Special Educational Needs and Disability Information Report 2019/2020
This report has been developed and reviewed with all parties in response to the Children and Families Act 2014, the SEN and Disability Regulations 2014 and the SEN and Disability Code of Practice 2014.
At Tickton C.E. Primary School, we provide equality of opportunity for all. For us, inclusive education means the greatest degree of match between the individual learner’s needs and the provision that is made for them in school. At the core of our thinking is the belief that children and parents should be actively involved and fully engaged in their learning. We see our school as a family community, which respects diversity of appearance, opinions, beliefs, practices, ideas and abilities.
|1. The kinds of special educational needs for which provision is made at our school.
We are a mainstream primary setting currently with 206 children aged 4-11 years on role.
We have Special Educational Needs and Disability provision for a range of physical, social emotional, behavioural, mental health and cognitive needs currently being provided in school and with the support of external specialists and agencies.
|2. Information, in relation to the school’s policies for the identification and assessment of pupils with special educational needs.
Our SEND policy identifies a graduated response to identify SEND. We liaise closely with parents and carers, regularly observe and assess our children and monitor progress as they develop and grow. We work on a ‘plan-do-review’ cycle and personalise learning as much as possible.
All staff work together to identify preferred learning styles, individual strengths and areas for development.
This information is reviewed regularly with parents and our Special Educational Needs and Disability Coordinator (SENDCo) Ms Anderson to identify any additional needs our children may have and plan appropriate provision to meet those needs.
We use on going formative assessments and half termly summative assessments to track progress of all children in reading, writing and mathematics.
Additional assessments are used to profile specific individual needs, which are additional to or different from their peers, including:
· Speech & Language Assessments to identify specific areas of expressive and receptive language difficulties.
· Phonological Assessments (PhAB) which identify specific areas of difficulty relating to phonological skills and processing speed.
· Vocabulary Assessments (BPVS III) which identify levels of development in understanding language.
· Visual and Digit Memory assessments which identify levels of development in the use of short term memory.
· Auditory and Visual processing assessments are used to identify levels of development in accessing information.
· Dyslexia and dyscalculia screening and assessments.
We also employ an SEN consultant teacher, to provide additional assessments, advice for provision planning and recommendations for interventions for individuals requiring SEN support.
All staff have responsibility for children with SEND in their classes and work in close liaison with Ms Anderson.
|2. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans,
including— how the school evaluates the effectiveness of its provision for such pupils;
All policies take account of all needs in school, assessment information is collated throughTapestry, FLiC and SIMS and highlights progress made relating to specific areas. Our Assessment Co-ordinator, Mr Blount, compiles class, group and individual data information to track progress, set targets and monitor outcomes. All SEN children are tracked individually to ensure their needs are identified and are being met.
Parents are kept fully involved in their child’s learning and open discussions formulate planned next steps at each relevant stage in the review cycle. Parents are informed of their child’s progress with termly parent’s meetings, SEN support reviews and close home school links. Parents are also encouraged to complete parental surveys to gain their views of school provision for their child and give feedback via the weekly newsletter to raise any issues or concerns.
We regularly review all our provision, looking at research evidence and updating delivery for individuals to reflect progress in specific areas or with specific interventions.
Clear criteria discussions take place prior to starting support or interventions and specific targets identify if outcomes have been met. Reviews also include how provision has impacted on the child’s attitude and
engagement in their learning, which may not be evidenced from assessment outcomes, but has had an impact on their educational engagement, self-esteem and progress.
Pupils are involved in pupil participation interviews to gain their insight into their learning preferences and to personalise learning to maximise engagement. Progress is also tracked with supporting outside agencies to monitor effectiveness of recommended support packages.
Governors are involved in all progress and assessment review processes, a dedicated Assessment link Governor and SEND Governor have regular contact in school. They are able to question and observe provision to monitor how additional support has impacted on children’s progress. This is then communicated to the relevant committees and the whole Governing body through visit reports. Each full Governors meeting also receives a confidential SEND report from the SENDCo outlining provision, developments, training and actions.
There is also a School Improvement Group of Governors who look specifically at progress and provision throughout school with responsibility to report to full Governors all information collected.
Our SEND team includes our SEND HLTA; who has specific training and experience of leading Speech and Language, ASD and Social Communication interventions and groups.
Emotional Literacy support is provided for identified individuals by our trained KS1 ELSA, and our 2 KS2 ELSAs.
· the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
Pupils receiving additional SEND support are tracked very closely using a range of assessments appropriate to their specific area of need as described in 2 & 3a above.
