SEN

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How we identify individual special educational learning needs

When pupils have an identified special educational need or disability before they join our school we work very closely with the people who already know them including parents, previous teachers and external agencies and use the information already available to identify what possible barriers to learning may be within our school setting and to help us plan appropriate support strategies.

If parents believe that their child has a special educational need we will discuss this with them and assess their child accordingly. Often these assessments will be carried out by school but we sometimes request advice from more specialised services such as Educational Psychology, Speech Therapy, Occupational Therapy or our Advisory Team. We will always share the findings with parents and in consultation plan the next steps to best support their child.

If teachers feel that a child has a special educational need, this may be because they are not making the same progress as other pupils. We believe that early identification and intervention is best to help the children achieve success. We will observe the child’s learning characteristics and how they cope within our learning environments; we will assess their understanding of what they are learning in school and, if appropriate, use tests to help us to pinpoint the difficulty. This will help us to identify the child’s need and plan strategies to support their learning. If school has become concerned about a child, parents will be contacted by the child’s class teacher or the school’s Special Educational Needs Coordinator (SENDCO), Ellen Bond and their thoughts and opinions will be sought.

“Disabled pupils and those with special educational needs are now making good progress. This is because school leaders have put more rigorous procedures in place to identify pupils’ needs accurately from an early stage. These pupils are now being assessed more effectively and benefit from focused quality support and improved links with external agencies.” (Ofsted Feb 2015)

How we involve pupils and their parents/carers in identifying special educational needs and planning to meet them

We are child and family centred and believe that pupils and parents should be at the heart of all decision making about the child.

When we assess special educational needs we discuss with parents if their child’s understanding and behaviour are the same at school and home; we take this into account and work with our parents so that we are all helping their child in the same way and helping them make progress.

Where appropriate, in line with our graduated response we will write and review targets with pupils and parents/carers, a copy will always be available to all.

We hold a meeting every term that allows the pupil, family, school staff and other appropriate outside agencies to be able to share information, celebrate success and plan next steps.

We use homework to repeat and practise activities that are new and presenting challenge to a pupil. Often, this could be in using the skill in a practical and meaningful way. If parents have any concerns about homework or wish to seek advice on how best to support their child at home, we advise them to contact their child’s class teacher.

We have an open door policy which means that staff can be contacted to address concerns and celebrate successes daily. Appointments can be booked with staff when a more in depth discussion is required. Our School Mentor and a member of the Senior Management team are on the playground daily in the mornings and welcome you to raise celebrations or concerns about your child’s needs.

Every child had a reading diary. Teachers may write in comments and we encourage parents to write in their observations and comments too.

Who are the best people to talk to in this school about a child’s difficulties with learning/Special Educational Needs or disability (SEND)?

Class Teacher

Responsible for:

  • Checking on the progress of a child and identifying, planning and delivering any additional help they may need (this could be things like targeted work, additional support) and letting the SENDCO know as necessary.
  • Writing Individual Learning Plans (ILP), and sharing and reviewing these with parents regularly.
  • Ensuring that all staff working with a particular child in school are helped to deliver the planned work/programme for the child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources, as well as differentiated quality first teaching.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

 

The SENDCO, Ellen Bond: 01922 710874

Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school. This includes developing and monitoring the schools graduated response of support for our SEND pupils and supporting the assessment of progress and impact.
  • Ensuring the changes under the SEND Code of Practice are implemented appropriately during the course of the academic year 2015/16 in line with the schools SEND Development Plan.
  • Ensuring that parents are:
  • involved in supporting their child’s learning
  • kept informed about the support their child is getting
  • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support a child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
  • To evaluate, in conjunction with all relevant stakeholders, the effectiveness of the schools SEND provision.

 

 

 

Headteacher

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND
  • He will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • He must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
  • Support the school SENCO in terms of budgeting the SEND provisions.

 

 

SEND Governor: Mrs Chris Unal

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Challenging the schools SEND department to ensure ALL children are reaching their full potential.

How we use other adults in school to support pupils with special educational needs or disabilities:

We have a reading intervention teacher that is responsible for implementing reading strategies to children who require extra help.

