Eastling Primary School
SEN Information Report 2018-19
This information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.
At Eastling Primary School we embrace the fact that every child is different and therefore the educational needs of every child is different; this is certainly the case for children with Special Educational Needs.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and Physical Needs.
If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Mrs Clare Mansfield (SENCO). 1. How does Eastling Primary assess the progress of pupils and what would they do if my child was falling behind? At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as follows: “A child or young person has SEN if they have a learning difficulty or a disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty if he or she: a) has a significant greater difficulty in learning than the majority of others the same age, or b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” Where pupils’ progress is significantly below age related expectations, despite high quality teaching targeted at specific areas of difficulty, provision of SEN support may need to be made.
*We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. * We assess all pupils in Reception using Speech and Language Link and will discuss with parents any areas of weakness. * Progress in Year 1 is assessed using the National phonics test and we will discuss with parents any areas of weakness that would necessitate retesting in Year 2. * Progress in Year 2 will continue to be assessed against National targets at Key Stage 1. * Progress in Year 6 is assessed against National targets at Key Stage 2. * Progress in all year groups is assessed 6 times a year at Pupil Progress meetings. * Pupil Progress meetings are discussions about every child’s progress and attainment. Class teachers will use assessment, discussion and more importantly observation to identify areas of concern. We will discuss with parents any pupils who are identified as not making sufficient progress and the intervention programme created; tailored to meet their specific needs. 2. How accessible is Eastling Primary’s environment? * Eastling Primary School is partially accessible for children with a disability. The main school hall has wide double doors to allow access. * Disabled badge holders are able to park in the village hall car park. * Eastling Primary School has one disabled toilet. *The school has an up to date accessibility plan which is considered each year. 3. Where can I find information about Eastling approach to pupils with SEN? * Eastling Primary’s SEN policy. * Further information can be found from the school’s latest Ofsted report. Links are provided below: Policies: http://www.eastling.kent.sch.uk/sen/
(click here) Ofsted Report: http://www.eastling.kent.sch.uk/ofsted-and-performance-data/
(click here) 4. Who is the person responsible for children with SEN? Class teachers have responsibility for children with SEN in their class. They are responsible for: *Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional
support) and letting the Special Education Needs Co-ordinator (SENCO) know as necessary. *Personalised teaching and learning for your child as identified on the school’s provision map. *Ensuring that the school’s SEN policy is followed in their classroom and for all the pupils they teach with any SEN. The SENCO (Special Education Needs Co-ordinator) is the person responsible for ensuring this support meets the needs of the children. They can: *Provide professional guidance and advice to teachers and parents where required. *Collaborate with other professionals such as other schools, EP’s, social care professionals and the LA. *Oversee the day to day operation of the school’s SEN policy. *Ensure the school keeps records of pupils with SEN up to date. 5. How do I contact the person responsible for SEN or arrange to meet them? * Mrs C Mansfield our SENCO can be contacted by telephone 01795 890252 * Or via email email@example.com
. * Alternatively leave a message or sign up for an appointment at the school office. 6. What training or specialist expertise does your staff have around SEN? At Eastling Primary School staff are trained to provide a variety of specialist support such as speech and language. Recent training (September 2018 to present) includes : *ADHD *Early identification of children with SEND *Diabetes care management *Memory *Auditory processing disorder *Cognitive Behaviour Therapy (CBT) with children *Dealing with angry children *Laughology *Language through Learning *Lego therapy *An introduction to attachment and trauma *Speech and language therapy. However, where a training need is identified and the expertise not present, Eastling Primary School is committed to ensuring that training gap is promptly addressed.
7. How can Eastling Primary School support children with SEN?
All pupils will be provided with quality first teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:
*Classroom observation by the senior leadership team, the SENCO, external verifiers.
*Ongoing assessment of progress made by pupils with SEND.
*Work sampling and scrutiny of planning to ensure effective matching of work to pupil need.