Information on progress is shared with parents of SEND children at least 3x per year (termly) with invitations to 1:1 meetings with class teachers and/or SENDCo. Parents are made aware of National age related expectations in relation to their child’s development at meetings and on the annual reports.
Class teachers meet each term with the SENDCo to review progress and assessment outcomes of all children needing SEN support, to plan strategies for next steps in learning and identify any further areas of need or actions to be taken.
Parents are actively encouraged to take up many opportunities to communicate with school regarding their child’s needs and progress. We operate an “Open Door” policy where parents are encouraged to come into school to discuss their child at any point in the year. SEND parents are also encouraged to maintain close links with our SEND Co, Ms Anderson to share any concerns or celebrate success as appropriate.
Staff also make themselves available at appropriate points before or after school to meet with parents to discuss any matters of concern. We also have home/school logs within the child’s reading record which can be used to share information and celebrate progress or achievements. Where needed children have specific handover plans which meet their individual needs.
· the school’s approach to teaching pupils with special educational needs;
Throughout school staff adapt and differentiate the curriculum to ensure access for all. Teaching and learning is matched as closely as possible, to the needs of all the children. Teachers and support staff have a wide range of skills to enable this to happen within the classroom and with the specialist support of the SEN team and SENDCo.
Children may receive additional small group or 1:1 support, ICT specific interventions or withdrawal groups for specific needs, which are minimised to avoid impacting on our Quality first teaching in classrooms. Some activities need to be done with specific environment or resources eg Speech & language as this requires a quiet space rather than a busy classroom environment.
Early interventions in Foundation Stage 2 build on information about the individual child from their parents, on entry assessments from their pre-school providers and learning journals enable us to build personal programmes to extend learning.
Individual Support Plans have been reviewed to highlight strengths and areas of need and we work as closely as possible with parents/carers to identify provision for children requiring SEND Support.
· How the school adapts the curriculum and learning environment for pupils with special educational needs;
Our curriculum is planned to meet the needs of all learners, using strategies, staffing and resources to adapt to meet individual needs. Pupils are engaged in planning their own learning and parental input and support is sought to ensure all aspects of learning are coordinated to reach agreed outcomes. All learning is planned specifically to meet personal needs with 1:1, partnered and group working all being used to adapt learning responsively.
Our school environment is carefully monitored to ensure access for all. We have a range of facilities including a dedicated medical room with hoist, treatment bed and physiotherapy equipment.
All areas are accessible to wheelchairs with additional mobile ramps for outdoor learning areas including our outdoor lodge. We make all reasonable adjustments possible to meet the range of special educational needs of our community members.
· Additional support for learning that is available to pupils with special educational needs;
These can range from physical disabilities, hearing and vision impairments, speech & language, social and emotional, behavioural, mental health or cognitive difficulties.
Support is implemented through a graduated response cycle of assessing, planning, implementing and reviewing outcomes. The decision to access additional support is made with the child, family, school and any relevant outside agencies. Meetings are held to discuss the best provision to meet each child’s outcomes taking all viewpoints into consideration.
Class based support is enhanced by individual and group interventions with a specialist ‘Dawn Busters’ early morning group providing personalised learning for children with identified specific needs. This is coordinated by SENDCo and led by our SEN HLTA and SEN TA four mornings per week from 8.20am – 8.50am. This gives us a dedicated support group to implement interventions and coordinate support throughout school.
Statutory Assessment arrangements are adapted according to individual needs based on Government guidance and may include additional time, readers, planned rest breaks and separate working areas.
· Activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;
We have a wide range of extra -curricular activities on offer before school, during lunchtime and after school sessions. Some are school led and for others club or private providers work closely with school to make all reasonable adjustments to involve children from across the age ranges and SEND.
Clubs currently being provided are: Judo(Y1-6), Debutots Drama club (R-6), Computers (Y5/Y6), Out & About club(Y3-6), Netball, Cricket, Tag Rugby (Y4-6), Whole school choir, Football(Y1-6), Dance, (Y2-6), Music Group(Y3-6), Art Club(Y1-6), Badminton(Y5&6) tennis(Y4-6) and Golf (Y3-6),
Parents are encouraged to discuss extra-curricular clubs with SENDCo/staff and external providers to make individual arrangements. Further opportunities are also highlighted through links to external providers and support groups via our SENDCo , FISH at Beverley Children’s Centre and the Local offer website which is accessible through the school website: https://www.ticktonprimary.co.uk/
Parents are also involved in detailed planning for both day and residential visits, ensuring all needs are identified and provision matches specific circumstances. We also plan activities and experience days such as our Eco Days, Science Days, and Disability games which involve all children across the school working in their family groups.
