We are a fully inclusive mainstream school and we strive to ensure that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.
1. The kinds of special educational needs for which provision is made at the school.
We are a mainstream Primary school and the majority of our pupils are expected to reach the learning goals for their age. A small number of our pupils do have special educational needs.
Children are identified as having SEN when their progress has slowed or stopped, or they are working 2 sub levels below their expected level for their age and the interventions, resources etc. we normally put in place do not enable improvement. We have specific plans and pupil profiles which help support children’s development and speed up their progress.
Typically, children with SEN in our school have difficulties with speech and language (including short term memory), learning generally (especially reading and/or writing), and social or emotional development. Children may also present with behavioural difficulties.
2. Information related to mainstream schools about the school’s policies for the identification and assessment of pupils with SEN.
Our class teachers closely monitor the progress made by all the children, together with the senior management team and SENCO, and ask advice from the SENCO as soon as they have concerns about any pupil. The SENCO helps class teachers to plan activities such as small group work or special programmes to help the child. If these activities don’t help the child to make improved progress, the SENCO might suggest other programmes or temporary additional support and/or interventions.
If the child still does not make improved progress the SENCO and class teacher will meet with parents/carers and together agree the additional SEN support that will be put in place and it may be that advice or assessment is sought from an external specialist service or the Warwickshire traded service EIS (Early Intervention Service).
As soon as your child’s SEN has been identified we will contact you and invite you to come into school to discuss plans to help him or her make better progress. We will meet with you termly to discuss the progress made against the targets set. Our Inclusion Policy will give you the information you need about how we make provision for all pupils with SEN. If you would like to discuss our SEN provision or find out more, please contact our SENCO, Mrs. Vicki Salmon.
3a. How the school evaluates the effectiveness of its provision for such pupils.
Teachers make assessment judgements at the end of every half term which are monitored closely by the Executive Headteacher, school improvement partners and the senior leadership team. Progress of every child within the school is a high priority. Progress will be reported to you during the year and any concerns raised with you directly. Attainment levels will be reported to you upon request and then formally in the Spring and Summer terms.
3b. The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs.
Review meetings with parents of pupils with SEN will take place in the second half of every term. During these review meetings we will discuss the progress made against the set targets, any problems/successes and also gather comments from the pupil, parents and class teacher. We encourage older children to attend these review meetings and become part of the process; younger children will be able to share their thoughts and feelings with the SENCO at another time which will be added to the paperwork. The child’s class teacher and the SENCO will be asked to attend these review meetings with parents and parents are welcome to bring friends/ family members for support if they feel they need it. The date for the review is always circulated in advance and the opportunity is given to re-arrange if the time/date is not convenient to them.
3c. The school’s approach to teaching pupils with SEN.
All teachers have the highest possible expectations for your child and all pupils in his or her class. All teaching is based on building on what your child already knows, can do and can understand. Your child’s teacher/s will put in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child. Your child’s teacher will also put in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable your child to access the learning task. All children in school receive this.
Your child’s teacher will have carefully checked on his or her progress to monitor if your child has gaps in his or her understanding/learning and needs some extra support in order to close the gap between your child and their peers. He/ She will plan group sessions for your child with targets to help your child to make more progress. These group activities might be led by either a teacher or a trained teaching assistant working from plans made by the class teacher.
Your child’s class teacher will give you more information about what the class is learning at the moment and how he/she is helping your child to make good progress. Many of our classes are dual year group, so years 3 and 4 may be taught together, for a year 4 child working on year 3 objectives this works brilliantly. For children working at lower aged objectives we do encourage them to work with their peers where possible although can teach children with processing and understanding difficulties with their academic peers.
There is more information about the school curriculum on our website at www.brailescofeprimary.org.uk Teachers send out an information sheet at the beginning of every term detailing the topic for the term and the areas of learning that the class will be studying.
3d. How the school adapts the curriculum and learning environment for pupils with SEN.
All of the classrooms within the school have external doors accessible by wheelchair and within school there are no steps as the site is on one level. The only steps are out onto the back playground but this area can also be accessed via 2 of the classrooms. The school also has a disabled toilet and shower facility. There is a dedicated room for working with children in small groups or on a 1:1 basis which is used by our designated SEN teaching assistant in the afternoons and our specialist teacher when she visits fortnightly.
3e. Additional support for learning that is available to pupils with SEN.
A specialist teacher working for the Early Intervention Service works in school on a fortnightly basis. We will always seek permission from you before she works with your child and will inform you if she is working with your child regularly. The Individual Education Plans that we put in place for each child on our SEND register will detail the support that is given to your child and the number of sessions that they will be working n small groups/on a 1:1 basis each week.
3f. Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum.
At Brailes School we try to offer a range of after school activities for the children to enjoy and engage in; these may vary termly and should be listed on the school website. Parents are regularly updated via newsletters of any changes or additions to this provision.
3g. Support that is available for improving the emotional and social development of pupils with SEN.
For children with specific social, mental or emotional health difficulties we work with the Educational Psychology Service/CAMHS. We are a small school and pride ourselves on our family ethos; we encourage children to support each other and deliver SEAL(Social and Emotional Aspects of Learning) activities throughout the school. We often run small groups led by our SEN teaching assistant to help children struggling to make positive friendships.
