be given to discuss any concerns and agree actions to support the child.
If a child has an EHCP parents are invited to attend review meetings at least three times a year with the SENCO and class teacher. One of those meetings will be the student’s Annual Review to which parents will be invited and all staff involved with the student contribute to the Review. The students will take part in these meetings and will also be expected to contribute.
The first point of contact should parents/carers have concerns about their child’s progress is their class teacher. Students’ exercise books are marked regularly and detailed feedback is given to students where appropriate. Parents are encouraged to look at these books with their children during open class sessions.
Symondsbury has developed a number of established relationships with professionals in health and social care and locality services. All external partners are vetted in terms of safeguarding.
The school regularly refers to outside agencies such the Educational Psychologist, Behaviour Support Team, specialist teachers such as the Sensory Specialist teacher or EAL (English as an Additional Language) advisory teacher, Speech and Language Support, Hearing and Vision Support Services and Occupational Therapy and the Paediatric Team (when a child has been referred to their service by their local doctor). We also work with on occasion the locality team which enables us to signpost parents to support groups and courses. We follow a graduated approach as outlined in the SEN Code of Practice, seeking advice from these outside agencies when previous school actions have been reviewed and further support and advice established as an appropriate next step.
All teaching staff have qualified teacher status. A number of teaching assistants have undertaken additional training to be able to support children with emotional needs, speech and language difficulties, physical needs, maths and literacy. The Special Needs Co-ordinator (SENCO) is experienced and is a qualified teacher. She holds the National Award for SEN coordination. Time and money are invested in training staff to improve quality first teaching and develop enhanced skills and knowledge for the delivery of additional interventions. All classes also have SEN files with good practice ideas and overviews of a range of SEN needs and throughout the year there are opportunities for staff to be trained in a wide range of specific SEND needs.
There are a range of activities and visits provided by the school and all visits are available to all students. School policy promotes inclusion, where possible, of all our learners in all aspects of the curriculum including activities outside the classroom. The school consults with parents and health professionals to make access arrangements for SEND students so all can participate in school visits and outside learning. All staff organising visits are trained and complete risk assessments. Where there are specific issues regarding safety and access for individuals, further plans are put in place to ensure needs are discussed and planned for (using risk assessments) in consultation with parents.
Symondsbury Primary School will work with parent/carers and young people to identify and address needs within the school, in collaboration with other services as necessary.
The school already has physical access to most areas within the building, which is on ground level and outside play areas.
There are disabled toilet facilities.
Children starting school for the first time, meet their Reception teacher in their pre-school settings and are invited to a sequence of transition days in the summer term where they can meet staff, get to know their class and the wider school environment. If a child joins the school from another setting, parents are invited to meet the head teacher and staff and tour the school before their child starts.
Symondsbury has good links with the local secondary schools and children are offered sports, arts and music opportunities at the secondary school at different points during their primary years. In Year 6 they follow a transition programme where secondary school staff visit the school and then children attend days at the secondary school during the summer term. For children with specific SEN needs an enhanced transition package is available if needed. A summentor project also runs during the summer holidays where children work with pupil mentors and members of the locality team.
The school has a designated SEND budget which is used at the discretion of the Headteacher and Governors to provide quality first teaching and interventions which are tailored by need.
Working with the student, their families and other staff, assessment data is used by the SENCO to consider the course of provision that will best match the student’s needs.
The SENCO oversees all additional support and regularly updates the SEN Governor.
Student’s progress is continually monitored and reviewed at the annual review meeting. Any changes to support will be detailed and implemented, if necessary. Progress will be measured against termly agreed and reviewed outcomes and academic progress. The pupil, parents and other professionals involved in provision for the student are requested to share their views for the annual review meeting.
For children with EHC Plans an Annual Review is arranged to discuss the child's progress and provision and whether the Plan continues to accurately reflect the child's needs.
Symondsbury Primary seeks to build positive working relationships with all parents as the school recognises the importance and impact of parental involvement. Communication is vital to success.
The school welcomes the active participation of parents in supporting learning; attending events and consultations and keeping school informed of developments.