SLINFOLD CE PRIMARY SCHOOL

SEND INFORMATION REPORT – JULY 2017

THE KINDS OF SPECIAL EDUCATIONAL NEEDS THAT ARE PROVIDED FOR AT SLINFOLD CE PRIMARY SCHOOL

Slinfold CE Primary School is an inclusive school. We believe that all children are entitled to an education that is appropriate to their needs, encourages high standards and promotes the fulfilment of potential.

We define special educational needs using the Special Educational Needs and Disability (SEND) Code of Practice (2014) which states that:

A person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others of the same age, or 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.

SEND Code of Practice (2014) - Introduction xiii and xiv

Children who have been identified as having special educational needs or disabilities and who are receiving SEND Support have been placed on the school’s SEND register. We currently have 25 children on the school’s SEND register. This equates to 17% of the total number of children on roll.

In line with the SEND Code of Practice (2014), children’s SEND has been categorised into the following four Broad Areas of Need:

  • Communication and Interaction e.g. Autistic Spectrum Condition, expressive and receptive language difficulties
  • Cognition and Learning e.g. dyslexia
  • Social, Emotional and Mental Health Difficulties e.g. ADHD
  • Sensory and/or Physical Needse.g. visual or hearing impairment

At Slinfold CE Primary,children who are on the SEND register have needs which fall into at least one of the four Broad Areas of Needs outlined above.

POLICIES FOR IDENTIFYING CHILDREN WITH SEND AND ASSESSING THEIR NEEDS

At Slinfold CE Primary we have had a clear approach to identifying and responding to SEND. Class Teachers, supported by the Senior Leadership Team, have made regular assessments of children’s progress. When monitoring children’s progress, Class Teachers have been looking for children who have made less than expected progress given their age and individual circumstances. They have looked to see if progress:

  • is significantly slower than that of their peers from the same baseline
  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers

At Slinfold CE Primary we have a designated teacher, known as the SENCo, who is responsible for overseeing SEND in the school. Our current SENCo is Mrs Green. Parents can contact the SENCo through the school office.

A Graduated Approach to SEND Support

If the school has had concerns about the progress of a child, it has taken action to remove barriers to learning and put effective special educational provision in place. The school has adopted a graduated approach to this support. The children have been supported through different waves of provision. Wave 1 provision has included strategies that are available to all children. Wave 2 provision has included small group interventions whilst Wave 3 provision has been individual targeted support. The three waves of provision are discussed in greater detail below.

Wave 1 Provision

If a Class Teacher has had concerns about the progress of a child, the school’s first response has been to ensure that the child receives high quality teaching, targeted at the area of weakness. The Class Teacher has completed a Wave 1 Monitoring form. This form has identified the child’s current level of attainment, together with the views of the child and parent. The form has also outlined which Wave 1 strategies the child is using. Wave 1 provision includes strategies like table top spelling lists and talking tin microphones. Strategies have been available to all children. After an agreed length of time, the child’s progress has been reviewed. If the child has made progress, the child has continued to be monitored at Wave 1. However, the decision has sometimes been taken to put Wave 2 provision in place.

Wave 2 Provision

Wave 2 provision is when a child accesses a small group intervention that is in addition to the Class Teacher’s standard planning.

For children who have accessed Wave 2 provision, the SENCo or Class Teacher has completed a group provision map which identifies entry and exits data for the children, together with attendance, activities and assessments. Each childhas also had an Individual Learning Plan (ILP). The ILP has contained approximately three targets which have been reviewed at least termly.

Wave 3 Provision

Wave 3 provision is individual targeted support. The SENCo has put Wave 3 provision in place if a child has failed to make progress through Wave 2 support.

In addition to on-going formative assessments, the school has also used a range of specialised tests to assist in the identification of children’s learning difficulties. Tests that the school has used include:

  • SPAR Spelling Test
  • Phonological Assessment Battery (PhAB)
  • Salfords Reading Tests
  • Sandwell Early Numeracy Test
  • British Picture Vocabulary Scale
  • RAVEN – non verbal reasoning

The school’s most recent OFSTED report (May 2016) identified that children made good progress in reading, writing and mathematics. Data shows that children with SEND also make progress in these areas. The school SEN data is broadly in line with national data.

ARRANGEMENTS FOR ASSESSING AND REVIEWING CHILDREN’S PROGRESS TOWARDS OUTCOMES AND EVALUATING THE EFFECTIVENESS OF THE PROVISION MADE

Regardless of whether a child has accessed Wave 1, Wave 2 or Wave 3 provision, the support has taken the form of a four-part cycle of Assess, Plan, Do and Review. This four-part cycle has ensured that a child’s progress is constantly monitored and staff have checked that the intervention in place is both relevant and effective.

