Special Educational Needs and Disabilities at our school
- We aim to provide a curriculum that is appropriate to the needs and abilities of all children.
- We aim to provide a happy, stimulating, healthy and safe environment where children can develop independence and increasingly take responsibility for their own learning and behaviour.
The following describes how our school provides for children with special educational needs and disabilities.
- Your child’s class teacher will usually be the first person in school who you could contact or Mrs Sanders our SENCO or Mr Pearson our Head Teacher.
- You will be invited into school to discuss your concern
- Together you will decide on a plan of action.
- The Special Educational Needs Co-ordinator (SENCO) will be informed and if appropriate, the child will be placed on the Special Needs register.
- A further meeting may take place with or without the SENCO, dependent on the need of the child.
- Assessments or observations may be requested from external agencies to support with setting suitable targets.
- A plan will be put together, including specific targets and shared with the pupil, parents and supporting adults.
- The targets will be formally reviewed at Pupil Progress Meetings within 3 months of being set.
- The class teacher or SENCO will meet with parents at least twice a year to discuss your child’s achievement, needs, support and next steps.
- Decisions would be made based on both formal and informal methods including:
- Adult observations over a period of time (by class teacher, teaching assistants and midday supervisors)
- Monitoring progress and attainment data (collected and analysed every term)
- Pupil discussions – do they find something challenging? (this could be academic; communication; social, emotional or behavioural; physical)
- Parent/carer discussions
The process of providing support is to assess - needs (through formal data collection and informal observations), plan - targets to be achieved, do – use a range of strategies to help your child to achieve their targets, review – progress against targets, success of strategies employed.
- The class teacher will oversee, plan and assess your child’s learning to ensure that s/he makes good progress in all areas of the curriculum.
- All learning within class is differentiated to ensure teaching and learning meets individual needs.
- The class teacher, Higher Level Teaching Assistant (HLTA) or a Teaching Assistant (TA) will work with your child either individually or as part of a group to deliver intervention as appropriate. The regularity of these sessions will be explained to parents/carers when the support starts.
- Child Profiles and Passports are written to inform all members of staff of a child’s individual needs.
Interventions are managed and monitored by the SENCO through Class Provision Maps. Provision Maps provide information about:
- Intervention groups for learning; personal, social and emotional development and physical development
- Agency support such as Educational Psychologist
- Who is responsible for delivering the intervention
- When and how often interventions take place
- Resources required for interventions
- Data to track the effectiveness of interventions
- Every class has a Higher Level Teaching Assistant (HLTA) who, directed by the teacher, supports small groups and individuals following intervention programmes.
- The class teacher sets targets and monitors intervention delivery and effectiveness.
- The SENCO (Mrs Sanders) supports with effective target setting; monitors the effectiveness of intervention through the use of observations and class provision maps; supports colleagues with advice and resources; completes referrals to agencies; leads review meetings and completes paperwork.
- A SEND Higher Level Teaching Assistant provides additional support throughout the school through 1:1 teaching and small group work.
- Pastoral support is provided by 2 HLTAs in our Nurture group called The Nest which operates every lunch time for an hour.
- Midday supervisors, on occasions, also provide support for monitoring and supporting personal, social and emotional needs of your child through playground games.
- The SEND administration assistant assists in the completion of paperwork, makes phone calls, writes letters and maintains a record of children on the Special Needs register.
- Outside agencies complete assessments, make observations, offer advice, attend reviews and assist with target setting.
- The SEND Governor meets regularly with the SENCO, reports to the Governors and oversees the provision for SEND.
All staff have training for:
- Autism awareness
- Dyslexia awareness
|Head Teacher||Child Protection |
|Deputy Head Teacher||Child Protection|
|Assistant Head Teacher||Behaviour Maanagement |
Developing the role of the SENCO
|SENCO||Post Graduate Certificate in Special Educational Needs|
|Class Teachers||Trained to teach a Visually Impaired child |
Trained in Epilepsy awareness and administering diazapam
|HLTA||Trained to deliver 1st Class @ Number an intervention programme|
|HLTA||Trained to deliver Talk Time an intervention programme for children with Speech and Language Difficulties|
|HLTA||Trained to support a Visually Impaired child|
|HLTA||Paediatric First Aid|
|HLTA||No Child Left Behind|
|HLTAs||Experience of supporting children with Autism |
Experience of supporting children with behavioural difficulties
Pastoral support in our Nest
Trained to deliver phonics intervention
Trained to deliver Pyramid Club
|TAs||Experience of supporting children with Autism |
Experience of supporting children with behavioural difficulties
|TAs||Trained in Moving and Handling supporting a child in a wheelchair with Cerebral Palsy|
|Midday Supervisors||Trained in Epilepsy awareness and administering diazepam |
|Volunteer||Paediatric First Aid|
|Educational Psychologist||Assessment of learning styles; personal, social and emotional needs; observations; target setting; reviews; advice and support for staff|
|Specialist Teaching Service||Assessment for learning difficulties (including the identification of dyslexia); target setting; advice, training and support for staff|
|Pathways Behaviour Outreach||Advice and support for managing behaviour difficulties (including weak and vulnerable behaviour); observations, target setting and reviews|
|Speech and Language Therapist||Direct teaching of programmes of Speech Therapy, assessment and provision of programmes of work to be delivered in school, advice and target setting|
|Social Communication Teacher||Observations; assessments; target setting|
|Sensory Education and Support Service |
Teacher for the Visually Impaired
|Support and advice, observations and assessments; reviews and target setting|
|Occupational Therapist||Support for physical needs to ensure your child has full access to all aspects of the curriculum|
|Physio Therapist||Support for physical needs to ensure your child has full access to all aspects of the curriculum|
|School Nurse||Support for medical problems|
|St Francis Special School||Training for staff for Moving and Handling|
|St Francis Special School||Training for staff for Epilespy|
- We operate a ‘Nurture Nest’ every lunch time. Children are invited to attend the Nest if they need extra support to develop social skills or build confidence. The Nest is staffed by 2 experienced HLTAs.
