Menu
Home Page

SEND Information Report

 

SEN Information Report September 2018

At Stoneyholme Community Primary School We believe that every child is entitled to a curriculum that “enables them to achieve the highest possible standards, develops the whole child by catering for their social, emotional, physical, intellectual and moral development and encourages purpose, self-discipline, independence and community responsibility in a caring, supportive, positive and secure learning environment”. We believe that the curriculum is the key to promoting our aims for all children. We believe the education of our children is very much a partnership between the school, the child and the home.

 

We aim to cater for the individual learning needs of every child whilst also recognising the need for specialised provision to ensure access to all aspects of the curriculum for all children. We also recognise that pupils of any ability can underachieve at times. Through matching work to the needs of the children, staff at Stoneyholme Primary School give children every opportunity to overcome their difficulties.

 

What kinds of special education needs do we make provision for in our school?

 

Stoneyholme Community Primary School is a mainstream primary school. Every teacher is a teacher of every child or young person, including those with SEND.

 

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

 

These needs can be categorised in four key areas that may create barriers to learning:

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

 

A student has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of students of the same age;
  • Has a disability, which prevents or hinders the child from making use of facilities of a kind generally provided for others of the same age in mainstream

 

Identification of pupils with Special Educational Needs

 

The school places significant emphasis on the early identification of pupils experiencing difficulties accessing learning and general school life opportunities.

The SENCO liaises closely with the Assessment leader to analyse data and individually track pupils experiencing difficulties. Baseline information, Foundation Stage Profile information, SATS, PIVATS and standardised scores in addition to ongoing assessments and observations are all used to inform the school of pupils who may require early intervention strategies.

 

The school has adopted a policy of high quality differentiated planning to accommodate a wide range of pupils with varying abilities. Pupils will only be placed on the SEN Register if their needs are “additional to” or “different from” the quality differentiated teaching and learning opportunities:

 

  • Children who, in spite of differentiation within class or targeted intervention, continue to make slow progress in relation to their peers.

 

  • Children who, in spite of differentiation within class or targeted intervention, remain unable to access the curriculum of the majority of their peers.

 

  • Children for whom, in spite of differentiation within class or targeted intervention, the gap between the attainment of the majority of their peers or age related attainment continues to be significant.

 

  • Children who have identified medical needs or a sensory or physical impairment that requires the school to make special arrangements for their care.

 

  • Children who have an identified need beyond that which would be provided through normal classroom differentiation or group intervention programmes such as speech and language needs.

 

  • Children who have outside agency involvement relating to their specific needs.

 

For children on the SEN register who require specific small step targets to enable them to make best academic progress, APDR plans (Assess, Plan, Do, Review Plans) are devised which identify particular areas of need, build on what the child is able to do and detail what support will be put into place in order to meet specific needs..

 

FORMAL ASSESSMENT - Where a child’s needs cannot be met solely by the arrangements described above the SENCO will put the child forward for formal assessment to the LEA. If the child’s needs are such that the LEA believes that additional resourcing is required to fully support their needs, then an EHCP is issued outlining the provision to be made.

 

A register of all pupils identified as having special educational needs is kept by the SEN coordinator in consultation with the class teachers.

 

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

 

At Stoneyholme Primary School we adopt a graduated approach to meeting the needs of children who may have SEN. Teacher’s planning is differentiated to meet the needs of all children. Children who have identified further needs may undertake specific programmes to enable access to the curriculum, or may be supported in class by allocated teaching assistants. Children on the SEN register who have cognition and learning needs will have an APDR Plan (Assess, Plan, Do, Review Plan) which details small step targets and the provision put in place to enable them to work towards theses targets. Children with physical and sensory needs will be provided with appropriate equipment and support. At times some children receive additional support from external agencies bought in by the school. Our prime purpose in providing additional support is for all children to become as independent learners as they can be and we are very sensitive towards achieving just the right balance of supported and unsupported learning for each child. Strategies for achieving this are discussed at half termly progress meetings, weekly pastoral meetings, review meetings and TAF meetings.