Assess – The SENCo and Class Teacher have carried out a clear analysis of the child’s needs. This analysis has drawn on the Class Teacher’s assessments, previous progress and attainment of the child, as well as the views of the child and parent.

Plan – The SENCo and Class Teacher have agreed, in consultation with the parent and child, the adjustments, interventions and support put in place, along with a clear date for review.

Do – Although the Class Teacher has remained responsible for working with the child on a daily basis, the child may have accessed either Wave 1, Wave 2 or Wave 3 interventions or a combination of these. At Slinfold CE Primary, interventions have been delivered by the SENCo, the Learning Mentor, Teaching Assistants (TAs) and SEND Teaching Assistants. There are currently two SEND TAs who deliver interventions every afternoon.

Review – The effectiveness of the support and interventions and their impact on the child’s progress has been reviewed and evaluated in line with the agreed date. The child and parent’s views have also been incorporated into the review. The SENCo and Class Teacher have revised the support in light of the child’s progress and development, deciding on any changes that need to be made to the provision.

The school’s recent OFSTED report (May 2016) noted how, ‘Pupils who have special educational needs or disabilities, make good progress. They benefit from accurate assessments of their learning needs and well-organised and well-tailored support from teachers and teaching assistants.’

Details of the children’s progress towards learning outcomes have been recorded on both the group provision maps as well as children’s Individual Learning Plans. ILPs include the views of the child and parents/carers.

In addition to ILP learning outcomes, the school has also monitored children’s progress through Target Tracker. Every half term Class Teachers have inputted data on children’s attainment. This data has been discussed during regular meetings with the Senior Leadership Team.

For those children who have accessed the advice of outside agencies, like the Speech and Language Therapy Service , Occupational Therapy Service and Physiotherapy Team the school has also drawn on assessments carried out by these specialists to help monitor progress. All outside agencies have been pleased with the commitment shown by staff and children at Slinfold to achieving targets set. The school’s Speech and Language Therapist continues to note that she can always guarantee that children at Slinfold work on the targets she has set on a weekly and sometimes daily basis. The goal sheets and termly reports provided by the Speech and Language Therapy Service reflect the progress these children have made.

ARRANGEMENTS FOR CONSULTING PARENTS OF CHILDREN WITH SEND AND INVOLVING THEM IN THEIR CHILDREN’S EDUCATION

At Slinfold CE Primary School we have an open door policy where parents/carers are encouraged to discuss any concerns they may have with the Class Teacher. If appropriate, a meeting with the SENCo has been arranged.

Parents/carers are kept informed about their children’s progress at Parent Consultation Evenings which have been offered termly with the Class Teacher and SENCo. However, parents/carers have been encouraged to meet with staff to discuss their child’s progress throughout the year.

For children who have an Individual Learning Plan (ILP), Class Teachers or the SENCohave met with parents/carers regularly to agree targets and discuss support. Parents/carers are involved in reviewing targets and their views have been recorded on the ILP.

Updates on the curriculum have been shared with parents/carers through weekly newsletters, the school’s website and through curriculum meetings led by Class Teachers.

Information has been shared with parents/carers about how they can support their child at home.

ARRANGEMENTS FOR CONSULTING CHILDREN WITH SEND AND INVOLVING THEM IN THEIR EDUCATION

Children have been fully involved in their education. Class Teachers and the SENCohave regularly discussed targets with the children so that they understand areas for development. All children have the opportunity to comment on their progress and their views have been recorded on their ILPs.

Throughout the day, children have been given regular oral and written feedback. All marking has followed the school’s policy of Tickled Pink and Green for Growth which clearly identifies a child’s strengths and ways forward.

Children have also been encouraged to share their views on how they can be best supported through their Pupil Profile.

ARRANGEMENTS FOR SUPPORTING CHILDREN IN MOVING BETWEEN PHASES OF EDUCATION

This year, staff have ensured that transition between schools for children starting or leaving Slinfold CE Primary has been smooth.

