Special Educational Needs and Disabilities

 

HASLINGFIELD PRIMARY SCHOOL SEND INFORMATION REPORT

 

Cambridgeshire LEA schools adopt a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. Haslingfield Endowed Primary School aims to be as inclusive as possible; the needs of pupils with SEND being met in a mainstream setting and where possible, with parental support and involvement.

 

Haslingfield Endowed Primary School is a mainstream Local Authority school, which has an inclusive approach to ensuring that all children have the opportunity to reach their potential. For the majority of pupils, their needs will be met by our provision of a well-balanced, carefully planned and differentiated curriculum in which skilled and diverse teaching strategies are employed. Some pupils will require some degree of extra support in their learning for varying periods of time, according to their level of need. The school recognises that some pupils will need more specialist and targeted support to engage fully in school life and meet their full potential, thus they will be offered a more personalised approach and programme to learning.

 

We provide for pupils who have Special Educational Needs in one or more of the following areas:

  • Communication and interaction;
  • Cognition and learning;
  • Sensory and/or physical;
  • Social, emotional and mental health.

 

Children with SEND are included in all areas of school life wherever possible; including all activities before and after school and every opportunity is taken for children with additional needs and those without to work alongside each other. Discussion with parents and carers always takes place if school staff believe that a child cannot take part in an activity due to their wellbeing.

 

Roles and Responsibilities of the Class Teacher

The class teacher is responsible for:

  • Identifying any areas where the child has an unmet need and highlighting this to the school’s SENCo;
  • Adapting the curriculum to ensure the child’s needs are met in an inclusive way;
  • Monitoring the progress of each child during all teaching activities, identifying and planning further support either in the classroom or through an individual or group intervention;
  • Contributing to IEP Target cards that prioritise and address the next steps the children need in order to make progress.

The class teacher will adapt the curriculum to meet the needs of all individuals in the class. ‘Quality First Teaching’ strategies are employed to ensure everyone can access the lessons, to include:

  • In Numeracy: Numicon, multilink cubes, bead strings, number lines and number squares;
  • In Literacy and all written work: Dyslexia-friendly approaches to include word banks/mats, writing frames, sentence starters, whiteboards and notebooks;
  • Task planner with steps broken down;
  • Visual timetables;
  • Electronic equipment such as Ipad, class computer and Dictaphone;
  • Quiet work station;
  • Mind-maps, structured paper and pictorial representations;
  • Small group work with the class teacher or TA.

 

The role of the Special Needs Co-ordinator

The school SENCo is responsible for ensuring that class teachers carry out their role in supporting children with SEND to the best of their abilities. They have a supervisory role that includes co-ordinating provision for children with SEND and monitoring the effectiveness of such provision in conjunction with the class teacher.

 

The SENCo liaises with external agencies to access specialist support for children with complex needs and filters through training and resources that may be beneficial to teachers who need to provide personalized approaches to learning.

 

The role parents and carers have in supporting their child

At Haslingfield we believe that parents and carers are essential in ensuring their children reach their potential. We always encourage parents to speak to staff regularly about their child’s progress and communicate any concerns as soon as they become apparent. We firmly believe that strong partnerships between school and home are vital to the success of any provision made for children with SEND.

 

As well as engaging in school events parents are involved in their child’s education by:

  • Attending parent consultations and open-door evenings;
  • Receiving, reading and signing progress and target reports;
  • Supporting homework tasks;
  • Responding to invitations to discuss, review and plan future support for those with additional needs;
  • Contacting the class teacher in the first instance when a concern arises.

 

The role of SEND children in their education

Children are made aware of their achievements related to their intended learning outcomes level. Children with SEND are given the opportunity to review their support plans and discuss with staff their understanding of how they need to improve further.

 

Children have opportunities on a daily basis to discuss their feelings, thoughts and any concerns with adults in the school. Most children prefer to chat to their class teacher or teaching assistant, however there is also a ‘worry box’ where children can post a note if they feel unable to verbalise how they feel.

 

How are children with SEND identified?

