Special Educational Needs Information report

Greswell Primary School

SEN INFORMATION REPORT – July 2015 

  1. What kinds of special educational needs do we make provision for in our school?

 At Greswell Primary School and Nursery, children are at the centre of everything we do. We aim to give our children the best possible opportunities and learning experiences, enabling them to reach their full potential. We aim to ensure that the children in our care are equipped for life-long learning as responsible citizens in an ever – changing, diverse local and world – wide community.

We believe that everyone has the capacity to become great if they have the courage to challenge themselves. By nurturing creativity, enjoyment and ambition; this policy supports our responsibility to make this happen.

 The broad areas of need as detailed in the SEN Code of Practice (2014) will be followed. These are;

  • Communication and Interaction
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

These four broad areas give an overview of the range of needs that we plan for. All staff have relevant training matched to the individual needs of our children.

  1. How does our school know if your child needs extra help?

 Parents know their children best. If you think your child may have special educational needs please make an appointment to see their class teacher and/or SENCO for a discussion about your concerns. Do not delay; early intervention can make significant difference. At Greswell Primary School we strive to always work in a close and mutually supportive partnership with parents. In the first instance the class teacher will closely monitor and assess children. Teaching and learning assistants (TLA’s) often assist the class teacher in meeting all the children’s needs but we try to encourage children work independently or with other children rather than become dependent on adult support. Parents and carers are always involved in these decisions. If there is a cause for concern after this period then the class teacher will complete an SEN concern sheet and pass this on to the SENCO alongside a discussion with parents about these concerns.

Further assessments and screening may be done by the SENCO to pin point the nature of the difficulty.

A Pupil Provision Map (PPMap) detailing the additional needs will be drawn up with targets designed specifically for your child’s needs. If progress is not made despite specific interventions then the SENCO will ask parental permission for outside specialists for further advice and expertise e.g. Pupil Support Services, (CLASS, MAAT, BLIS EMAT) Educational Psychology Service, Speech and Language and CAHMS and Occupational Therapy.

Early identification is vital and outside agencies can offer advice on the provision of intervention strategies. The class teacher will inform parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.

The class teacher and the SENCO will assess and monitor the children’s progress in line with existing school practices; they will then work closely together alongside parents to plan an appropriate programme of intervention and support.

The assessment of children reflects, as far as possible, their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators (PIVATS).

All staff, teaching and nonteaching receive SEN training on a regular basis. When a child with a specific need joins the school, training is organised so that the child is fully included into the school environment.

3. Who can you speak to at our school if you think your child may have special educational needs?

  •  Your child’s class teacher
  • Miss Taylor (SENCO)
  • Mr Cooper (Head Teacher)
  • Lis Rodgers (SEN Governor)
  1. How do we know what progress your child is making and how will we keep you informed? What the school provides.

 Parents contribute and take part in Annual Reviews and receive copies of all relevant paperwork concerning their child. Pupils are also asked to make a contribution to the review. Pupil Provision Maps are produced termly or half termly depending on the circumstance and pupil. The school operates an Open Door policy with regards to any concerns a parent may have.

All children on the SEN register have a Pupil Provision Map written by their class teacher; this provides the child with targets to achieve on either a termly or half termly basis. The Pupil Provision Maps are signed and approved by the parent and reviewed regularly to assess if targets have been achieved. Teachers differentiate work appropriately to ensure all children are included in their lessons. Pupils’ progress is monitored throughout the school by the teacher, SENCO and Assessment Co-ordinator.

The monitoring criteria include:

  • Analysis of pupil tracking data and test results for individual pupils and cohorts
  • Value added data for pupils on the SEN register
  • How well identification and assessment procedures have ascertained pupils’ needs and contributed to future success
  • Ascertaining parents/carers views on how effective they believe provision to have been
  • Evidence from Ofsted inspection reports
  • School development plan

Mrs L Rodgers is the named governor for Special Educational Needs. The governor works closely the SENCO and regularly discuss the effectiveness of SEN provision. Parents are informed about their child’s progress twice a year, on parent’s evenings. Also, there are additional meetings to set targets for PP maps. Parents may contact their child’s class teacher and the SENCO anytime they wish to discuss the progress of their child.

Please see SEN Policy on our website.

 5. How will our school support your child and how will the teaching be adapted to meet their needs?

The class teacher will provide teaching and activities to match the levels of learning of all children in the class. This is known as differentiation. Sometimes, additional resources will be provided to support children’s learning, for example, writing slopes, pencil grips, dictaphones, sensory objects and visual time tables etc. Teaching and Learning Assistants may also be used to support your child. If your child has been identified as having SEN then provision will be tailored and the support aids will be provided.

Mrs Rodgers and Mrs Glover carry out Risk Assessments where necessary. Teachers supervise children at playtimes. Lunchtime support staff supervise children in the play areas at lunch times. Children with an EHC are supported over break-times if the EHC specifies this is required.

On school trips, the correct ratios of adults to children is adhered to and, if necessary, additional adults are taken to ensure safety.

Please refer to our SEN Policy and Accessibility Plan for detailed provision for children with SEN.

  1. How are decisions made about the type and how much support my child will receive?

We have a budget for SEN that is allocated each financial year. This money is used to provide additional support or resources that children with SEN will need. If school cannot meet your child’s needs through existing resources, then a submission the Education and Health Care Panel may be made.

