Shotley CP School’s offer for Special Educational Needs and Disabilities (SEND)
Shotley Community Primary School is an inclusive school and is committed to supporting children with SEND.
- The SENCo (Special Educational Needs Co-ordinator) is Ms Anna Sterling
- The Governor for SEND: TBC
- The Designated Safeguarding Lead is Mrs Rebecca Newton Alternative Designated Safeguarding Leads are Mrs. Durrant and Ms. Sterling.
For an overview of our offer you can download the following document from here.
All schools are required to publish our SEND information report on our website as stated in the SEND Code of Practice 2015. This is our contribution to the ‘Local Offer which details the services available for children and young people with special educational needs and disabilities (SEND). Most children and young people (up to the age of 25) with SEND will have their support provided through services listed in the Local Offer. These services are provided by many local organisations, which include education, health and social care services. Further information can can be found from Suffolk County Council.
Shotley CP School’s SEND Information Report for 2018-2019
What are the main categories of SEND?
Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health; Sensory and /or Physical.
How does the school know if your child needs extra support?
We note the following:
Definition of Special Educational Needs
The term Special Educational Needs (SEN) has a legal definition which is set out in the Education Act 1996 and the Children and families Act 2014. It applies to children who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most other children of their age.
Children and young people who have SEN tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have special educational needs
Special educational needs (SEN) that affect a child’s ability to learn can include their:
- Behaviour or ability to socialise
- Reading and writing, eg they have dyslexia
- Ability to understand things eg. speech and language difficulties
- Concentration levels, eg they have Attention Deficit Hyperactivity Disorder
- Underlying mental health issues leading to challenging, disruptive or disturbing behaviour.
- Physical needs, such as vision or hearing impairment, or sensory needs.
Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age.
With the above in mind, children are regularly assessed at Shotley as soon as they start school and if progress is not as expected, or progress or behaviour changes, then the child’s progress will be monitored and teaching and learning strategies will be put in place to support your child. The teacher will let you know as soon as this is the case. Sometimes a need has been identified at pre-school level and provision to support this need, alongside a planned transition, will be put into place.
What do I do if I think that my child has a special need or disability?
First talk to your child’s class teacher who will liaise with the SENCO. If you still have concerns talk to the SENCO, Ms Sterling, directly.
How will Shotley CP School meet my child’s needs?
Teachers will differentiate the curriculum and plan activities and include a variety of resources, including the use of any additional adults, to support each child so that they are able to achieve (personalised learning).
If teaching is having little impact on progress, and your child has difficulty in Reading, Writing or Maths, or has Social or Emotional and Behaviour difficulties, then further assessments, observations and interventions will be planned by the SENCO in collaboration with the class teacher and parents are fully informed of this and how they can also support their child.
Targets will be set in an Support Plan and shared with you. Suggestions for supporting your child will be included and will be imperative in helping your child achieve their full potential. These suggestions may include investigating other considerations such as taking your child for a sight or hearing test.
If teaching assistants are available in class, they may be deployed to work with targeted children in group activities within core lessons
Target setting in support plans will be monitored and used to aid planning. Pupil progress will be monitored and new targets set and reviewed with parents.
We consider it important that we know what you child is doing at home and that we can tell you about what we are doing in school. This is to ensure continuity in the support your child receives.
Children who require support that has been identified by Occupational Health will have provision made, such as gym trail, or resources given such as a sloping desk.
Reasonable adjustments can be made in the school environment, for example, each class has a sound-fill system for those who have hearing difficulties, and access for wheel chairs into and around the school.
Shotley CP School is committed to carry out ongoing training for staff to meet the needs of the children in school, for example, speech and language courses, course for meeting children with dyslexic tendencies, or training staff in how to use Makaton.
How will Shotley CP support the social and emotional development of pupils with SEND?
We recognise that pupils with SEND may well have an Emotional and Social Development need that will require support in school.
The Emotional Health and well-being of all our pupils is very important to us.
We have a robust Safeguarding Policy in place; we follow National & Local Authority Guidelines.
Additional referrals to other agencies are completed as necessary.
We have robust Behaviour and Anti Bullying Policies.The Head and ll staff continually monitor the Emotional Health and well-being of all our pupils; this may be for example, via pupil questionnaires or the school suggestion box of from day to day monitoring.
How will the school know if my child is making progress?
Progress is continually monitored by the class teacher and at least half-termly by the SENCO, with formal assessments made termly to ensure that the intervention is making an impact.
Overall progress is shared with the senior leadership team on a termly basis where teachers discuss the progress of all their children in their class. Other factors such as attendance, engagement in learning and behaviour will also be reviewed.
If interventions have had little or no impact, then it is likely that, with your consent, your child’s needs will be discussed with other professionals where available.
Further support from external agencies may be required and a referral will be made, such as to the Speech and Language Service. You will be fully informed of this and your consent will be required. If a referral is successful (dependent on level of need and vulnerability) you will be welcome to meet the visiting professional with prior arrangement. A report is written and shared with school and yourselves, and actions suggested undertaken by teachers and support staff.