4. In relation to mainstream schools, the name and contact details of the SEN Coordinator.
Mrs. Vicki Salmon is the SENCo at Brailes Primary School and the class teacher of Squirrels class. She can be contacted via the school office (01608) 685253 or firstname.lastname@example.org She will be happy to meet you to discuss your individual situation in addition to meeting with the head teacher.
5. Information about the expertise and training of staff in relation to children and young people with SEN and how specialist expertise will be secured.
The school has a School Improvement Plan that includes identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support their class e.g .from EIS, or medical /health training to support staff in implementing care plans.
If you would like to hear about current or past training undertaken by school identified groups of learners in school, such as autism, dyslexia, etc.
Whole staff training to share knowledge, strategies and experience, & ensure consistency of the school’s approach for children with an SEND.
Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in staff, please speak to the Associate Headteacher or SENCO.
The SENCO and teachers work closely with specialists from external support services who may provide advice or direct support as appropriate.
6. Information about how equipment and facilities to support children with SEN will be secured.
Each child’s individual needs will be met on an individual basis in conjunction with the relevant professional agency. Health care plans will be put in place for children requiring ongoing daily medication/intervention which will be reviewed annually.
The Local Authority provides specialist equipment such as wheelchairs /standing frames etc when prescribed by a relevant health specialist.
7. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child.
As parents of a child with an identified SEND you will be invited into school termly to discuss your child’s progress against the specific targets set and will be involved in the creation of targets for the following term. Class teachers will send homework in accordance with the school’s homework policy and will be happy to advise/liaise with parents regarding extra support at home. The school SENCO will also be happy to meet with parents to discuss this.
8. The arrangements for consulting young people with SEN about, and involving them in, their education.
Children are invited to participate in their I.E.P. (Individual Education Plan) reviews as is appropriate to their age and stage of development. Each term they will always be asked how they think they are getting on at school and if there is any area where they feel that they would like extra help. Curricular targets are reviewed with all children throughout the school year.
9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school.
Your first step should be to discuss any issues directly with your child’s class teacher (or SENCO). If your issue isn’t resolved by the teacher or SENCO you can then ask for a meeting with the Executive Headteacher. If this still doesn’t resolve your concerns you can make a complaint to our governing body.
Contact (email@example.com/ 01608 685253) for details how to contact the Class teacher /SENCo/ Associate Headteacher / SEN Governor if you are unable to approach/make contact in person).
10. How the governing body involves other bodies, including health and social services bodies, LA support services and voluntary organisations, in meeting the needs of pupils with SEN and in supporting the families of such pupils.
We employ a specialist teaching assistant who works daily with children out of the classroom in a small group and/or individual basis during the afternoon session.
An EIS specialist teacher visits the school fortnightly to work with small groups, individuals and complete assessments.
Speech and Language work with specific children in school, generally on a termly individual basis.
The Community and School Nurse are both available to provide support in school.
EPS (Educational Psychology Service) our designated Educational Psychologist may meet with you and your child in school to undertake agreed assessments and consultations.
The physiotherapy and Occupational therapy team may also provide support for your child in school.
CAMHS (Children and Adolescent Mental Health Services) offer a comprehensive range of services that provide help and treatment to children and young people experiencing emotional or behavioural difficulties, or mental health problems, disorders and illnesses.
Please contact the school SENCO to ask about the entry pathway for any of these services, most can be accessed through a school or GP referral, some services will still accept parent referrals too.
11. The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with clause 32.
SENDIAS (Special Educational Needs, Information, Advice and Support Service) provide advice, information and support on matters relating to special educational needs and disabilities (SEND) They aim to work in partnership with parents, children and young people in order to achieve positive outcomes.
- Provide information to help parents, children and young people to be fully involved and make informed decisions about the outcomes they wish to achieve.
- Ensure the views, wishes and feelings of parents, children and young people are heard and valued by all professionals.
- Develop positive relationships between parents, children, young people and all agencies involved, including schools, colleges, the local authority and voluntary organisations.
Telephone 024 76366054 website http://www.family-action.org.uk/wias. For other support services please contact the school SENCO.
12. The school’s arrangements for supporting pupils with SEN in transferring between phases of education.
At the end of every academic year we meet as professionals within school to discuss the individual needs of all children. Where the child is changing teacher the new teacher is invited to attend the end of year I.E.P. review and meet the parents and be part of the new target setting process.
In addition to the 2 induction days offered to all pupils, children on the SEND register are regularly offered the opportunity to make extra visits to the High School in order to become more familiar with the staff and buildings. The SENCO from Brailes will meet with the SENCO from the receiving High School to discuss your child’s strengths and needs and share attainment levels. In some cases, where it is seen appropriate the SENCO from the receiving High School will attend the final I.E.P. meeting held at Brailes Primary during the Summer term.
13. Information on where the LA’s local offer is published.
Information on Warwickshire’s local offer can be found online, http://www.warwickshire.gov.uk/sendlocaloffer