Our team of Teaching Assistants are able to effectively support individuals or groups of children in the classroom and undertake small group or one-to-one support as appropriate to meet the needs of pupils with special educational needs or disabilities. This provision across school is planned for by our class teachers as part of our quality first teaching.

We have a Speech and Language therapist who works closely with the school, working with the children and providing strategies for staff.

Our School Mentor is an important member of our team who has an excellent knowledge of how to support you and your child and may also be able to sign post you to other services.

Our Assessment and Subject coordinators analyse pupil performance data half termly to ensure that each individual child is making the best possible progress and look at steps to support the child.

We have a dedicated Educational Psychologist who visits our school regularly to observe and assess pupils and offer advice and support to both home and school.

How we use specialist resources to support pupils with special educational needs or disabilities

Our staff make individual resources for pupils with special educational needs that support their specific learning targets and needs, and reflects the learning undertaken by their peers.

We have a range of technology to support different learning styles and help motivate and access learning. These include iPads, computers and microphones.

We use intervention rooms, picture, object and symbol timetables and equipment such as countdown timers for pupils who need it.

We seek advice from outside agencies and Outreach providers as and when the need arises.

We have changing facilities or those children who require it.

How we modify teaching approaches for individual pupils

Our creative curriculum celebrates the different learning styles of all pupils and supports inclusion and differentiation to address the needs of all of our pupils.

“The curriculum promotes pupils’ spiritual, moral, social and cultural development well. It motivates pupils and helps them to enjoy learning”. (Ofsted Feb 2015)

We give children the opportunity to record their work in a range of different forms which suits their needs and enables them to experience success.

Once every half term, parents/carers have the opportunity to join with their children’s learning in our parent workshops.

Our curriculum aims to bring learning to life and wherever possible enables the child to experience and be a part of their learning. We encourage educational visits for all and arrange for visitors to come and enable all children to access and benefit from this learning.

We are a very inclusive school. Wherever possible children taught alongside their peers in clear differentiated groups so that every child has a level of challenge appropriate for them and also experiences success. Teachers adapt their teaching and the learning environment constantly in order to cater for their pupil’s academic and physical needs.

When appropriate, staff are deployed to give children additional support for their academic and/or physical need in small groups outside the classroom, or to provide one to one support.

We use class and personal visual or object timelines to help children to understand what activity is coming next.

How we assess pupil progress towards the outcomes we have targeted for pupils. How we review this progress so that pupils stay on track to make at least good progress. (Including how we involve pupils and their parents/carers)

Within school, teachers assess the children’s progress half termly, this data is discussed with the Senior Leadership team so that strategies can be put in place to intervene early and support your child.

“The Headteacher, together with the newly established leadership team and governors, have made rapid improvements, particular in the quality of teaching. As a result, pupils’ progress is accelerating”. (Ofsted Feb 2015)

At termly meetings we discuss a child’s progress and attainment and gather parents their and parent views. This will help formulate next steps to support a child’s progress.

We regularly use staff meetings to get all teachers to assess anonymous pieces of work to check that our judgements are correct (moderating).

We set challenging targets for all children based on nationally agreed guidelines on progress.

Our marking of children’s work informs our planning and we identify next steps for all of our children.

“Senior leaders review all pupils’ performance regularly. They are very quick to put support in place for those who are not making the desired progress. They then check the impact of this support closely”. (Ofsted Feb 2015)

What extra support we bring in to help us meet SEND – services & expertise. How we work collaboratively

We can access support from specialist teachers and support staff for advice about accessing the curriculum and SEND related needs such as speech, language and communication; hearing impairment; visual impairment; behaviour related needs; severe learning difficulties and autism.

Our local authority provides educational psychology support for assessment, advice and training.

Our local authority provides an early year’s advisory teacher who supports children with SEND when they make the transition to our nursery from pre-school settings.

We have our own in-house speech and language therapist, who works closely with the children and trains staff and gives advice on programmes. We refer pupils for assessment if we believe they need a period of therapy.

We liaise with School Health as appropriate.

