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SEND Report 2017

At our school we aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. We support all children to achieve their full potential. We take into account the different backgrounds, experiences, interests and strengths which influence the way in which pupils learn when we plan our approaches to teaching and learning. We recognise that some pupils will have particular learning and assessment requirements that will create barriers to learning if we do not address them through special arrangements. Some children will need additional support to achieve their targets.

The information below sets out what is normally available to help children and families with SEND (Special Educational Need & Disability) at Stone with Woodford C of E Primary School.

HOW HAVE WE IDENTIFIED CHILDREN WITH ADDITIONAL NEEDS?

Concerns may have been raised by parents/carers, teachers or the child when a child:

  • makes little or no progress
  • shows signs of difficulty in developing literacy and numeracy skills that result in significantly poor attainment
  • has persistent emotional and/or behavioural difficulties which continue despite behaviour management techniques generally used in the school
  • has significant sensory or physical problems that impact on their ability to learn
  • has communication and/or relationship difficulties which continue despite differentiated approaches to the curriculum.
  • If an outside agency contacts the school to raise a concern

WHAT ARE THE FIRST STEPS AFTER IDENTIFICATION?

  • Class teachers talk to parents and carers
  • Teachers and/or parents talk to our SENCo (Ms Ali Liddell)
  • Class teacher & the SENCo collate baseline information
  • Individual Targets are set forming a SEND or EHC plan
  • Referrals are made to an outside agency, such as, speech therapy, Educational Psychologist

HOW PARENTS ARE INVOLVED?

  • There are six formal meetings or report opportunities during the year
  • Teachers will always make time to talk to and listen to parents
  • Parents are involved in target setting during Individual Education Planning meetings.
  • If a parent is concerned about any aspect of their child’s progress or school life they are encouraged to talk to the class teacher or SENCo as soon as possible.

HOW HAVE CHILDREN BE SUPPORTED?

  • Each child will have an Individual Education Plan (IEP) to meet their needs planned by the SENco and their class teacher.
  • To achieve their targets children may need specific programmes; these may involve working individually or as a small group with a teacher or TA. Interventions are undertaken over a timed period and reviewed regularly to assess their effectiveness and inform future planning.
  • Children may need support with a wide raise of areas; behaviour, emotional, social or physical. For more complex needs we ask for support from experts in these fields.

HOW HAS THE SCHOOL PLANNED AND EVALUATED THE SUPPORT?

  • All additional support is recorded on the Provision Map. This chronicles the interventions, timings, cost and impact of the intervention.
  • Children with Statements or Education and Health Care Plans will have an annual formal review meeting to discuss their targets
  • Pupil progress meetings are held every term (six times a year). This is a meeting where the Head teacher and Class teachers meet to discuss the progress in each class. Any concerns for individuals are highlighted, discussed and additional support planned.

WILL OTHER PEOPLE HAVE BEEN INVOLVED?

  • Occasionally the school will refer children to an outside agency, such as, the School Nurse or Education Psychology, or ask parents and carers to refer through their doctors for speech therapy, hearing tests or to discuss a concern with a paediatrician. All these will be agreed with parents prior to any referral.
  • All the staff working with the child will have a copy of their IEP and copies of any reports etc. The teaching staff have regular SEND meetings to discuss children’s progress.
  • The school’s governors monitor the progress of SEND children as anonymised data, looking at the provision the school puts in place, academic progress, and any behaviour concerns. They will monitor the impact of our provision. The SENCo reports to the SEND governor regularly and undertakes a SEND Audit annually.

HOW HAS THE CURRICULUM BEEN MATCHED TO THE CHILDREN’S NEEDS?

  • All children with additional needs have their work carefully differentiated by the class teacher to enable them to access the curriculum.
  • Children may be supported by a TA within the classroom.
  • All children with additional needs have targets set termly on their Individual education Plan (IEP). Targets are set according to their need, these are monitored by the class teacher and discussed with parents termly.
  • If needed specialist equipment can be used to support children access the curriculum, e.g. sloping boards, pencil grips, magnifiers and large print books.
  • Staff will receive relevant training to meet the needs of children

HOW HAS THE CHILD BE INVOLVED?

  • The child is invited to talk in Statement Review/Education, Health, Care plan meetings
  • The child is involved in individual target setting.

HOW CAN PARENTS HELP?

  • Support with home tasks, and encourage their child to meet their individual targets.
  • Talk about their learning
  • Attend the planned meetings with teachers, SENCo and other agencies.

WHAT INTERVENTION PROGRAMMES DOES THE SCHOOL RUN?

  • The school works strives to match the intervention to the child’s specific needs and continually looks for new approaches. Some of the interventions we use successfully include: Dancing Bears, Apples & Pears, Rapid maths, Rapid Read, Fast Forward Maths, Nessy, Single
  • Word Spelling programme, Fizzy Training, Catch up reading,, Precision teaching, Social stories, Time to talk, Talk Boost, Sensory boxes, Play therapy, Behaviour plans. 1 to 1 targeted support or group work
  • We have policies in place to support children with medical needs, such as, administering medicines, Intimate Care, and Behaviour Policy. Importantly we will always sensitively adjust our practice to meet the needs of individual children.
  • All interventions are monitored to assess whether they match to the children’s needs. Pre intervention levels are taken and these are used to assess the progress of individuals and groups and whether interventions are continued or a different approach is needed.

HOW DOES THE SCHOOL PREPARE CHILDREN JOINING OR LEAVING THE SCHOOL?

  • Smooth transitions between schools and educational phases is very important and staff from the joining or receiving school will communicate and often meet to discuss a child’s additional needs, behaviour and progress.
  • All children coming to the school will be given a ‘Buddy’ for the transition period.
  • We plan transition sessions for children moving to a different phase and children joining and leaving a school.
  • Children may be asked to make preliminary visits and staff will visit children in their current setting.
  • Parents are encouraged to make extra visits to the school to discuss the child’s needs.
  • We discuss additional needs and the support we have in place with Secondary Schools to ensure continuity. The SENCos from both schools will meet to discuss specialist provision.
  • Children with specialist needs may be supported by outside agencies providing, Mobility Programmes, touch typing lessons or other transition programmes.

HOW IS THE SCHOOL’S RESOURCES ALLOCATED TO SUPPORT CHILDREN WITH SEND?

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources as determined by the children’s needs.
  • This funding includes the 1.1 support identified in Statements and EHC plans.
  • Provision may change over the year after discussion with class teachers and assessment of a child’s progress. This could also be triggered by a concern raised by a parent, child or outside agency.

HOW IS THE DECISION MADE ABOUT HOW MUCH SUPPORT MY CHILD WILL RECEIVE?

  • Decisions are made in consultation with the class teacher, Senior Leadership and the SENCo. Decisions will be informed by progress data and results of assessments undertaken in school and by outside agencies.
  • Those children with a Statement or EHC plan have a right to receive the support identified in their plan.

WHERE CAN I FIND MORE INFORMATION ABOUT SEND AT OUR SCHOOL?

  • The SEND Policy is updated annually and is available on the Schools website, alternative versions can be requested in the school office.
  • Parents are welcome to visit the school and talk to Mrs Kim McCalmont (Headteacher) and Ms Ali Liddel (SENCo) or meet with class teachers to discuss a child’s specific needs.
  • Other useful policies, such as Intimate Care, Safeguarding, Public Sector Equality Plan are available from the school office.

Also see the Gloucestershire Local Offer here