Our Special Needs Coordinator is : Miss L Parsons
She is supported by : Mrs L Arlett
Both can be contacted via email@example.com or 01225 782388
SEN INFORMATION REPORT
Every child has the right to learn in a nurturing environment with plenty of opportunity to succeed in their learning. We want all the children to believe in themselves, to achieve well in class and succeed in life. BELIEVE. ACHIEVE. SUCCEED. Our pupils are encouraged to achieve individual outcomes both educationally and socially in order for them to succeed in their personal life and within the wider community and leading on to adulthood.
- At Staverton C of E Primary School we embrace and celebrate how we are all different and encourage children to respect and appreciate this. Many strategies and adaptations might be employed for each child to be successful in order to maximise their progress. Staff regularly review the child’s progress and adapt their teaching to respond to the strengths and needs of all pupils through appropriate differentiation.
- A Plan Do Review approach – Teachers plan for individual children alongside group planning, deliver in an inclusion friendly environment, and set new targets in response to learning outcomes.
- Parents are the foremost educators of their children and must be involved at every level.
Identifying Special Educational Needs
Every child will be offered Quality First teaching involving inclusion friendly lessons. Differentiated curricular targets are set in each class for ability groups and at a more individual level for certain pupils. Quality first teaching will take place and reasonable adjustments to classroom practice will be made for pupils who require it. This could include: visual timetables, changing of seating arrangements, classroom acoustics, overlays for reading, to name just a few.
If a child is not making sufficient progress or there is an on-going concern then the class teacher and SENCO will meet to discuss their needs. The parents will be invited in and together we would look at what support can be offered as well as taking into account the pupil voice and their perception of their learning and behaviour. Depending on the level of need this may be through completion of a My Support Plan and the child being added to the SEN register.
Identification will be done through using the GRSS document Wiltshire Graduated Response to SEND support and teacher’s use of the Staverton SENCO referral form. The SENCO will then review the information with key stakeholders and advise whether adding the child to the SEN register and initiating a My Support Plan is the best next step for the child to reach his or her full potential. If a pupil with SEND has significant need that requires even greater support the SENCO along with the parents decide to apply for an Education and Health Care Plan (EHCP) needs assessment. If, after assessment, the Local Authority decides to award further appropriate provision this will be arranged and put into place. This provision will then be reviewed annually with parents, outside agencies and the Local Authority. An EHCP does not mean that the child will have 1:1 adult support.
Additional classroom strategies or interventions that are on offer include:
My Support Plans, My Plans, Provision Maps, ICT programmes including voice recognition, Talk Tins, EMAS support for children with English as an Additional language, overlays for children with specific reading difficulties such as visual stress, visual timetables, vocabulary mats, timetable mats, fiddle toys, social stories, timers, and manipulatives such as Numicon.
Interventions available to be delivered in the afternoons by a TA include:
Speech and Language/Grammar 4 Writing/Reading Comprehension boosters/Nessy/Speed Up/Write from the Start/Switch on Reading/Better Reading Partners/Sounds Write/ Precision Teaching/Success@Arithmetic/Number Speed/Anger Management programmes/Emotional Literacy/Anxiety management programmes/Managing Feelings/Memory Fix/Nurture Group/ Thrive and many more.
All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENCO oversees all additional support and regularly shares updates with the Senior Leadership Team and the SEN Governor.
As a school we are always looking out for high impact intervention to meet the needs of our pupils and will train teachers and TAs as required to support both existing and new pupils who may arrive with a SEND requirement.
Outside agency support and advice may be required if we have not been successful in closing the attainment gap or need further guidance on how best to meet the child’s needs. These could include Speech and Language Therapy, Specialist SEN Team, Behaviour Support, Educational psychologist, PCAHMS (Primary Child and Mental Health Service), Occupational therapy, Paediatricians, or School Nursing Team.
Our Parent Support Advisor, Laura Arlett is also available to support families with a variety of things including parenting, relationships, benefits, attendance or behaviour matters. She can be reached by email at firstname.lastname@example.org or by phone on 07538741799.
Parent’s contributions include attending meetings and working in partnership with the school to help their child:
Parents will be invited 3 times a year to meet with the class teacher to discuss progress in relation to their child. In addition to this, parents of children with SEN will meet to discuss and up-date their My Support Plan with relevant staff and the pupil an additional 3 times a year. Parents are welcome to discuss their child`s needs through our Open door policy outside of the time-tabled meetings. The SENCO, Miss Parsons, will also be available to contact via the office also.
Staff training for those supporting children and young people with SEND
We regularly invest time and money in training our staff.
Our Special Educational Needs Co-ordinator (SENCO) is a qualified teacher that receives ongoing SEN training in specific areas as appropriate. All of our teachers hold qualified teacher status and all staff members, including TAs and HLTAs, receive regular training to best support our pupils with SEND.
Extra-Curricular Activities and Trips
Our Equality/Inclusion Policy promotes the involvement of all of our learners in all aspects of the curriculum including activities outside of the classroom. Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs.
We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010. Our school is a modern building with good access for all. The school has a number of disabled facilities and is on one floor.
We have an Induction programme in place for welcoming all new learners to our setting.
We have very good relationships with our feeder settings and the settings that most of our pupils move onto; we share information to support pupils’ learning and well-being at times of transition.
Further support is provided as necessary for those with SEND. This could include additional visits to the new setting, both individually and as part of an enhanced transition programme.
Our finances are monitored and audited regularly and we utilise resources to support the strategic aims of our setting as well as responding to the needs of our learners.
If you are a prospective parent then please feel free to arrange a visit and meet the staff at our school.
Working with Wiltshire County Council
The Wiltshire County Local Offer is now in place with guidance for all agencies and for parents/carers. Please visit
www.wiltshirelocaloffer.org.uk for more information.
Our SEN/D information report will be reviewed annually and more information can be found on in our SEND policy.