(g) support available for improving the emotional and social development of pupils with special educational needs.
Our children’s well-being is of paramount importance to us and we strive to offer excellent pastoral support for pupils and their families.
We have three ELSA trained TA’s, who provide 1:1 emotional support to identified children throughout the school. We also mentor individuals who are vulnerable or having specific difficulties with dedicated adults as points of contact to be available throughout the week and across the day.
Medical support is provided for identified conditions. We have continual professional development for all staff to ensure skills are kept up to date which includes training for further identified needs.
Medicines are managed within school by our First Aider who meets with parents each day to collect prescribed medicines in measured doses to be stored and administer as directed by parents during the school day. These are signed for by the parent/carer on each occasion, the full details can be found in our full medicines policy.
We have a very positive behaviour policy which is adapted as necessary to meet individual SEND needs. Behaviour support is provided through pastoral care and specialist interventions through the SEND team.
Our Behaviour Advisory teacher also works closely with us to support specific children within school and where appropriate at home.
Pupils have many opportunities to contribute their views in school as individuals, groups, classes and Key stages.
Each class develops their own Class Charter at the beginning of the year and pupils elected representatives have roles within our School Council and Road Safety Officers Group. SEND pupils are encouraged and supported to represent their classes and take an active part in all aspects of school life.
Our school site is continually monitored to ensure the safeguarding of all our children.
Our internet access is also provided through a high level filtering system provided by the East Riding of Yorkshire Council.
|In relation to mainstream schools the name and contact details of the SEN co-ordinator.
Our SENDCo is Ms Anderson and can be contacted on 01964 542498 and email@example.com
We have an open door policy and strive to meet and respond to parents as soon as possible within our working commitments. Our Head teacher Miss Brown is also available for support and advice as required.
| Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.
Our SEND team and other support staff have a range of skills and qualifications to enable us to meet the needs of all our children. We have recently had training to support Attatchment, Type 1 Diabetes, Epilepsy, ASD and Sensory Integration, specific literacy difficulties including dyslexia.
All staff are involved in training with full days and twilight session built into our SEND Development plan which forms part of the School Improvement Plan. Regular TA training is built into extended sessions during the day to enable all staff to access ongoing CPD or they attend twilight training with teaching staff. Our next focus is to build on our outstanding TA training.
We also access specialist services from SaPTS, Speech & Language, Physiotherapy, Occupational Therapy, Disability Team, CAMHS, SEN consultant, Educational Psychologist, Advisory teacher for behaviour and Early Years team.
We work very closely with parents and all agencies when transitioning a child with SEND. Our preparation is extensive with involvement in all aspects of their development. Establishing close links to identify all needs would be the priority in order to establish what support we have or need to develop to meet the individual’s needs. Planning is coordinated with our SENDCo as lead to ensure relevant agencies and services are involved prior to admission. Information would be shared with parents to make decisions on staffing, training, transition visits and provision placement, timetabling and curriculum required to meet the child’s individual needs.
Our SEND support team receive additional training in relation to their areas of expertise accessing specialist support to maintain skills and meet the needs of our pupils. Training is provided by a range of services and includes specialist training for specific conditions as required. Our team keep abreast of new developments and attend the SEND Forums, SEND cluster meetings and annual SEND Conference to access specialist workshops and build further links with service providers.
| Information about how equipment and facilities to support children and young people with special educational needs will be secured.
We have a range of facilities including a dedicated medical room with hoist, treatment bed and physiotherapy equipment. All areas are accessible to wheelchairs with additional mobile ramps for outdoor learning areas including our outdoor lodge. We make all reasonable adjustments possible to meet the range of special educational needs of our community members.
Our classrooms have carpets, blinds and display boards to improve our auditory environment and lighting, furniture and positioning in class are optimised to improve our visual environment. We have a dedicated SEND budget to secure equipment and resources to support specific needs as well as linking to external service providers for specialist advice and equipment.
There is a dedicated parking zone on Green Lane next to the school gates for both pupil drop off and disabled visitors.
|The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.
Parents of children with SEND are actively encouraged to make and maintain close home/school links to ensure clarity of communication throughout their child’s time in school. Class teachers, link TA’s SENDCo and our Head teacher are all available to arrange consultations about all aspects of their child’s welfare. Parent’s questionnaires and weekly feedback forms on school newsletters encourage parental feedback on all aspects of our school community and education.
We have routine parent’s evenings, new parents visits-tours by the Headteacher/SLT/SENDCo.
Parents are invited into school for learning sessions relating to curriculum developments, new starters coffee mornings, and meet and greet sessions as well as community events. The EYFS team spend time with families and children before children join us to make the very best preparations to meet needs.