*Teacher meetings with the SENCO to provide advice and guidance on meeting the needs of pupils with SEND
* Pupil and parent feedback on the quality and effectiveness of interventions provided
* Attendance and behaviour records.
Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
Action relating to SEN support will follow an assess, plan, do and review model:
1. Assess: Data on the pupil held by the school will be collated by the class/subject teacher/SENCO in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject teacher with advice from the SENCo.
3. Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets (this may including for young people, targets around preparing for adulthood) that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil. 8. What further external support can Eastling Primary School access and when would this happen? * Eastling Primary School has access to several external agencies that can provide additional support such as a private Speech and Language therapist and a counsellor.
*We have access to the Specialist Teaching and Learning service for Autism, social and emotional support and cognition and learning via the Local Inclusion Forum Team (LIFT) meetings. * Where a need has been identified by the school or parents, the SENCO will seek advice and support from the appropriate agency in order to meet the needs of the child. *Through a referral process we also have access to occupational therapists, school nurses and paediatricians. * There is a link at the end of this document to Kent’s Local Offer, Kent Special Education Needs (SEN) Information Report. 9. Who can I contact to provide additional advice and support for my family? * Additional advice may be obtained from the school’s SENCO. *If you require additional support you may contact Mrs Youle, who is our SEN Governor. *Also the Kent SEN information is linked to the final section of this document. 10. How will the school support my child in starting school and moving on? * Before your child starts school the class teacher visits the relevant pre-schools to meet the children and gain information about their needs. * Following this, parents are invited to a new entrant’s information sharing meeting when they will meet the key staff that will be involved with their children. * Additionally, home visits are held as another opportunity for parents to share information with their child’s class teacher to be. * All children will have the opportunity to meet their new class teachers as they move through the school. * When children transfer to secondary education, the special educational needs co-ordinators meet with key staff from the schools involved to share information. Once again, additional transition plans are made for pupils that find this change hard to cope with. 11. What support will there be for my child’s overall well-being? We recognise that some children have extra emotional and social needs that need to be developed and nurtured. *All classes follow a structured PHSE curriculum to support this development. *We also monitor each child three times per year using the Leuven Scales to measure their well-being and involvement.
*Pupil and parent voice mechanisms are in place and monitored for effectiveness through the governing body. For those children who find aspects of this difficult, we also offer:
*Members of staff such as the class teacher, teaching assistants, SENCO and Headteacher being readily available for children who wish to discuss issues and concerns.
*Specific interventions such as friendship skills groups run in the course of the year.
*Lunchtime clubs for those needing time out from the playground.
*Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills. *Mentoring *Private counselling *Play therapy *Access external agencies and professionals and follow their advice The school benefits from a Behaviour Policy with clear rewards and sanctions and in each class the same rules are applied. 12. How are parents/carers and children with SEN supported to share their views and concerns and work alongside the school? * The school has a variety of ways to allow parents/carers to share their views and concerns. * Teachers endeavour to be available at the end of the school day if parents/carers wish to discuss their child. * Or parents can make an appointment through the office to meet with either Class Teacher or the SENCO. * A Home-School link book is provided. * Parent’s forums are held each term. * The school offers parent consultations three times a year. 13. How is the decision made about what type and how much support my child/young person will receive? The school budget received from Kent County Council LA, includes money for supporting children with SEN. The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs
in the school. Where the needs of a pupil are more complex, we would then consider additional support through High Needs Funding. This is top up funding from the Local Authority where a child has significant and complex needs. 14. If I am not happy with the provision at Eastling Primary School, how can I share my concerns or make a complaint? * If you are not happy with the SEN provision at the school, please contact the class teacher, the SENCO or the Headteacher to share your concerns. * If you wish to make a complaint about Eastling Primary School, please direct your grievance to the school’s chair of governors, Mrs Neaves. The complaint form is available from the school office. 15. Where can I find information about the Local Authority’s Local Offer for children with SEN and their family? *Information about the Kent’s Local Offer can be found on the Kent County Council website. A link is provided below: http://www.kent.gov.uk/education-and-children/special-educational-needs