How will I know if my child is progressing?
Parents meetings are held in the Autumn and Spring term with a written report in the summer term, with the option of meeting the teacher.
Support Plans are reviewed with you at these parent meetings, or just before, but they can also be reviewed sooner, depending on the targets or if there are new concerns or if a need has been met.
Teachers are also available in the playground before and after school for informal chats.
Further appointments with the class teacher and/or SENCO can be made that are mutually convenient to everyone.
The progress of children on a Statement or an Educational Health Care plan will be reviewed formally annually, where you will be invited to attend along with other professionals and staff who work with your child, and a report of the annual review will be written and sent to Suffolk County Council who review the provision and decide whether it remains appropriate or should be amended.
Children with significant need
Children with marked difficulties such as those who show significant Autistic behaviours will be assessed by professionals such as a paediatric team at the hospital via the GP rather than the school. This will inform any further actions for example, the implementation of an Educational Health Care Plan and will trigger further funding for school and possible 1:1 support, either part time or full time.
Very occasionally a referral may be made for education at an alternative specialist setting and this would be done in full collaboration with families and the relevant professionals.
How will the school support children who are looked after?
Children who are looked after are fully included in all aspects of school. Staff working with children are briefed where relevant on their needs and background and the school believes working closely with the carers of the children is of the utmost benefit to the child. The Headteacher is the designated teacher for Looked after Children and works alongside the SENCO and teaching and support staff to support the child. We work closely with the Head of the Virtual School which is in place to support children who are looked after. Staff have also received additional training.
What specialist services are accessible to Shotley CP School?
- Speech and Language Therapy (SALT) team
- English and an Additional Language (EAL) team
- Educational Psychologist
- Outreach for children diagnosed on the Autistic Spectrum (ASD)
- Outreach for Specific Learning Difficulties (Dyslexia)
- Pupil Referral Outreach (Behaviour and Self-esteem)
- CAMHS (Child, Adolescent Mental Health Services)
- Educational Welfare Officer
- Special School Outreach
- Advisory Support teacher for Hearing or Visually Impaired.
Please note that some services are only accessible for the most vulnerable children.
How does Shotley CP School help me support my child’s learning?
The following are ways in which the school supports parents in understanding what their child is learning and how to support them further:
- Curriculum newsletter
- Monthly newsletter
- Training on school methods
- Curriculum open mornings and events
- Coffee mornings
- Website information
- Support plans with targets with suggestions for support at home.
- Positive Parenting workshops
Some children and families may require individual support such as a home-school log or positive reward system which helps form continuity between home and school and which supports regular communication.
How will my child be included in all activities?
Shotley CP will make any reasonable adjustment to ensure that every child is able to access the creative curriculum, class trips and visits. We do this by working with parents and carers and to put in any preparatory work, for example, visiting a site before hand and ensuring accessibility meets the needs of a child, or making a photo book for a child who is anxious of change. All trips are risk assessed and children’s additional needs included and met.
All children are included in performances and school sporting events, and extra-curricular clubs, and adjustments where necessary.
How will we support your child when they are leaving this school?
In Year 6:
- The SENCO and Year 6 teacher will attend Primary Transition Days and your child will be able to meet teaching staff who will be working with them.
- A further SEND transition day may be organised for your child to meet the Special Needs Team at the high school. In some cases staff from the new school will visit your child in our school and extra visits by your child can be made.
- The SENCO will discuss the specific needs of your child with the SENCO of their secondary school.
When moving classes in school:
- Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher.
- If your child would be helped by a book to support them understand moving on then it will be made for them.
If your child is moving to another school:
- We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that needs to be made for your child.
- We will make sure that all records about your child are passed on as soon as possible.
Pupils with medical needs
Staff training is given by the school nurse at the request of the school and a detailed health care plan is written in collaboration with parents/carers. This is shared with all staff who work with the child.
How is the school accessible to children with SEND?
Wheel chairs are accessible through four entrances around the school and there is an internal ramp to allow access up the small number of steps between key stages 1 and 2. There is a disabled toilet. Each classroom has a sound fill system for those with difficulties in hearing. The hall has a hearing loop. Most of the staff are first-aid trained.
How does Shotley CP evaluate the effectiveness of the provision for pupils with SEND?
We continually monitor the progress of the children and what may be working for them or holding them back. We will seek ways to support a child with SEND more effectively if expected progress (for that child) is not being seen. We may seek further training or advice in order to support a child further.
How will the school handle complaint about SEND?
In the first instance, parents should discuss particular problems with the class teacher who will make every effort to resolve them and speak to the SENCo if necessary.
Continuing concerns may be referred to the Headteacher, who will liase with all parties to negotiate an agreement.
The ASSET General Complaints Procedure can be found through the link on the Policies tab where you can download the complaint policy.
If, at any stage, parents are not happy about the LA decision concerning their child, they should consult the Headteacher who will put them in touch with the appropriate person within the LA.