 

How do we know what progress your child is making and how will we keep you informed?

 

All teachers have a key role in monitoring all aspects of pupil performance and, in particular, the identification of pupil needs.  Parents will be kept informed at all stages.

 

Assessment is central to our planning for all pupils. In assessment we:

  1. Analyse the child’s learning difficulty;
  2. Clarify the child’s needs for different kinds of approaches or resources;
  3. Provide for those needs, whilst continually assessing the child’s progress.

Assessing special educational needs is not an end in itself but a first step to understanding and providing for the child’s needs and monitoring the child’s progress. Particular use is made of ongoing teacher assessment as well as:

  • Early Years Foundation Stage Profile information
  • SATs
  • PIVATS profiles
  • Behavioural profiles

 

APDRs for children who have been identified as requiring SEN support are reviewed and updated regularly. Staff supporting children in progress towards APDR targets maintain regular records which feed into reviews and updates.

 

 Unit staff meet weekly to discuss progress of children and raise any concerns. The SENCo attends these meetings regularly and responds to any concerns raised in relation to children requiring SEN support.

 

Children’s progress is monitored half termly and senior leaders undertake provision mapping to respond to needs identified.

 

Parents will receive copies of their child’s APDR and reviewed APDRs. Parents are also informed of their child is to be included in an intervention group or is to receive one to one intervention.

 

Parents meetings are held twice a year. Parents also receive information about their children’s progress through a termly report.

 

Parents are invited to attend annual reviews for children with a statement or EHCP.

 

How will staff support my child?

 

All pupils with SEN will have a full entitlement to a broad and balanced curriculum as provided for all other pupils. The school’s main aim is to provide a variety of teaching and learning opportunities, differentiated planning opportunities, appropriate support and resources all within the child’s classroom. In order to maximise their access to the curriculum, some pupils may be taught in withdrawal groups or on a 1:1 basis for short periods of time.  In addition to support with curriculum access, we also respond swiftly to social and emotional needs and employ a pastoral and additional needs team with a wide range of experience and expertise. We meet the needs of children with medical needs or a sensory or physical impairment by consulting with a wide range of professionals and ensuring that their recommendations are put into place.

 

How will my child be included in activities outside the school classroom including school trips?

 

At Stoneyholme Primary School we place a high emphasis on the importance of learning outside the classroom. We make every effort to ensure that no child is excluded from any of the activities provided. All activities are risk assessed and this will include any special or additional provision needed in order for children who have SEND needs to be included. We ensure that when planning trips and visits outside of school the provider is contacted and made aware of the specific needs of any of the participants in order that appropriate provision can be made.  Additional adults are deployed as necessary to ensure that all children are enabled to participate as fully as possible in all learning outside the classroom opportunities. The physical environment outside of the school building is also under constant review and modifications are made as appropriate to improve physical access to our own outdoor areas.

 

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

 

Parents who are considering applying for a place at school for their child are able to make an appointment to tour the school and talk to relevant members of staff to ensure they are confident that the provision we are able to make meets their needs. Pre-school children have several opportunities to spend time at the school on transition visits. Staff also visit the children’s homes to introduce themselves and ensure that we gather as much information as we can about each child prior to their attendance at school. We ensure that any specific requirements are put into place so that the children can access them as soon as they start school.

An appointment is made for parents applying for a place at school for children in others year groups to tour the school, meet the class teachers and go through the home school agreement. Contact is made with the previous school as soon as possible to ascertain any additional provision that may be needed.

When children join the school part way through the school year or into a year group other than EYFS, they will be assigned a ‘buddy’ by the class teacher in order to support their transition.

When children are allocated a place at High School the SENCo liaises with staff at the school to ensure that they have all the required information about children with SEN or disability. In addition to transition days organised by the High Schools, additional visits will be organised for some children. These visits will be tailored to meet specific needs and the children will be accompanied by a member of our school staff so that follow up work can be done with them.

