Woodcote Primary School
Aiming High – Succeeding Together
SEND Information Report 2016-2017
Reviewed November 2016
School Vision Statement for Children with Special Educational Needs and Disabilities
At Woodcote Primary School, we are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievement, attitude and well-being of every child matters, and inclusion is the responsibility of every person within the school community.
Special Educational Needs and Disability (SEND)
We refer to the Term “Special Educational Needs” if a child:
- Has significantly greater difficulty in learning than the majority of the children his or her age in one or more areas of learning.
- Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools within the Local Authority for children of a similar age.
The difficulty or disability may relate to:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical Needs
Woodcote Primary is an accessible school. There is ramp access to every main entrance, disabled toilets that are easily accessible at both ends of the school and two lifts to the upper levels. Some pupils may require specific arrangements within their classroom; they may need a particular type of chair or table, wider aisles for mobility, a writing slope, cushion, footstool or pencil grip. We work closely with the Occupational Therapist Service, Physiotherapists and with parents to ensure that we meet the needs of every child.
|To provide good quality first teaching by:
· Taking into account the views of parents/carers and young people
· Identifying and assessing individual need and tracking progress
· Planning and delivering a challenging and differentiated curriculum which ensures the progress of all children
· Using prior knowledge as a starting point for learning
· Adapting teaching strategies and techniques to sensitively meet the needs of all learners
· Creating a classroom environment where all pupils understand expectations and know where to find support
· Creating a classroom atmosphere which encourages and values the contributions of all children
· Supporting the identification, planning and provision for children needing extra support
· Devising personalised Additional Support Plans, with support from the Inclusion Manager.
· Implementing the advice from outside agencies to support the learning and progress for identified children
|Teaching Assistants/Specialist Support Staff||To support the work of the class teacher by:
· Working directly with children who have Special Educational Needs and Disability (SEND) by supporting them within the classroom and targeting areas of focus from their Individual Education plans
· Teaching independent learning techniques to children who are in receipt of support
· Working in partnership with the class teacher by contributing to planning and feeding back on progress towards individual targets and learning outcomes
· Supporting identified children through mentoring sessions, draw and talk, lunchtime nurturing group under the direction of the Inclusion Manager
|Assistant Headteacher for Inclusion
Mrs Natalie Conway
|To develop, alongside the Headteacher and Governors, the strategic development of SEND provision, within the school, by:
· Creating an overview of the needs across the school
· Meeting half-termly with the Governor for Inclusion and providing a report for the Governor Meeting at the end of each term
· Monitoring the progress of all children across the school in collaboration with the Senior Leadership Team
· Regularly reviewing the impact of provision against pupil outcomes
· Facilitating training for support staff where appropriate
· Providing advice for all staff
· Working in partnership with pupils and parents/carers to improve outcomes
· Liaising with a range of agencies and ensuring the implementation of support programmes
Mr Tim Rome
|The day to day management of all aspects of the school including the provision made for children with Special Educational Needs and Disabilities (SEND)
Ensuring the school complies with all statutory requirements
|Acting Head of School
Mrs Claire Baldock
|In the absence of the Headteacher|
|Governor for Inclusion
Mrs Nicola Tallis
|Supporting the school to develop the quality and evaluate the impact of provision for children with SEND
Who should I contact if I think my child needs more support?
If you are concerned about your child and would like to talk to someone please contact your child’s class teacher who will be happy to meet with you. Your child’s class teacher knows your child well and will be able to talk to you about what support your child already receives and suggest ways of enhancing your child’s learning and development.
If, having done this you feel that you would like to discuss your concerns further then please contact the Assistant Headteacher for Inclusion via email or through the school office and arrange a meeting.
What support do children get in the classroom?
All children receive high quality teaching, differentiated to their individual needs. For children with additional needs this could mean that they are given a slightly different task or given different strategies/equipment to complete the task. Some children may require support or guidance from the class teacher or a teaching assistant as part of a small group, paired work or on an individual basis.
Our teachers are skilled and supported to adapt teaching to meet the needs of each class. Their planning takes into account the individual needs and requirements of all children though:
- Learning differentiated to the needs of the child, ensuring that all children can experience success and challenge
- Grouping arrangements that maximise learning opportunities for all
- Support staff used flexibly to help groups and individuals with a long term goal of encouraging and developing independent learning skills
- Where required, more specific and personalised interventions to develop key areas of their learning
- Integrating resources and strategies as recommended by specialist agencies
What additional support is currently available?
