Special Educational Needs
At Great Smeaton Academy Primary School we welcome everybody into our community. The Staff, Governors, children and parents work together to make our school a happy, welcoming place where children and staff can achieve their full potential and develop as confident individuals. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school family, thus providing a learning environment that enables all children to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.
Our SEND provision allows children with learning difficulties, the opportunity to follow a curriculum specifically tailored to develop life skills and to give children self-confidence through their learning thus enabling them to maximize their potential and to work independently.
We are committed to narrowing any attainment gap between SEND and non-SEND children. This may include short-term intervention learning programmes, before and after school skills groups and other learning interventions developed to personalise learning.
We have very good attendance as our children want to come to school.
All children and young people are entitled to an education that enables them to make progress so that they:
- achieve their best
- become confident individuals living fulfilling lives
- make a successful transition into adulthood.
If your child has special educational needs and/or a disability and you would like to know more about what we offer at Great Smeaton Academy Primary School please contact us on 01609 881349 or e-mail us at email@example.com
SEND Coordinator: Mrs Greenwood (Head Teacher)
The Kind of Needs for which Provision is made at our school
We refer to the term Special Educational Needs if a child:
a. Has significantly greater difficulty in learning than the majority of children of his or her age in one or more areas of learning. Academic criteria are adhered to when making a decision.
b. Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools for children of similar age.
The difficulty or disability may relate to:
- Communication and interaction
- Cognition and learning
- Behavioural, emotional and social development
- Sensory or physical conditions. Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools for children of similar age.
Special Educational Provision is that which is additional to or different from that which is made generally for most children in school.Assessment is an ongoing core process throughout the school. It is a check that each child is making adequate progress against the national expectations set for each year group from Reception through to Year 6.
If a child is not making the expected progress, then we identify a need and determine the reasons why.
Adequate progress is defined as that which:
- Closes the attainment gap between child and children of a similar age
- Prevents the attainment gap growing wider
- Is similar to that of peers starting from the same attainment baseline, but less than the majority of their peers
- Matches or is better than the previous rate of progress
- Ensures that a child has full access to the curriculum in line with their peers
- Demonstrates an improvement in self-help, social or personal skills
Assessment and Identification
The school promotes a graduated approach to assessing, identifying and providing for childrens special educational needs. This approach follows a model of action and intervention to help children make progress and successfully access the curriculum. It recognises that there is a continuum of SEN and that where necessary increasing specialist expertise should be involved to address any difficulties a child may be experiencing.
Throughout the Early Years Foundation Stage, Key Stage 1 and Key Stage 2 the children are assessed against nationally set criteria to check their progress across all areas of learning and subjects. It is through this process that children who are not making expected progress are highlighted. Teachers and Support Staff play a vital role in raising concerns about other barriers to learning, such as behavioural, social and emotional matters.
A rigorous assessment procedure to track childrens progress is continuously used. If a child fails to make expected progress the next stage would be to move to the use of school intervention and/or outside agency involvement for the identification, assessment and recording of childrens learning difficulties. We incorporate these procedures into our normal working practice.
Following assessment and Staff consultation a child’s special needs are identified and the needs are recorded on the SEND Register.
An IEP (Individual Education Plan) is devised in collaboration with the child. The IEP is sent to parents who are invited to discuss this initially with the Class Teacher and contribute to the IEP.
Teachers are supported by specialists from outside school who meet with parents and school staff for Review meetings at least annually, in addition to parental meetings.
Class Teachers have responsibility for enabling all children to learn. To achieve this they:
- Plan appropriate work / activities for their children
- Ensure that support is available for all children
- Differentiate the curriculum to take account of different learning styles, interests, abilities
- Ensure that all children can be included in tasks / activities
- Monitor individual progress
- Celebrate achievement
- Identify those children who require additional or different support in order to make progress
- Set targets on IEPs and discuss these with parents and children
Teachers are familiar with the relevant equal opportunities legislation covering the protected characteristics: race, gender, disability, sexual orientation, religion or belief and age. (See Single Equality Scheme)
- through ‘quality first’ teaching, support the teachers in enabling all children to have access to the teacher
- support the teachers in enabling children with SEND to have access to an appropriate curriculum
- encourage and promote independence in children
- liaise with the class teacher
- help to prepare resources and adapt materials
- lead interventions to close the gap for children experiencing difficulty
- promote the inclusion of all children in all aspects of life at school
Intervention is carried out by the school and is additional to or different from the usual differentiated curriculum. It can take the form of:
- using different learning materials in the classroom
- making reasonable adjustments within the physical environment and routines
- support staff in the classroom and Learning Zone
- a more focused level of support in a small group
- focused work for home
FREQUENCY & TIMING OF SUPPORT
This is arranged and timetabled by teachers. Teachers, generally provide the intervention so that they can adapt provision according to need.