The school uses a number of approaches to identify those children that have additional needs. Some of the strategies are:

  • Liaison with previous schools;
  • Concerns from parents;
  • Termly assessment data;
  • Liaison with outside professionals e.g. specialist medical staff;
  • Observations by staff in a variety of settings including the playground.

A child is then identified as having SEND if:

  • They fail to match or better their previous rate of progress;
  • They develop a specific need which cannot be rectified through normal classroom practice;
  • Their progress is significantly slower than that of their peers, resulting in them being more than a year behind.

The class teacher will, through consultation with parents, discuss any concerns with the SENCo and make the appropriate provision for that child. Any additional support that is required will be monitored and reviewed on a regular basis.

 

Children who are slightly behind their peers may only require some extra support in class to enable them to closes gap in their learning or to reinforce newly-taught skills. Others, for example, may need a change in the way lessons are delivered to them and may need different ways of recording their work.

 

What happens if my child requires SEND support?

When children are identified as having SEND, the school considers a variety of approaches in order to meet the child’s needs. The support plan is decided upon collectively by the class teacher, parent and child, overseen by the school SENCo.

 

 Some of the support that is offered may include:

  • Personalised differentiation within curriculum areas;
  • Access to additional adult support in lessons;
  • Access to social support in a group setting;
  • Specific personalised support delivered individually or in small groups according to need;
  • Access to specialist provision from external agencies such as speech therapist, school nurse educational psychologist, etc.

When needed, adaptations can be made to include children to the best of their ability in the mainstream classroom, for example specific seating due to visual impairments or other physical needs.

 

The school SENCo may consider an application from a parent wishing to propose a volunteer to work in a supportive role within their child’s classroom. Volunteers would provide support under the direction of the class teacher and SENCo to meet the targets identified within target cards and those identified within whole class teaching; this may include a named child working individually or within a group. They will be required to fully meet the school’s standards for volunteers and safe recruitment.

 

All children who require SEND support have a target card which addresses their specific needs, in the form of smart targets which are achievable over short timescales. Targets are formulated through the ‘Assess, Plan, Do, Review’ cycle which is outlined below.

 

Assess

Class teachers will assess a variety of information they have about the child and will arrange a meeting to discuss this with parents. A team approach is taken in order to gain a whole picture of what the child’s needs are and the child will be placed on the SEN register

Plan

The class teacher will meet with the child and his/her parent to discuss what strategies they intend to use in order to meet the child’s needs. Targets will be formulated and parents will sign the target card as an agreement that the support required is appropriate.

Do

The agreed support is put in place and monitored by the school SENCo. Support will be carried out by both the class teacher and TA, and if appropriate, an intervention group that runs outside of the classroom may be required.

 Some targets may involve participation in an intervention or booster group to target specific areas of learning. Examples of these are:

  • Literacy: Jolly phonics, Focus on SPAG, Acceleread/Accelewrite, Dandelion readers and Project X Code;
  • Numeracy: 1st Class at Number, RM Maths and Numicon;
  • Communication and interaction: Time to Talk, Lego Therapy or Spirals;
  • Sensory/physical: Sensory Circuits and 5 a day;
  • Social, emotional and mental health: circle-time and individual or group self-esteem/confidence group.

These interventions are usually carried out by a trained TA in consultation with the school SENCo.

Review

Parents and teachers will meet to review targets, once a term or whenever a target has been met or a new target has been identified.  The child will be actively encouraged to take part in the review and will be involved in identification of next steps and the setting of new targets. The SENCo may be involved in this meeting, especially if inadequate progress has been made.

 

Review of progress and support

All children’s progress is constantly being assessed and this is the same for children with SEND. Children’s progress is assessed by performance in lessons, assessments, engagement within school life, relationships within the school community, behaviour around the school and observations from outside professionals. Support for children with additional needs is reviewed on a termly basis and parents and carers are encouraged to take part in these reviews through conversations with school staff.

Specialist support

If a child has gone through the ‘Assess, Plan, Do, Review’ cycle and does not make progress, then the advice of external agencies will be sought. The SEND Specialist Service (formerly Specialist Teaching Team) can be accessed, with parental permission, to assess what more can be done for the child. New strategies may be identified and carried out, using the previously mentioned target card system.