We have a range of reading support available for children across all year groups. This may take the form of one-to-one reading, additional phonics, support with decoding or reading high frequency words, additional/supported guided reading groups, reading intervention programmes, comprehension support and booster groups.
Depending on the age and ability of the children we run fine motor skills groups to develop handwriting, guided writing groups based on the teaching in the classroom, writing intervention programmes focusing on Grammar, punctuation and Spelling, spelling support programmes and booster groups.
Maths support can be given in a variety of ways including one-to-one support, targeted maths resources, differentiated maths meetings, group intervention programmes, pre and post teaching groups and booster groups.
Speech and Language Therapy
We have regular visits from the Local Authority Speech and Language Therapist who develops care plans for the appropriate children and models interventions to trained Teaching Assistants who carry out the support according to need.
SEN 1:1 Teaching Assistant support.
Some children might need some 1:1 support from an adult to help them achieve academically or to help them manage their physical, medical or behavioural needs. We have a team of trained Teaching Assistants who are deployed across the school to offer this support.
Wellbeing, social and emotional support
We know that children cannot learn until they are emotionally ready to do so. We have a provision called “Place2Be” which is able to offer support to children and families in a variety of way.
Place2Talk is a self-referral service for children who are worried about something such as something at home or friendship problems in school.
Place2Be is a counselling service which offers children regular counselling sessions delivered through play therapy.
Place4Parents is a counselling service which offers parents regular counselling sessions.
Some children who struggle with social skills may be involved in small group social skills activities with a teaching assistant.
How are Children with Special Educational Needs Identified?
When children have a Special Educational Need or Disability (SEND) before they start our school, we work with the people who already know them and use the information already available to identify what their needs will be in our school setting.
If you are concerned about your child, please discuss your concerns with your child’s class teacher, by asking for a meeting with them. The class teacher may then speak with the AHT for Inclusion to seek further advice
If a class teacher is concerned about your child, they will discuss the issues with you and implement ways of working together to support your child. Where a child continues to struggle to make progress, despite support matched to the child’s need, the AHT for Inclusion will discuss with you Special Educational Needs support which can then be put in place.
Difficulties with social and emotional wellbeing may also trigger a need for additional support.
How will I know if my child is making progress?
Woodcote Primary School has an open door policy and parents and carers are welcome to make an appointment to discuss their child’s progress at any time. In the first instance this discussion would be with your child’s class teacher but you can also see any of the three Assistant Headteachers (Assistant Headteacher for Inclusion, Assistant Headteacher for KS1, Assistant Headteacher for KS2) to discuss progress.
In the Autumn and Spring terms you will be invited to attend parent/teacher consultation to meet with your child’s class teacher. In the Summer term you will receive your child’s end of year report and you can then request a parent/teacher consultation.
We use a graduated approach to identify needs and assess the impact of support. Four types of action should be taken to ensure effective support. A continuous cycle will be used to provide your child with additional support and includes the following:
Children who are receiving SEN Support will have an SENSP (SEN Support Plan) and this will include targets and strategies to help your child overcome difficulties. This will take into account your child’s strengths as well as areas of difficulties. It will identify ways in which you can help your child at home. Identified additional provision will then be carried out until the next review. These SENSPs will be reviewed each term and you will be invited to discuss this at parent/teacher consultations or at a separate meeting if necessary. You and your child will be invited to contribute to reviewing your child’s progress against the SENSP. In some cases, it may be necessary to increase or change the nature and level of support to help your child make progress. This may involve seeking help and advice from a range of specialist agencies such as the Educational Psychologist or Speech and Language Service. A referral for support from an outside agency will only be made with your consent.
Children who have an Education, Health and Care Plan (EHCP) will have an additional annual review of their progress which involves parents/carers and all adults involved in the child’s education.
Class teachers meet with the Assistant Headteacher for Inclusion and the Assistant Headteacher for their key stage each term to monitor the progress of every child in the school and identify children who may need additional support in one or more areas. The Assistant Headteacher for Inclusion coordinates the provision and will let you know in writing if your child would benefit from some additional support – please note that this may include children who do not have any SEN but would make better progress with a short term intervention. The Assistant Headteacher for Inclusion monitors the progress of each intervention provision every term and adapts the support as necessary. The impact and effectiveness of provision is discussed with the Governor for Inclusion and reported to the Governing Body.
How are staff kept up to date with the Special Educational Needs in the school?