Children requiring SEND support have additional 1:1 meetings with relevant staff during the process of setting up and reviewing individual needs. All teachers have responsibility for ensuring clear and open communication as the key foundation to ensure parents are fully involved in the life of their child in school.
We have an active PFA which all parents are welcome to join and we encourage family members and friends to consider volunteering in school in any way they can, be that through regular volunteering in school or supporting specific events or open days. Our weekly newsletters and website have all the details of those to contact, or our office will gladly provide contacts or further information on 01964 542498.
|The arrangements for consulting young people with special educational needs about, and involving them in, their education.
Our pupils are encouraged to engage fully in the development of their SEND support and contribute their views via pupil participation reviews with their class teacher/ TA/SENDCo. They are involved in reviewing their provision and work together with all staff to decide how best to support them. We seek to engage them by consulting individuals and groups on their view of the provision they receive, when it is in place, where and how that provision is made. Their views are then formulated and added to the review cycle to respond to any issues raised.
Pupils are encouraged to have a voice with additional emotional support from our ELSA trained TAs for those requiring support to engage fully in their review process. This support is available to all SEND children when dealing with any outside agencies as the child’s voice is paramount in links with all services they encounter.
Child centred review are used for all EHCP pupils to involve all parties in provision planning.
Pupils throughout school are encouraged to participate in decision making and every child has the opportunity to voice their opinions via our active School Council.
|Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.
Parents of children with SEND have their class teacher as their first point of contact, who should be able to explain or discuss any worries relating to their child. Any issues requiring further support can be directed to our SENDCo, Ms Anderson who will be able to help, support or redirect to other services if required.
We are always available for a chat and encourage parents to pop in at the earliest point to bring concerns forward in order to deal with them as soon as possible. Any concern is valid no matter how small they may seem and we wish to support our parents in voicing their worries to avoid anxiety for both parent and child. We communicate mainly via face to face meetings and invite parents in for informal consultations as well as formal review meetings.
We report concerns via SENDCo to SLT and Governors where necessary and have a clear complaints procedure to support parents.
Our formal complaints policy has clear information on what parents need to do if they feel their concerns are not being addressed or have unresolved SEND issues which are not being met. The policy is on our school website: https://www.ticktonprimary.co.uk/ and can also be obtained on request from our office.
|How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
Our Governing body is chaired by Mrs Brierley and engages the services of specialist services from SaPTS, Speech & Language, Physiotherapy, Occupational Therapy, Disability Team, CAMHS, SEN consultant, Educational Psychologist and Early Years team. Specialist staff have also been engaged through the Hearing Impaired services to support individuals with specific needs and Integrated Sensory Support and music therapy staff for therapy in school.
Governors work with the Local Authority and social care as required. Our dedicated link SEND Governor is regularly in school to monitor provision and progress towards our SEN development plan targets.
| The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
We seek to signpost parents/carers/young people to organisations and services that can provide them with additional advice and support.
Parents of children with SEND have their class teacher as their first point of contact, then Ms Anderson SENDCo as support contact if they need to discuss something about their child.
Parents can pop into classes, or make an appointment at the school office in person or call 01964 542498 to contact Ms Anderson or class teachers. Messages can also be left via the school email.
Parents of children with SEND considering joining the school should also contact Ms Anderson, SENDCo or
Miss Brown Head teacher to discuss individual needs and make an appointment to visit the school for a tour and further support.
Our website: https://www.ticktonprimary.co.uk/ also has details and links for the Local authority Offer which can be accessed by all parents and carers of children at school.
|The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
Transition is a key focus for all children throughout school and is planned in detail for internal year group moves and major transitions into school and across key stages.
Transition takes place as early as possible and SEND pupils have all transitions co-ordinated by Ms Anderson, SENDCo.
Transition into school includes meetings with pupils, parents, carers, settings and specialist support services.
Team around the family meetings can be organised to get a clear picture of the whole child’s needs and agree a transition plan and timetable. Information is transferred personally with visits to feeder settings and meetings with key workers alongside meetings with parents and children prior to visits in school.
Visits are developed to introduce both new settings within our environment and familiarise children with new personnel, routines and expectations. Timescales are decided between all parties and support is available to help make transitions as smooth as possible. We strive to make our children and parents confident in the process by making school as accessible as possible at what can be an anxious time.
|Information on where the Local Authority’s local offer is published.
We support the Local Authority offer and plan to provide a direct link to the service via an electronic “button” on our school website https://www.ticktonprimary.co.uk/
|This report will be reviewed annually to respond to changes within school and with our SEND services.
Reviewed July 2019- SENDCo – Ms Anderson