If additional services are required, then the Common Assessment Framework (CAF) process will be initiated. The CAF is a document which details the child’s difficulties and what strategies have been used in the past. This forms a gateway to additional help from specialist local services. These services include:

  • Speech therapists
  • Occupational therapists
  • School nurse
  • Educational psychologist
  • Specialist teachers (e.g. ASD, Dyslexia, Dyspraxia, etc)

 

Most children who need specialist support, improve once precise strategies have been put in place, however, some need extra help through an additional adult in the classroom. In this instance the school and parents, along with specialist services, would apply for an Education and Health Care plan (EHC) which would enable the school to fund an additional adult in the class to support the child on a longer basis.

 

EHC plans

An EHC plan is for children and young people aged 0 – 25 and is for children with complex needs that cannot be met by the support put in place by their school or college.  It focuses on identifying individual outcomes and puts children, young people and their families at the centre of the assessment, planning and review process. EHC Plans have the same protection in law as a Statement of SEN. 

 

Parents or carers, young people over the age of 16, early year’s settings, schools, colleges and any professionals working with a child or young person can request an EHC needs assessment.

Once the Statutory Assessment and Resources Team (START) receive a request, they will gather information about the child or young person’s needs and the support that is already in place for them. Parents, carers, the child or young person, their school, college and any of the professionals working with them already may be asked to provide information.  This process of gathering information will usually take four weeks (20 working days) but may in some circumstances take six weeks (30 working days).

When all the information has been gathered a decision whether to carry out an EHC needs assessment will be made. This decision will be made by the Local Authority following discussion with the EHC needs assessment panel who act as an advisory body. The panel is made up of Senior SEND officers, head teachers and senior representatives from Social Care and Health.

If the panel agrees that your child is eligible for a plan an EHC needs assessment will be completed.   If the panel decides that your child is not eligible for a plan, START will contact you to explain why an assessment will not be carried out. They will make sure that you are aware of other sources of support and can meet with you to discuss the decision. If you are not happy with this decision, you can take part in disagreement resolution or mediation services.  

There are statutory timescales for all local authorities. The process from requesting an assessment to issuing an EHC Plan can take up to 20 weeks.

 

Training

Staff are constantly undergoing training and professional development to update their skills and knowledge, most of which happens in-house during staff meetings. More recently, staff have had training on the new SEND reforms and Dyslexia-friendly classrooms. However, each new academic year, staff are reminded of good practice and are given updates on school practices and procedures that they need to implement as part of the everyday running of the classroom.

 

Admission

If your child has a disability he or she will be treated equally to other applicants for admission. Prior to admission there will normally be a discussion between the parents, the Head Teacher and advisers to determine what needs there may be. Haslingfield School recognises its duties under the Disability Discrimination Act 2005, and the governors’ intention is that the needs of all pupils are identified and met as soon as possible. We have completed measures to increase access to the school by pupils with disabilities; our school is all on one ground-floor level which includes ramp access and a chair lift. There are toilet facilities for disabled children.

 

Transition

At Haslingfield we are aware that all children find key transition points tricky, whether it be from Foundation stage to KS1, KS1 to KS2 or from Primary to Secondary school. Time is spent with all children to prepare them for these transitions and this is no different for children with SEND.

Sometimes children with SEND require additional preparation and settling in time and we have strategies and procedures in place to make this as easy as possible. We liaise with parents and external agencies to ensure the support we provide during these transition periods is appropriate. We also have good links with the secondary school SENCo, who ensures they get to know the child and their parents as much as possible.

 

Contacts

If a parent or carer has a concern about their child, the first and best port of call is their class teacher either by a quick word at the end of the school day, or through contacting the office to make an appointment.

 

If a parent or carer has questions or concerns relating to the school’s SEND provision or procedures, they should contact the school SENCo for further information. Alternatively, the Headteacher can be contacted if the SENCo is unavailable.

 

For a copy of the SEND letter to parents please click here

For a copy of our accesibility statement please click here

For more information on the new code of practice and the local offer see http://www.cambridgeshire.gov.uk/send