SEND INFORMATION REPORT
THE KINDS OF SEND THAT ARE PROVIDED FOR
Our school currently provides additional and/or different provision for a range of needs, including:
OUR APPROACH TO TEACHING PUPILS WITH SEND
Access to the school’s broad and balanced curriculum is achieved for pupils by differentiation of work by teachers through Quality First teaching. Pupils falling just below national expectations will usually benefit from catch-up programs. When a pupil is consistently and significantly falling behind normal expectations, additional interventions will be implemented (SEND Support).
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.
We will also provide the following interventions:
ADAPTATIONS TO THE CURRICULUM AND LEARNING ENVIRONMENT
Teachers and/ or Subject Coordinators plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom. When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
These adaptations may include strategies suggested by the Special Educational Needs and Disabilities Coordinator (SENDCo) and/or external specialists. In addition if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the school will be recorded and shared with parents.
We make the following adaptations to ensure all pupils’ needs are met:
EXPERTISE AND TRAINING OF STAFF
School staff have received a range of training. Individual training certificates are located in each staff member’s personal file.
Awareness training has been provided to staff in relation to:
This follows an ASSESS, PLAN, DO, REVIEW model of graduated intervention.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
The assessment will be reviewed regularly.
then a statutory assessment may be sought from the Local Authority
SCHOOL REQUEST FOR A STATUTORY ASSESSMENT
The SENDCo will again take a leading role and will provide information including:
Where there is agreement to proceed, the LA will take the lead in assessing and determining the provision that must be made to meet the pupil’s special educational needs. The school’s role here is to continue to support the pupil
and this remains the case if the LA decides not to draw up an Education, Health and Care Plan following an assessment.
EDUCATION, HEALTH AND CARE PLAN
If the LA does draw up an Education, Health and Care Plan then the school’s role is as follows.
THE ANNUAL REVIEW IN YEARS FIVE AND SIX
The annual review should suggest amendments to the pupil’s Education, Health and Care Plan (EHCP) if required. The Plan, once amended, will be used to inform the consultation for secondary schools in the following Autumn Term. The secondary school placement for all youngsters with EHCPs will be decided by February 15th. Following this planning for transfer to secondary school will be undertaken. Part of this process will be arranging the Year Six annual review in the Spring Term or as early as possible thereafter, to which the SENDCo or their representative from the receiving secondary review will be invited. This must be a Person Centred Review and a One Page Profile written to go with the pupil to secondary school.
THE FINAL REVIEW IN SCHOOL
The final annual review carried out preferably in the Autumn Term in the school will identify the young person’s likely destination on leaving school and liaison preferably through a person centered review will take place with the receiving Further Education Provision.
We are fully committed to the principle of inclusion and the good practice, which makes it possible. Our policy, as set out in this document, will enable pupils with SEND to be an integral part of our school community. Reasonable adjustments, including the provision of auxiliary aids and services for disabled children, are made in order to prevent children being put at a substantial disadvantage.
Regardless of the stage pupils have reached, all pupils will be given full access to the full range of activities the school has to offer. This will be achieved by careful consideration of the needs of each pupil and by either modifying activities or by providing support that will help the pupil to participate in them. All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. All pupils are encouraged to go on our residential trip(s). All pupils are encouraged to take part in sports day/school plays/special workshops, etc. No pupil is ever excluded from taking part in these activities because of their SEN or disability.
We recgonise that, for some pupils with SEND, inclusion is not necessarily a matter of ‘where you are geographically, but where you feel you belong’ (Warnock Report 1978). Many children with more severe SEND are more comfortable with peers who have similar interests, abilities and disabilities to themselves, which must be taken into account when considering educational provision. Therefore, for some pupils, a sense of belonging and inclusion in a learning community is more likely to result from placement in a resource room or special class. With this in mind, alongside the fact that children with SEND have the right to an appropriate education that meets children’s specific needs (this being the priority), pupils with EHCPs have the opportunity to learn in a personalised provision group. Here, pupils with SEND experience a curriculum which is tailored to meet their needs; this includes engaging with learning activities such as life skills and groups to develop social skills as well as a broad and balanced curriculum.
SUPPORT FOR IMPROVING EMOTIONAL AND SOCIAL DEVELOPMENT
All pupils in our school have regular access to the Pastoral Manager.
We provide support for pupils to improve their emotional and social development in the following ways:
We have a zero tolerance approach to bullying.