  1. How will our school help you to support your child’s learning?

We actively encourage parents to be involved in their child’s learning. Your child’s class teacher and or the SENCO will be happy to advise you on how to support your child’s learning. As well as homework, daily reading with parents or an older sibling can help.

  1. What specialist services and expertise are available or accessible through our school?

We work closely with the following agencies from Pupil Support Services to help support your child’s needs:

  • Advisory Teachers, Equality Multi-cultural and Access Team (EMAT), Behaviour for Learning and Inclusion Services (BLIS) Communication Language and Autistic Spectrum Support Service (C.L.A.S.S) Visual Impairment and Hearing Impairment.

As well as:

  • Common Assessment Framework professionals (CAF)
  • Child and Adolescent Mental Health Services (CAMHS)
  • Educational Psychology (EP)
  • Education Welfare Officer (EWO)
  • Occupational Therapy (OT)
  • Multi – agency Autism Team (MAAT)
  • Speech and Language Therapy Service (SALT)
  • School Nurse
  1. How are the staff in school supported to work with children with special educational needs and what training do they have?

 At Greswell Primary School we cater for children with a wide range of special educational needs, complex needs and disabilities. The Special Educational Needs Coordinator has completed the National Award for Special Educational Needs Coordinators (NASENCO). Staff regularly undergo training in a number of supportive strategies and approaches. Our training is sourced from a range of Local Authority and independent trainers, as well as in-house training. We aim to ensure that we continue to develop expertise according to the needs of the children in our school.

  1. How will our school ensure that your child is included in activities outside the classroom, including physical activities and school trips?

Greswell School Primary is an inclusive school. All steps will be taken to ensure your child can take part in clubs and educational school trips. Risk assessments are carried out and procedures put in place to ensure your child can participate.

  1. How will our school support your child’s overall wellbeing?

When children enter our school in Reception, a phased entry takes place to ensure the children settle into school routines well and make friends easily. When children enter our school in other year groups, the class teacher will assign them with a buddy to look after them on and build friendships. Greswell Primary School has a managing medicines in a primary school policy. There is a clear procedure in place if children need medicine during the school day.

If your child has a medical need then a Health Care Plan is prepared in consultation with you and the appropriate medical practitioners. Teaching and support staff are kept regularly up to date with First Aid Training to ensure staff are familiar with what action to take in the event of an emergency. If required, further training would be organised to ensure staff were aware of conditions such as diabetes or allergies that required the use of an Epipen. Although there are no health professionals on the school premises at all times, the school does have access to a nurse who visits on a regular basis. The nurse provides talks and medical checks for children throughout the school including e.g. heights and weights, healthy eating and puberty. She also attends additional meetings with parents where necessary.

Parents must phone school if their child is going to be absent. Your child’s emotional wellbeing is very important to us. Please contact your child’s class teacher, SENCO or the Head Teacher if you have any concerns about your child’s emotional well-being.

  1. How accessible is our school both indoors and outdoors for children with special educational needs?

 Disabled facilities include:

  • Accessible toilet
  • Sloping entrances

Please see the Accessibility Plan on our website for further details.

9 classrooms are on the same level however 4 are only accessible via a staircase. There are accessible parking spaces available for the public and disabled persons and disabled toilets are available for wheelchair users if the need should arise. Information such as policies are available on the school website. Parents receive weekly newsletters; these are also published on the website. Furniture is of a suitable height appropriate to the age group of children being taught in that classroom. The school has a range of ICT programs for pupils with SEN in addition to computers, headphones and interactive whiteboards installed in every classroom. A set of iPads and netbooks are accessible for children at all times if required. We have access to visual symbols, pictures and signing resources; these are used throughout the school to include children with SEN.

  1. How will our school prepare and support your child when joining our school and when transferring to a new school?

Staff from the school will meet with you and your child prior to them starting at Greswell School, whether your child is beginning Reception or joining our school later, in a different year group or the transition from primary to secondary school. We will gather as much information as possible that we can use to help us prepare for your child starting our school. There are a number of additional ways we can also help your child’s entry. These include:

  • Home visits,
  • Transition Booklets
  • Liaison with your child’s prior school or early years setting.
  • Relevant staff visits to early years settings.

Liaison with preschool or Year 7 SENCO. When a child moves school there is a high level of communication between both schools making sure the new school is fully aware of the needs of your child and the support we successfully used with your child here.

  • We have close links with a number of local schools. The SENCo’s, teachers and teaching and learning assistants (TLA’s) liaise closely in the build up to transition.
  • We will offer to take your child on additional visits to ensure they are feeling familiar and confident about the impending move.
  • All children have transition visits where they spend time in their new classrooms with their new class teacher.

 

  1. Who can you contact for further information? (Regulations 9 and 13)

Here are a list of people you can contact via the school –

Mr J Cooper – Head Teacher

Mrs A Baxendale – Assistant Headteacher

Mrs D Whiteley – Assistant Headteacher

Mrs L Smiley – Assistant Headteacher

Mrs L Rodgers – Pastoral Manager / SEN Governor

Miss L Taylor – SENCO

Tameside’s Local Offer sets out a range of support and services available to you and your child:

www.tameside.gov.uk