For children entering reception, the following arrangements have been in place:

  • Parents have attended meetings with the Headteacher, Class Teacher and Teaching Assistant.
  • Parents have met with the Class Teacher individually and the Class Teacher has carried out Home visits.
  • The Class Teacher has visited children in their pre-school/nursery setting.
  • Children have made two visits to their new reception class.
  • For children with SEND, the SENCo and Learning Support Assistants (LSAs) have met with parents, children and pre-school/nursery staff.
  • For children with SEND, photographs have been provided of key members of staff and areas around the school.
  • The SENCo has also liaised with the relevant outside agencies to discuss the transition needs of children with SEND.
  • The school has ensured that the relevant records have been transferred to the school.

For children moving on to secondary school, the following arrangements have been in place:

  • The Y6 Class Teacher has met with the member of staff at the secondary school responsible for Y7.
  • The SENCo at Slinfold has met with the SENCos at the local secondary schools to discuss the children’s needs.
  • Children in Y6 have enjoyed taster lessons at the local secondary schools. They have also attended the whole school ‘welcome day’.
  • For children with SEND, additional visits to secondary schools have been arranged.
  • The Learning Mentor at Slinfold has delivered a transition programme for some children in Y6. This programme has included the completion of a transition booklet.
  • All records have been transferred to the new school.

For children entering or leaving Slinfold CE Primary mid-year, the following arrangements have been in place:

  • The Headteacher has met with parents individually.
  • The Headteacher and/or SENCo has spoken to relevant staff at the previous/new school.
  • All records have been transferred.

For children transferring to new classes within Slinfold CE Primary, the following arrangements have been in place:

  • All children have visited their new Class Teacher and classroom.
  • For children with SEND, additional visits to new Class Teachers and classrooms have been arranged.
  • For children with SEND additional time with TAs/LSAs has been organized and a transition programme completed. For some pupils, this programme has included the completion of a transition booklet.

THE SCHOOL’S APPROACH TO TEACHING CHILDREN WITH SEND.

At Slinfold CE Primary every teacher is a teacher of SEND. Class teachers are responsible and accountable for the progress and development of the children in their class.

Class Teachers have worked closely with the SENCo to plan and differentiate activities to meet the needs of all the children in their class. The SENCo has worked with some children directly, either on a one to one or in small groups depending on whether the child accesses Wave 2 or Wave 3 support. Whenever possible support provided has taken place in the classroom environment as the school strongly believes that children make better progress when taught in their classroom setting.

Interventions that children are currently withdrawn for are one to one sessions with the Learning Mentor, language groups and Jump AheadMotor skills sessions and Sound Discovery Phonicssessions. Children have been withdrawn for these interventions as the groups include children from different classes. Interventions have been delivered on a flexible timetable so that children have not missed key learning in class.

Throughout the school, TAs have been based in each classroom to support the Class Teachers and promote quality first teaching. Throughout the day, the TAs have worked with different children including those with special educational needs. The classroom based TAs have also delivered SEND interventions with children on a one to one or in small groups.

Further details of the school’s approach to teaching children with SEND can be found in the school’s Teaching and Learning Policy

HOW ADAPTATIONS ARE MADE TO THE CURRICULUM AND LEARNING ENVIRONMENT TO SUPPORT CHILDREN WITH SEND.

All of our children have accessed the National Curriculumand Early Years Foundation Stage Curriculum. Class Teachers, the SENCo and TAs have differentiated tasks to make them more accessible to some children.

Multisensory learning across all curriculum areas has been promoted and children have been encouraged to use visual, auditory and kinesthetic learning styles to further their skills.

As part of the school’s Wave 1, quality first teaching, Class Teachers have ensured that their classroom environments provide children with access to resources to encourage independent learning. For example, all classrooms are rich language environments which promote children’s language and literacy skills. The school has purchased Clicker 7 software to support pupils with accessing the curriculum and the writing process.

This year the school has continued to ensure that the buildings and outdoor areas remain accessible to all children. All children have accessed the school’s Forest Schools programme.

The school has maintained the upkeep of the equipment in the purpose built physiotherapy room and hygiene room and purchased additional resources such as a trampette for use in motor skills activities and sensory circuits.

THE EXPERTISE AND TRAINING OF STAFF TO SUPPORT CHILDREN WITH SEND

Slinfold CE Primary is a member of The Weald Alliance SEND Hub. The SENCohas met with other SENCos in the locality each half term. Through these meetings the SENCohas accessed the skills and advice of other SENCos as well as training opportunities from outside agencies. Through membership to The Weald Alliance SEND Hub, the SENCo, Class Teachers and TAs have also accessed training from various outside agencies.In addition to the support of the Weald Alliance SEND Hub, the school has also benefitted from close links with outside agencies. The SENCo has drawn on the expertise of the specialists through meetings, phone calls and emails.