The school’s Accessibility Plan, which can be accessed on the school website, has reference to access for disabled pupils, e.g. Whether there are special ramps, toilet facilities, signage etc.
The Action Plan shows how the school improves access to the whole school’s curriculum and physical environment. This includes the consideration of “auxiliary” aids which may enable pupils with a disability to access the curriculum. The Accessibility Plan shows how the school will improve the delivery of information to pupils (not parents/carers).
When the governing board approves the school’s budget, consideration will be given to the resources allocated to meeting special educational needs. The Head Teacher will manage the allocated funds and will ensure that the best use is made of these resources through provision mapping.
INVOLVING PUPILS AND PARENTS/CARERS
The views of parents will be sought at all stages of assessment and provision. The views of the pupil will be ascertained and the pupil will be directly involved in the process.
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
All communication involving decisions about a pupil will be recorded and dated. Letters to parents regarding decisions about their child will have a section to be signed and returned.
Staff will endeavor to engage with the parents of pupils with SEND and will encourage them to work with the school in helping their child. Parents and teachers can, by working together, build up a more complete picture of a pupil and his/her needs. We intend that parents will feel able to ask about our provision and express their concerns to us. In return we will seek their help regarding work that they can do with their child at home.
Records will be kept of all who are parents and/or have parental responsibility for each pupil. When this involves adults in more than one household we will deal directly with the parent who has day to day responsibility for the pupil. We will seek to involve all parents and those who have parental responsibility in decisions about their child or young person, while appreciating sensitivities that may arise.
Should parents/carers have any concerns relating to SEND provision, they can contact the school SENDCo, Miss Katherine Ruck.
Parent Partnership Services
The LA has made arrangements to provide impartial information and advice on SEND matters to the parents/carers of pupils with special educational needs and disabilities. The overall aim of the service is to empower parents to play an active and informed role in their child’s education. They provide a range of useful information booklets, which are available in school or directly from the service on their website www.havering.gov.uk/pips. Parents will be informed of the availability of this service, which includes access to an independent parent supporter. In Havering this is done through the Parent Partnership Co-ordinator. Details of the service and contact information is available from the Parent Partnership Service.
When a pupil leaves the school, the SENDCo will forward relevant information about the pupil’s needs to the next placement. Where a pupil is moving to another local school or college this will be achieved, wherever possible, by inviting a representative to the last review meeting that is held under the staged procedures described above. We maintain good links with the colleges, who receive our pupils and with the Independent Participation Advisor. This is particularly so in respect of pupils with special educational needs or disabilities.
WORKING WITH OUTSIDE AGENCIES
The Head Teacher, or a person nominated by the Head Teacher which could be the SENDCO/INCO, will oversee and liaise with Health Services, Social Care and other relevant professionals working with pupils in the school. Health Care planning will follow the protocol agreed by Health and Education. The Head Teacher, or nominated person, will ensure that staff has relevant training and there are procedures in place to support pupils.
If you have any complaint about the special educational provision we make for your pupil please speak to the Head Teacher or to a member of the governing board. If you speak to a governor s/he will, in the first instance, refer the matter to the Head Teacher. The Head Teacher will investigate and will contact in accordance with our complaints policy. If s/he has not resolved the matter to your satisfaction it will be referred to the governing board/ special needs governor who will consider the complaint at their next meeting and will contact you in accordance with our school complaints policy.
MONITORING AND EVALUATION
We evaluate the effectiveness of provision for pupils with SEND by:
The Governors ensure that SEND provision is an integral part of the school development plan and will evaluate the effectiveness and success of this policy in the light of the policy objectives detailed under the heading “Guiding Principles”. In order to achieve this, Governors will monitor:
The school aims to meet the needs of any pupil whom the parent wishes to register at the school as long as a place is available and the admission criteria are fulfilled. This includes pupils with disabilities who we anticipate might attend. The currently agreed admissions policy of the Governors makes no distinction with regard to pupils who have SEND. No pupil can be refused admission solely on the grounds that s/he has SEND except where the pupil is the subject of an Education, Health and Care Plan under the Children and Families Act 2014 and the Local Authority has indicated that the provision required is incompatible with that available at our school.
Where a pupil due for admission is known to have special educational needs and disabilities the SENDCo will gather appropriate information from any school the pupil has been attending and from other agencies known to have been involved. The donating school is responsible for providing this information.
The school will publish an annual report on SEND on its website containing the information required by the Special Educational Needs and Disabilities (Information) Regulations 2014. This will include information on where the Local Offer can be found at www.havering.gov.uk/directory