ORGANISATION OF SUPPORT
Our inclusive approach to provision means that the majority of children have their needs met by accessing levelled planning that is used across the school to ensure that all lessons are appropriately differentiated. Lessons are structured to provide a range of learning activities. The school adopts a flexible approach to support provision in order that a child’s individual needs can be met. The support provided usually falls into one of the following categories:
- Direct or indirect support in the classroom
- Focused withdrawal support from the classroom
We encourage emphasis being placed on learning within the normal peer groups. Although the needs of the children are considered individually they may not necessarily be supported individually.
When a child is demonstrating further cause for concern or their learning need is more complex and persistent than can be met by the school interventions already put in place, school will engage with relevant external services. This is triggered when:
- continues working at levels substantially below that of children of a similar age even when teaching approaches have been targeted on an identified area of weakness
- has emotional or behavioural difficulties which substantially or regularly interfere with the child’s own learning or that of the other learners, despite taking part in an individualised behaviour management programme
- has sensory or physical needs and require additional specialist equipment or require regular advice or visits by a specialist service
- has on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning
- a child’s learning needs are manifesting themselves either in a more complex or in a more specific way as they move on through the school
For these children, the difference between their attainment and that of the other children is widening and this needs further investigation.
A request for support from external services is likely to follow a decision taken jointly by school staff in consultation with parents. In seeking the support of external support services, those visiting the school will need to have access to the child’s records in order to establish which strategies have already been tried and parental permission must be given.
The external specialist may:
- act in an advisory capacity to refine targets set by the school
- extend the expertise of the teaching Staff
- provide additional assessment
- be involved in supporting the child directly
- suggest that a statutory assessment is advisable
- consult with all parties involved with the child
Support Staff, are assigned across the whole school to support SEND children according to need.
Links with outside agencies are well established and transition to and from our feeder and transfer schools is very good due to our close liaison with these schools. Children access In reach and Out reach support from external agencies based on specific need such as the Autism Outreach Team in NYCC. Colleagues from outside agencies continue to advise and support our staff to better understand and address the needs of our children.
Statutory Assessment: EHC Plan Statement
When a child is demonstrating a significant cause for concern or their learning need is more complex and persistent than can be met by the interventions already put in place statutory assessment will be considered. The EHC Plan incorporates all information about the child from birth to 25.
All parties, including health and other agencies involved with the child contribute to this plan. If a Statutory Assessment is required the school, in consultation with the child, parents and outside agencies, will submit reports for consideration by the Local Authoritys Provision Panel. The request is made to the Local Authority (LA), which in our case is NYCC. NYCC SEND Local Offer can be obtained from our website and NYCCs website.
The school office can also provide further information.
The Local Authority will need to have:
- information about the child’s progress over time
- Documentation in relation to the special educational need
- Details of action taken by the school to meet the child’s special educational needs
- Particulars of any special resources or arrangements put in place
This information includes where relevant
- Individual Education Plans (IEPs) for the child
- records of regular reviews and their outcomes
- health reports, including medical history where relevant
- national assessment levels and reports or records of progress complied by the teachers
- educational and other assessments, for example from an advisory teacher or an Educational Psychologist
- reports from other professionals involved with the child (Social Services, Educational Welfare services, Health and Education services).
The views of the parent and child are sought. Parents may also make a Request for Statutory Assessment. The process is defined by a specific timescale and statutory procedures.
All of the evidence is gathered and sent to the Local Authority Special Educational Needs Officer who in turn sends it for review to the Special Educational Needs Panel. If the request is successful, then further evidence is gathered from all of the agencies who have involvement with the child.