Woodcote Primary recognises the importance of the National Award for Special Educational Needs Accreditation and the Assistant Headteacher for Inclusion has achieved this. The Assistant Headteacher for Inclusion actively engages in a range of opportunities to share best practice and keep abreast of current, local and national initiatives and policy to support children with SEND. The school also seeks advice and guidance from local special schools and other relevant agencies to help school staff develop provision for children who have the most complex needs. Specialised training for teachers and support staff is an important part of ensuring that they have the appropriate skills and knowledge to support the needs of children with SEND.
What specialist support can the school access to support my child?
The school works with a number of specialist agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
- Behaviour Support Team (Beckmead Family of Schools Outreach)
- CAMHS (Child and Adolescent Mental Health Service)
- Children’s Centres
- Community Paediatrician
- Croydon Children’s Services (Social Care)
- Education Welfare Service
- Educational Psychologist
- Family Resilience Service
- Hearing Impairment Service
- Occupational Therapy
- Parent Partnership
- School Nurse
- Special School Outreach Support
- Speech and Language Therapy
- Virtual School for Children who are Looked After
- Visual Impairment Service
How can the school help my child with transition?
Some children with SEN can become particularly anxious about transition. As a school we try to make this as stress free as possible for both you and your child.
Transition to a new class
When moving between classes a transition meeting will take place between the current teacher and the new teacher. If appropriate there will be opportunities for your child to visit the new class and meet key staff. A transition photo book can be used to assist with this change. Parents and carers have an opportunity to meet the new class teacher in the Summer term.
Transition to a new school
The Assistant Headteacher for Inclusion will contact the new school’s SENCo and share information about special arrangements and support that has been made to help your child progress. We will ensure that all records are passed on as soon as possible.
Transition to high school
When moving to high school the Assistant Headteacher for Inclusion will liaise with all of the receiving schools, regarding any child with additional needs. This is usually done at a meeting organised by the Local Authority in the Summer term which is attended by all high schools in the borough and some high schools from neighbouring boroughs. If the high school that your child is attending cannot be at that meeting the Assistant Headteacher for Inclusion will make contact separately. Successful arrangements and interventions currently used to support your child can be shared with the receiving school and additional visits to the new setting may be planned to help your child become familiar with the setting and to reduce any anxieties. If your child has an EHCP the high school staff will be invited to the annual reviews in year 6.
What should I do if I am not happy with the provision that my child is receiving?
If you do not feel that your child is progressing as you would expect then please come and talk to us. Make an appointment with the class teacher or come and see the Assistant Headteacher for Inclusion, Assistant Headteacher for KS1/KS2, Acting Head of School or Headteacher. If after that discussion you are not satisfied you can contact the Governor for Inclusion, Nicola Tallis. You can contact her in writing via the school office or via email at: email@example.com.
There are many Special Education Needs terms that are abbreviated which can lead to confusion (even for us!)
Please let the Assistant Headteacher for Inclusion know if you would like any abbreviations added to the glossary.
|ADD||Attention Deficit Disorder||ISR||In School Review|
|ADHD||Attention Deficit and Hyperactivity Disorder||KS1/2||Key Stage 1/2|
|ASD||Autistic Spectrum Disorder||LA||Local Authority|
|ASP||Additional Support Plan||MLD||Moderate Learning Difficulty|
|BESD||Behavioural Emotional and Social Difficulties||NC||National Curriculum|
|CAF||Common Assessment Framework||OT||Occupational Therapist|
|CAMHS||Child and Adolescent Mental Health Service||PEP||Personal Education Plan|
|CLA||Child who is Looked After||PSP||Pastoral Support Programme|
|CoP||Code of Practice||SaLT||Speech and Language Therapy|
|CP||Child Protection||SEN||Special Educational Needs|
|DCD||Developmental Co-ordination Disorder||SEND||Special Educational Needs and/or Disabilities|
|DDA||Disability Discrimination Act||SENCO||Special Educational Needs Co-ordinator|
|DfE||Department for Education||SpLD||Specific Learning Difficulty|
|EAL||English as an Additional Language||SLCN||Speech, Language and Communication Needs|
|EHCP||Education, Health and Care Plan||TA||Teaching Assistant|
|ELP||Enhanced Learning Provision||VI||Visual Impairment|
|EWO||Education Welfare Officer|
|FSM/UIFSM||Free School Meals/ Universal Infant Free School Meals|
|IEP||Individual Education Plan|
A full range of the support available can be found in the Croydon Local Offer for pupils with SEND http://www.croydon.gov.uk/education/special-educational-needs/