 

How are the staff in school supported to work with children with special educational needs and what training do they have?

 

Training is provided on a needs led basis. The school SENCo provides advice and guidance to class teachers on supporting children with learning difficulties, or seeks professional advice which is shared with all staff who are supporting particular children. CPD needs are established through Teacher Appraisal and support staff Professional Development Reviews and would include training needs relating to children with SEN or disability as appropriate.

Our Additional Educational Needs staff team have undertaken a range of training including speech and language, Makaton signing, physiotherapy programmes etc. to support identified children. We have a member of staff who is trained in Nurture Group provision.

A full list of intervention programmes which staff are trained to deliver is available to view on our website.

For staff supporting children with speech and language needs, hearing or visual impairments or physical needs professionals visit the school on a regular basis to review the progress and needs of the children and provide advice and guidance to school staff. In some instances, specialist support is bought in by the school to support staff with strategies for meeting the needs of children with high level needs.

 

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

 

The school is involved with many external agencies, with the aim of providing a comprehensive support for all pupils in school:

 

Advisory teachers from the SEND support service

Educational psychologists

Speech and language Therapy Service

Hendon Brook

Physiotherapy

Occupational Therapy

The School Nursing Team

 

How accessible is the school environment?

 

The whole school can be accessed by any user via the main path accessible from Folds Street. The school gates are closed during session times but can be opened for specific purposes at other times of the day as needed. During school hours the usual access would be via the school office accessible from Oswald Street, although this is not suitable for wheelchair users as the school is on a lower level than the street and requires steps. Wheelchair users can access the building using the car park entrance.

Parking for parents is on street, however there is a dedicated disabled parking space in the car park, and a dropped kerb outside the main entrance to the building.

Although the school is on two levels, it is possible to access all internal and external areas without the use of stairs. We have a platform lift for wheelchair users to enable them to access the lower floor. A path leads from the upper school area onto the playground enabling access to all outdoor areas. As the school has developed its outdoor provision, consideration is always given as to how to ensure accessibility for all. We have a disabled toilet, fitted with changing facilities, in the EYFS area of school.

All classrooms have low ceilings and lighting conducive to supporting children with specific auditory or visual needs.

 

How do we evaluate the effectiveness of provision made for children with SEN?

 

The success of all intervention programmes is monitored regularly at weekly pastoral meetings where teachers and support staff identify if children are making suitable progress through the intervention or if an alternative approach is required. On a child’s completion of the programme end data is recorded to measure progress. Half termly progress meetings also proved opportunities to evaluate outcomes for children receiving SEN support.

The school’s SEN policy is fully reviewed each academic year. In determining future policy and provision all staff will be involved in discussion, the progress of pupils on the register will be reviewed and parents invited to comment.

In particular the success of the policy will be measured against the objectives stated at the start of the policy and use will be made of the following indicators:

 

  • Pupils identified as early as possible;
  • Pupils make good progress against the specific targets set for them;
  • Some pupils move off the register as a result of intervention;
  • Where formal assessment is undertaken, pupils receive an ECHP;
  • Pupils enjoy their schooling and are proud of their success;
  • Parents express satisfaction with what is provided;
  • Support staff are integrated into the school.

Roles and Responsibilities

 

The person responsible for managing SEND provision in school (SENCo) is Miss Anne Reid.

SEN Governor: Mrs Carolyn Cooney.

 

Additional information:

 

The school’s Local Offer can be found on the school website under ‘Key Information’.

The school’s SEN policy can be found on the school website under ‘Whole School Policies’.

Lancashire’s local offer can be found at http://www.lancashire.go.uk

 

Complaints Procedure: If any parent has any concerns regarding the education of their child with special educational needs they should contact the school immediately and make an appointment to see either, the SENCO, the class teacher or the headteacher in line with the school’s standard complaints procedure which can be found on the school website under Whole School Policies or a hard copy obtainable from the school office.. All concerns will be dealt with sensitively and with the child’s needs and care at the heart of our work.

 

 

 

 

 

 

 

 

Top