- Our school follows a scheme of work to address social and emotional needs and this is delivered in class and in whole school assemblies.
- Teachers, teaching Assistants and Midday Supervisors build up strong relationships with children to support their emotional needs.
- All incidents are communicated to the relevant members of staff and recorded in a behaviour book.
- All child protection issues will be reported to the Head Teacher.
- We have a clear behaviour policy which is adhered to by all staff.
- Circle time happens in all classes to promote speaking, listening, empathy, working together, turn taking and following social rules.
- If your child has specific medical needs then pleased contact the class teacher or SENCO so appropriate plans can be put in place.
- If needed a care plan can be written to inform all staff of the specifics of the condition and what should be done to support the needs of the child.
- If your child requires ongoing medication, please contact the school office and complete a medicine administration form.
- We have medical room which is staffed at playtimes.
- We have 4 qualified first aiders.
- Every child who has SEN holds a Pupil Passport. This is a written document in which the pupil is able to record his/her views. It contains information such as how the child feels about their needs and what we can do to help them to learn and make them feel happy.
- Pupil Passports are held by class teachers and any other adults who work with a child.
- In preparation for review meetings your child will be asked for their thoughts regarding progress towards their targets, what strategies have worked well and what they think they may need support with next. If it is thought helpful to the meeting a child may be asked to attend for a short period of time.
- Your child’s view will be recorded throughout interventions to judge their engagement and progress. This will inform future planning.
If your child has SEN then they will require support that is ‘additional to and different from’ the rest of the class. Teachers employ a number of different strategies to support children’s learning; for example:
- Using ICT to record – we have computers in all rooms, an ICT suite, AlphaSmarts and Note Books
- Using ICT to support learning – we have software to support the acquisition of basic learning skills
- Using multisensory activities – we include lots of practical activities and resources in our teaching
- Appropriate seating for learning – careful positioning of pupils on the carpet / at a table / near an adult
- Use of talk to aid learning – talk partners, talk time
- Use of visual aids – visual timetables, learning walls, table learning aids
- Use of different groupings – we use a mixture of ability and mixed ability dependant on the subject
- School Council – every class has representatives who contribute ideas to improve school life
- Review meetings with the SENCO, class representative and, if appropriate, outside agencies, to discuss attainment, achievement and progress and to plan for the next steps in learning
- Assessment or observation feedback (dependent on need) led by outside agencies
Target setting events with the class teacher
- General teacher feedback dependent on the needs of the child. Your child’s class teacher will always make themselves available to discuss any specific issues at an appropriate time – either call in or phone the office to make an appointment
- Home / School book can be used for daily communication
- We carefully track all of our children’s progress across each term using a variety of procedures as appropriate to the attainment of the child. These include:
- Observations of learning and behaviour within the classroom and playground
- Data: National curriculum levels, P scales (steps before the National Curriculum levels), Early Learning Goals for Foundation Stage children Standardised assessments used by outside agencies
- Assessment for learning – within the classroom by the children
- Individual targets – through a personalised plan
We have internal pupil progress meetings every term to discuss individual progress and to plan for next steps of learning
We will always include your child on a visit by ensuring all needs are fully met and appropriate Risk assessments have been carried out. Dependent on the needs of your child you may be asked to accompany them on an educational visit.
All children have an equal right to attend our extra-curricular clubs.
- We are fully accessible to wheelchairs.
- We have a disabled toilet.
- We have a medical room with a sink and hydrolic changing unit.
- Our site is all on one level.
- We encourage all new children to visit our school prior to starting when they will meet the staff, children and have a tour around the school.
- Foundation Stage children will be visited in their pre-school setting and be invited to spend time in their new classroom both with parents and without. Transition meetings are held between pre-school staff and our Foundation Stage teachers / SENCO to discuss individual needs. If appropriate our SENCO will attend a review in the summer term prior to your child starting school. Appropriate paperwork is passed from pre-schools to our Foundation Stage teachers and SENCO. Children begin school on a part-time basis and this can be maintained, if necessary, until your child reaches statutory school age.
- Transition between year groups includes the passing on of Pupil Passports, records and class visits.
- The children will fill in questionnaires about themselves to pass on to the secondary school.
- We will invite parents and the secondary school SENCO to a transition review in the summer to discuss the child’s progress, learning, social and physical needs as appropriate.
- We will pass on all records and pupil passports to the secondary school.
- Children are invited to spend some time in the secondary school during the summer term
If appropriate, we complete transition booklets to support your child in becoming familiar with the new routines e.g. maps, timetables, photos of key members of staff.
- In Foundation Stage – beginning in January - we hold ‘Read with Me’ seesions twice a week for parents to share books with their children.
- We provide workshops for parents on literacy and numeracy. As part of the workshops we inform parents of practical ideas and ways to support learning in the form of games and websites to visit.
- Home / School books which accompany reading books can be used for communicating ideas and ways to support your child with their learning.
- At review meetings we share ideas about support which can be offered in the home.
Parents are encouraged to join us for celebration assemblies, sports day, craft afternoons and a variety of events.
Useful organisations include:
|Lincolnshire Children’s Services||01522 554673|
|Parent Partnership|| |
|Parentlineplus||0808 800 2222||www.parentlineplus.org.uk|
|Lincolnshire Centre for Grief and Loss||01522 546168|
The Lincolnshire County Council Local Offer can be found at:
If you require any further help or support please contact:
- Your child’s class teacher as first point of contact
- Mrs Sanders (SENCO) – by making an appointment via the school office