If the Provision Panel agrees to the need for an Education Health Care Plan, the Local Authority will lead on the process. School will prepare the necessary documentation and send it to the Local Authority.
Statements / EHC Plans are subject to annual review which will include parental views about the child’s progress.
Further reviews can be arranged at any time if significant concerns arise. Children under 5 years of age are subject to 6 monthly reviews.
Transferring Statements to EHC Plans
The legal test of when a child requires an EHC Plan remains the same as that for a statement.
It is expected that all children who have a Statement and who would have continued to have one under the current system, will be transferred to an EHC Plan. No child should lose their Statement and not have it replaced with an EHC Plan simply because the system is changing.
The transition period for transfer to EHC Plans has been extended to 2018.
Records are kept on each child. All files for children are kept in the Head Teachers office in a locked filing cabinet. They remain secure and confidential.
There is a Medical List to enable staff to be kept informed of any medical information. This is updated by the admin staff in the main office. Care Plans, Pastoral Support Plans and information from outside agencies will also be stored in the above files. General Learning Support and Intervention records are maintained, by Class Teachers, to chart childrens progress.
IEPs are written in October and February annually.
The schools flexible approach allows for children to access support and intervention as and when necessary. Names can also be added or removed from the SEND Register following consultation with relevant personnel and agencies.
There are also some general information files, stored in the Head Teachers office which include master copies of letters and forms which may be required for identification, assessment, monitoring, referral, evaluation and review. They also contain correspondence from outside agencies.
Mrs Greenwood, the Head Teacher, is SENCo. She is responsible for the implementation of the SEND policy and will support and encourage other members of staff where and when necessary. She will liaise with parents and relevant outside agencies, Medical and Psychology Services. She will attend and cascade appropriate in- service training in order to meet new developments with policy and practice. She will prepare and deliver INSET and assist in the purchase and deployment of resources encouraging their efficient and effective use. The SENCO will also be responsible for overseeing the maintenance of the Special Needs Register.
A wide range of materials is provided by the school in order to assist in drawing up a programme for a child with learning difficulties. These resources are distributed around the school. We encourage their efficient and effective use by raising awareness of availability of materials and matching resource to need.
The partnership between parents and school will play a key role in promoting a culture of positive expectation for SEND children. Parent partnership is encouraged through termly consultations, Head Teachers letters, curriculum newsletters, annual reports, SEND reviews and informal discussions.
We endeavour to create positive links with our parents by operating an Open Door’ policy. Children and parents are at the heart of decision-making, ensuring high quality individual education pathways are carefully planned around the specific needs of the child. We try to accommodate parental availability when planning meetings.
Initially, when a child’s special needs are identified, a letter is sent home to parents raising awareness and inviting them into school to discuss this further. Parents are consulted regularly at the termly parental consultations and review discussions. Phone and email contact is maintained which ensures that difficulties and anxieties can be resolved swiftly.
School Agency Partners include:
- Education Psychologist
- Child and Adult Mental Health Service
- Speech and Language Therapy
- Occupational Therapy
- Hearing Sensory Support
- Visual Sensory Support
- Learning Difficulties and Disabilities
If you would like to know more information about these services contact us on 01609 881349 or e-mail us at firstname.lastname@example.org
Children have a role to play in voicing their suggestions as to how the teachers can help them to learn better. They are encouraged to:
- are encouraged to participate fully in the life of the school
- understand the success criteria to enable progress to take place
- are expected to behave in a responsible and respectful way within a learning context
- have a role to play in voicing their suggestions as to how the teachers can help them to learn better.
- comment on how they feel they are progressing when the IEP is evaluated
Engagement with children will play a key role in promoting a culture of positive expectation. Children are involved in the learning process at all levels. Through thorough marking, using feedback and response, they are aware of their targets and know what they have to do to improve. Support is tailored to their individual needs. Children are invited to comment regarding their provision and their IEPs. Personal Mentoring meetings also provide an opportunity for personalised provision.
We hope that complaints about SEND provision will be rare, however, if there should be a concern the process outlined in the schools Complaints policy should be followed.
North Yorkshire Council Councils SEND Local Offer can be obtained from our website or NYCCs website.
The school office can also provide further information.