Special Educational Needs
SEN Information Report
Changes to Special Needs Provision. September 2014
The new SEND Code of Practice took effect from 1st September 2014
This has implications for the way that schools:
Identify SEND (Special Educational Needs and Disabilities) pupils
Record pupils with SEN or D
Support pupils with special needs
Monitor and review provision
Involve pupils and parents in decision making
The SEND Register
Children currently on the register at School Action (SA) and School Action Plus (SA+) will become SEN Support.
Statements will be replaced by Education, Health and Care plans (EHC plans) within 3½ years.
All children identified with a learning need will still continue to receive support and intervention, whether in the classroom or in addition to current provision. This fundamentally will not change from what we are doing currently.
There are now 4 Categories:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Sensory and/or Physical
At St Andrews Benn we will continue to maintain high quality SEND by:
Early identification
Information gathering
Considering causal factors
Planning
Targeted high quality teaching
Review with parents
Offer additional support from external agencies if needed
Our SENDCO is: Ms G Amponsah,
Ms Amponsah can be contacted by telephone: 01788 574697 or email: amponsah.g@welearn365.com
For more detailed information on our SEND provision please look at our core offer for SEND on this page.
Offer for Pupils with Special Educational Needs (SEND)
Who will support my children at school?
Question | People | Summary of Responsibilities |
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs (SEND)? | SENCO Ms G Amponsah 01788 574697 Email: amponsah.g@welearn365.com | She is responsible for:
o supporting your child’s learning o ensuring that trusted adults are available for the children to talk to as required o kept informed about the support your child is getting through parents evenings, IEP/Statement/EHCP review meetings, phone calls o involved in reviewing how they are doing from assessments, learning walks, book trawls, meetings with teachers and parents. o part of planning ahead for them.
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Class teacher | S/he is responsible for:
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Teaching Assistant (TA) |
Class teacher and/or SENCO.
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Head teacher Miss Abigail Huggins | She is responsible for:
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SEND Governors Isabelle McKenzie & Tracy Burvill | She is responsible for:
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How could my child get help in school?
Children in school will get support that is specific to their individual needs this may be all provided by the class teacher or may involve:
Other staff in the school
Staff who will visit the school from the Local Authority services such as STS (Specialist Teaching Service)
Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service.
Types of support provided also showing the stage of the Code of Practice (the document that schools use to plan their SEND input) children will be at when receiving this input. | What could this mean for your child? | Who can get this kind of support? |
Class teacher input via targeted classroom teaching also known as Quality First Teaching. |
| All children in school when needed |
Specific group work with in a smaller group of children. This group may be · Run in the classroom or outside. · Run by a teacher or most often a Teaching assistant who has had training to run these groups. These are often called Intervention Groups |
| Any child who has specific gaps in their understanding of a subject/area of learning. Children who are at the stage of the SEN Code of Practice once called School Action. At St Andrews Benn, this will now be called Targeted, which means they have been identified by the class teacher as needing some extra support in school. |
Specialist groups run by outside agencies e.g. Emotional Literacy AND/OR Individual support for your child from a Learning Support Teacher |
| Children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. Children who are at the stage of the SEN Code of Practice once called School Action Plus. At St Andrews Benn, this will now be called Intense which means they have been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This may be from: · Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need) · Outside agencies such as the Speech and Language therapy (SALT) Service. |
Specified Individual support This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/Inclusion Manager as needing a particularly high level of individual need which cannot be provided from the budget available to the school. Usually your child will also need specialist support in school from a professional outside the school. This may be from: · STS · IDS · Outside agencies such as the Speech and Language therapy (SALT) |
| Children whose additional needs are severe, complex and lifelong. The range of needs may include thinking and understanding, physical or sensory difficulties, emotional and behavioural difficulties, or difficulties with speech and language, or how they relate to and behave with other people. |
Frequently Asked Questions
How will we support your child with identified special needs starting at school? | We will first invite you to visit the school with your child to have a look around and speak to key staff. If other professionals are involved a multi-agency meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts. Your child’s key person may make a home visit and also visit your child if they are attending another provision. We may suggest adaptations to the settling in period to help your child settle more easily |
How can I let the school know I am concerned about my child’s progress in school? | If you have concerns about your child’s progress you should speak to your child’s class teacher initially. If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCO or Head teacher. If you are still not happy you can speak to the school SEND Governor. |
How will the school let me know if they have any concerns about my child’s learning in school? | When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher must raise this with the SENCO. The school also has meetings every term between each class teacher and senior staff members in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as they could be. If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more details:
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How is extra support allocated to children and how do they move between the different levels? | The school budget includes money for supporting children with SEN. The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school. The Head Teacher and SENCO discuss all the information they have about SEND in the school, including the children getting extra support already, the children needing extra support, the children who have been identified as not making as much progress as would be expected. They also decide what resources/training and support is needed. All resources/training and support are reviewed regularly and changes made as needed. |
Who are the other people providing services to children with an SEND in this school? |
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Which NHS services can the school refer my child to? |
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How are the teachers in school helped to work with children with an SEND and what training do they have? | The SENCO’s job is to support the class teacher in planning for children with SEND. The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ESBD, specific learning difficulties and ASD etc. Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEND. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from Speech and Language Therapy Training takes place on a regular basis. If you would like to hear about the training which is currently taking place or has taken place by the staff members in the school, speak to the Head teacher. |
How will the teaching be adapted for my child with learning needs (SEND)? | Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs. |
How will we measure the progress of your child in school? | Your child’s progress is continually monitored by his/her class teacher. His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy and science. If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’. At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do. Children at a Targeted level of need will be reviewed through a Provision map and Intense Level of need will have an Individual Education Plan (IEP) which will be reviewed with their and your involvement, every term and the plan for the next term made. The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education. These children will also have an Individual Learning Plan. The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in. A range of ways will be used to keep you informed, which may include:
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How have we made this school accessible to children with SEN? | We ensure that equipment used is accessible to all children regardless of their needs. Enrichment and after school activities are extended to all pupils irrelevant of their needs |
How will we support your child when they are leaving this school? Or moving on to another class? | We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible. If your child is moving to/from another school:
When moving classes in school:
In Year 6: The SENCO will discuss the specific needs of your child with the SENCO of their next school. Your child will attend a small group in school and extra transition visits will be arranged, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school. In most cases staff from the new school will visit your child in this school. |
Useful Links
The Warwickshire Local Offer
https://www.warwickshire.gov.uk/send
SENDIAS