We get support and advice from Occupational Therapy for pupils that need assessment for issues such as special seating or fine and gross motor concerns. They guide school staff in meeting the needs of the individual pupils.

We bought in regularly support from the Rushall SEND advisory team.

Together (pupil, parent/carer, school, outside agencies) review your child’s progress and agree on steps to make teaching more effective and learning easier.

How we support children with their social and emotional wellbeing

Our pastoral team works closely with our children, parents and staff. They provide advice, support and guidance to all to help break down all barriers to learning that have been identified. The team consists of our Learning Mentor, behaviour support specialist and a speech and language therapist. As part of this service we provide a nurture group to support social interaction and emotional literacy. We offer programmes to help parents understand their children’s behaviour.

What other activities are available for pupils with SEND in addition to the curriculum?

We have a breakfast club and after school clubs which cover a range of interests which include; sports, creative activities, music. Pupils with SEND are welcomed and included, additional support is offered as necessary to support access.

How we support pupils in their transition into our school and when they leave us

Children who join in nursery are welcomed into our school community with a personal home visit by nursery staff. A series of parent and child taster sessions follows in preparation for their start.

Our local authority provides an early years advisory teacher to support children with SEND when they make the transition to our nursery from the pre-school settings.

Transition into Reception and then into successive year groups is supported by meetings, meet the teacher time and taster sessions in the new class.

Children working across a phase Nursery – Reception, Year 1 & 2, Year 3 & 4, Year 5 & 6 also enables your child to become familiar with different classrooms and teachers.

We liaise closely with a child’s previous school/setting and will routinely arrange to visit them in this familiar setting wherever possible before they transfer.

Parents and children who are joining our school mid-term are encourage to visit the school before they start.

We will plan a child’s transition to us with information from parents and all professionals already involved to supporting a child.  This helps to enable a smooth and supportive start for a child.

As a child makes the transition to Secondary school, again we will contact and discuss the child’s needs with our Secondary school colleagues, invite them to observe the child in our setting and through dialogue with parents and the child set up appropriate transition visits to support a smooth transition.

How additional funding works

Schools receive funding for all pupils with special educational needs and we are able to provide what pupils need from this (including equipment). The local authority will top-up funding for pupils with a high level of need.

If a pupil’s education, health and care plan identifies something that is significantly different to what is usually available, there will be additional funding allocated.  Parents will have a say in how this is used.  You will be told if this means that you are eligible for a personal budget.  This must be used to fund any agreed plan formulated by professional advisors, parents and school.

Children who qualify for ‘Pupil Premium’ are tracked and monitored allowing specific, appropriate interventions to be put in place.  This information can be found as part of our school’s Pupil Premium statement on our school website.

Where pupils can get extra support

We listen to what children tell us about how they like to learn.  Their views and feelings are important to us and have an impact on our practice.

Our children are made aware of the support that surrounds them in school.  They know who to talk to if access to a member of the senior leadership team at all times.

We have a friendship stop in the playground and children can approach any adult if they have any concerns.

School welcomes parents to share any concerns that they may have, however small they may think it is.

School Mentor is available every morning along with members of Senior Management Team and Teaching Assistants to hear any concerns.

 

Where parents/carers can get extra support

Our inclusive philosophy aims to support parents of children with special educational needs or disabilities so that their child’s journey through our school is smooth, successful and anxiety free.  Our practice is enhanced by your views, it is important that people listen to them and that you are satisfied with what happens as a result of our collaboration.

The Walsall Parent Partnership Service can offer advice and support to parents of pupils with special educational needs or disabilities.  Their telephone number is 01922 650330.

Our SEND coordinator and our school mentor (01922 710874) can put parents in touch with a wide range of support groups as appropriate to the specific needs of your child.  Please come into school and discuss your needs.

Governing Body

Our schools governing body actively seek the advice from other agencies, including health and social services, local authority support services and voluntary organisations, in meeting the needs of the pupils with SEND and in supporting the families of these pupils when necessary.

The governing body meet regularly to discuss the needs of ALL pupils at Beacon.

Our SEND link governor, Mrs C Unal, meets during the academic year with the schools SEND team to discuss the school provision and progress, this includes talking to pupils and parents.