School ETHOS regarding Children with Special Educational Needs and Disabilities (SEND)
It is the aim of the school to include all children, and to enable those with special educational needs to access a broad and balanced curriculum and take part in all aspects of school life. We strive to ensure that all children are safe and healthy, enjoy their education and achieve their potential, recognising the contribution they can make and their right to economic well being in adult life.
The school supports this aim by:
* Planning curriculum delivery to meet the needs of all pupils by considering different learning styles and differentiating tasks.
* Identifying barriers to learning and participation.
* Working with parents or carers to identify and meet children’s needs.
* Assessing children’s needs by testing and observation.
* Providing staff with appropriate special educational needs training and information.
* Monitoring children’s progress using Passports, to be reviewed three times a year.
* Working in co-operation with the LA and other agencies.
* Seeking advice and support from outside experts as appropriate.
* Involving children in planning support, target setting and reviewing progress.
SEND - useful website links for parents
Speech and Language difficulties: http://www.ican.org.uk/
Hearing Impairment: http://www.voicefordeafkids.com/
Visually Impaired: https://www.actionforblindpeople.org.uk
Miss Armistead our school SENDCo
NB Below the current policy is a draft edition of the 2019 policy.
SEND Policy 2019 - Draft Edition
SEND Information Report
We have many English and maths interventions that run during school. The concept behind these programmes is to assist children in closing the gaps in their learning. Not all children respond to a particular intervention so at times it is necessary to modify them slightly or try a new approach.
How will the school ensure all staff are aware and understand your child’s SEND?
Transition meetings take place between year groups, between the infant and junior school staff and between Year 6 staff and secondary school staff. At these meetings specific needs are discussed along with the strategies that have been used. If your child has a medical disability their needs are made known to all the relevant people. We often invite diabetes and epilepsy professionals in to school to discuss conditions and ensure that staff knowledge is secure.
How will the school communicate with parents/carers if there are concerns about a child’s learning?
If there are concerns regarding your child’s progress often your child’s class teacher will contact you to discuss progress. If there are further concerns a meeting may be held between yourself, the class teacher and the SENDCo. Such a meeting would help to identify the next steps in ensuring appropriate support for your child.
How is support allocated?
All teachers at Stamford Bridge Primary School are teachers of SEND children. However, there are times when extra support is needed to ensure children reach their full potential. This is when intervention is offered to children which is tailored to their needs. In addition, the teachers, SENDCo and TAs work hard to ensure that the needs of the children are met by providing various literacy and numeracy intervention programmes.
Other people and organisations that provide services to our school
We welcome the support of outside agencies and work closely with the staff from the Educational Psychology Team, Behavioural Support, Speech and Language service, Child and Adolescent Mental Health (CAMHS), Youth Support Workers, Integrated Sensory Support Service, Social Care and Physiotherapy and Occupational Therapy.
A Guide for Parents/Carers
Every school must have a teacher with training and/or experience of Special Educational Needs and disabilities (SEND) to be the Special Educational Needs Co-ordinator (SENDCo). However, at Stamford Bridge Primary School we believe that every teacher is a teacher of SEND so your child’s teacher will be able to answer many of your questions.
Your views are very important. Home and school can then work in partnership to agree support for your child. This will help your child make good progress.
All children are individuals and progress at different speeds – sometimes the school may decide that a child would benefit from some extra help and will set individual targets. These may be put into a document such as a support plan, IBP (Individual Behaviour Plan) or as monitoring targets in the first instance.
Because all children are individuals, there will be some questions that only apply to your child.
• What progress has my child made?
• How is the school helping my child to make progress?
• What extra support is he/she getting?
• Who is working with my child?
• When does this happen?
• How can I help my child?
• How will you keep me informed about how well he/she is doing?
• When will we meet to find out about my child’s progress?
• Who can I contact for more information and advice?
The role of the SENDCo
At Stamford Bridge Rosie Armistead is responsible for SEND across Foundation Stage, Key Stage one and Key Stage two.
• Has an overview of children with SEND and makes sure records are kept of their progress and support.
• Keeps a list of children with SEND.
• Make sure parents/carers, are kept informed.
• Advise, support and train teachers and support staff.
• Co-ordinate provision for children with SEND.
• Check on the progress and well-being of children with SEND.
• Work with other professionals such as The WLP SENDCO Consultant, Educational Psychologists, Speech and Language Therapists and behaviour specialists to plan, support and monitor progress for children with SEND.
• Ensure that access arrangements are followed for KS2 SATS.
• Follow the Special Educational Needs Code of Practice 2014.
There may be an occasion when school feels that it would be beneficial for your child to have a specialist assessment which will involve your child demonstrating what they can do and highlight any difficulties they may have. This is usually done in conjunction with our SEND Consultant within the WLP or with an Educational Psychologist. We would seek parental permission prior to this.
The following services may also be able to help you:
• Parent Partnership Service
Offers fair, confidential information, advice and support to parents/carers of children with SEND
• East Riding Voices in Partnership (ERVIP)
Parent group that meets to influence policies, practices and services for families of disabled children.
• Education Officer (Special Educational Needs)
Local Education Officer responsible for statutory assessment and statements of Special Educational Needs
If you would like to contact any of these services, please visit the Eriding website.