SEN

SEN Information Report  2014 (Regulation 51)

Special Educational Needs and Disabilities – The Timetable for Change 2014:

  • The Children and Families Bill that gained Royal Assent in Spring term 2014
  • The New SEND Code of Practice 0-25 years was published
  • From September 2014 the New SEND Code of Practice is to be implemented in all schools

Leicestershire’s Local Offer – what it is and what does it aims to do?:

  • Leicestershire’s Local Offer aims to provide parent/carers with information about how to access services in their area and what they can expect from those services
  • The ‘Local Offer’ provides information about what is normally available in schools to help children with low-level SEND as well as the options available to support families who need additional help to care for their child.
  • Schools are required under regulation 51 of the Children and Families Bill to provide an ‘SEN Information Report’ as their contribution to this offer.

 

In Leicestershire 14 questions have been devised in consultation with parent/carers and other agencies to help answer your questions.

 

This is Kingsway Primary School’s response to those questions and our contribution to the ‘Local Offer’

 

How does Kingsway School know if your child  needs extra help?:

  • Class teachers are teachers of all children in their class, including those with special educational needs
  • The progress of every child is monitored every day, through observations and tasks
  • Information is exchanged
  • Your child’s class teacher may have some concerns about your child’s progress and or overall development
  • You and or your child may also have raised concerns, by talking to your child’s class teacher.
  • You and or class teacher may think that insufficient  progress is being made by your child, even though some additional provision has been put into place, to give your child additional support, by adapting teaching methods and resources for your child over time.

 

Through Identification of Special Educational Needs and Disabilities:

Identification of SEND is built into the overall approach of monitoring the progress and development of all pupils.

Class teachers make regular assessments, through observations and tasks to monitor progress and development, building on information from the previous year/term and or settings.

A concern may be raised at the school’s ‘pupil progress meetings’, held each term/ half term in school, if a child has made less than expected progress given their age and individual circumstances.

Progress Meetings are held each term. This is a meeting where the class teacher meets with the Head teacher, team leaders and school’s SENCo to discuss the progress of children in their class.

  • Where a pupil’s progress is causing concern, this may be characterised by progress which:
  • Is significantly lower than that of their peer starting from the same baseline
  • Fails  to match or improve on the previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment – including progress in overall development or social needs
  • Concerns are raised by parent/carers, teachers, teaching assistants, or previous setting
  • There is a change in the pupil’s behaviour
  • A pupil asks for help

 

 

What should I do if I think my child has special educational needs?

  • Please talk to your child’s class teacher
  • You can also ask to speak to the school’s SENCo (Special Educational Needs Coordinator) – Mrs Lesley Brooks

 

How does Kingsway School work out what extra help your child needs?

A graduated approach is used – a cyclical approach of Assess, Plan, Do, Review.

Further work will be done to identifying any difficulties or barriers your child may have to accessing the curriculum and making progress.

Dialogue will continue with child, you the parent, class teacher and SENCo

This process may also include the following action:

  • Specific assessment and or school based screening may be carried out
  • Observations by the school’s SENCo
  • A closer look at your child’s work and behaviour for learning, by the SENCo

This work will all be done in a sensitive and informal way, over time.

Once school based solutions and strategies have been explored and time has been given to monitoring the outcomes of those interventions, if further advice is needed a meeting will be convened by the school’s SENCo with parents and class teacher.

It may then be decided with parents’ help to make a referral for advice to an outside agency, such as: Educational Psychologists service; Speech and Language Therapy Service; School Nurse /Other Health/ professionals; Specialist Teaching Services

Involving outside agencies would be considered, if the gap continued to widen between your child’s progress and that of his/her peers and only with your consent and involvement.

This would also be the time when it might be suggested that your child be placed on the school’s Special Educational Needs (SEN) Register.

Evidence showing assessed areas of difficulty and strength; specific planning of additional provision and monitoring of outcomes would continue and be recorded on a ‘Plan’ or ‘Profile’, as necessary.

If your child continues to experience significant problems in accessing the curriculum and progress is considerably delayed the evidence gathered to date would be recorded on a ‘Support Plan’ which could be used to make a referral for a higher level of support or to request a statutory assessment towards an Educational Health Care Plan.

 

How does Kingsway School Know how well a child with SEND is doing?

At the Progress Meetings, at the end of each term/half term, class teachers provide assessment data for all of the children in their class, including those with Special Educational Needs and Disabilities.

This assessment data is analysed by the class teacher; senior management team, including the school SENCo.

Small step tracking of good, slow or no progress of SEND children is done on a monthly basis by the SENCo, as well as the class teacher sharing anecdotal information about each child’s progress.

 

How are children included inside and outside the classroom?

Kingsway School has an ethos of inclusion.

These are some of the ways we ensure we maintain that distinctive character of our school:

  • Adult support and the shared awareness for all the children in our care
  • Peer support for work and play, including lunchtime ‘buddies’
  • Reliable and useful routines/ rules of behaviour to benefit all
  • Visual information

 

How does Kingsway School help to develop a child’s emotional and social development?

These are some of the ways in which we help to ensure that Kingsway School is a ‘Listening School’:

  • School staff lead by example, in their behaviour towards each other and the children in their care.
  • Lessons and interventions dedicated to Personal Social and Health Education are part of the school’s curriculum
  • ‘Circle Time’ including social communication games and activities are part of our provision map
  • Trained  adults lead social communication groups for those children with communication and interaction difficulties
  • ‘Social Story’ techniques used for explaining social rules and conventions

 

How do parents raise concerns they might have about how well their child with SEND is doing?

These are the ways in which you can ask the questions you might have, about your child’s progress:

  • At Parents’ evenings
  • During your conversations with class teacher
  • During  meetings with the school’s SENCo or Senior Management Team
  • By booking an appointment through the school office with any of those staff members listed above

 

What specific training do we have at Kingsway School that can help Children with SEND

All staff in school have experience of working with children and young people over time; this experience is enhanced by school based training opportunities every term, through Teacher Day presentations; Staff Meetings and Leadership Initiatives,  available to all staff.

This training is lead by the school’s Senior Management Team and or Curriculum Leaders, including the school’s SENCo, who have benefited from a high level of training over time, to be able to share their knowledge and skills.

Outside agencies and teaching alliance organisations offer a range of specific training for those staff who have direct contact with a child or children with identified high needs. This means that over time all staff will have the opportunity to continue their professional development in the following areas, which include statutory training requirements:

  • Communication and Interaction, including Autistic Spectrum Disorder
  • Cognition and Learning, including Dyslexia and Dyscalculia;
  • Social, Mental and Emotional Health
  • Physical Disabilities
  • Behaviour Management
  • Safeguarding including Internet Safety.

In addition to ongoing training opportunities, class teachers are provide with guidelines and strategies to support children that may have difficulties in any of the areas listed above.

 

 

How accessible is the school environment, both indoors and outdoors for children with Special Educational Needs and Disabilities?

As a school we are happy to discuss individual access requirements.

We ensure that there is always sufficient adult supervision available to monitor movement and use of space in and around school.

Please see our school Policy on Access Arrangements.

 

 

How are parents’ of children with SEND involved?

Kingsway School has an ‘Open Door’ policy and these are some of the ways in which we try to fulfil that aim:

  • Parents’ views are sought and listened to at every stage of the SEN process, ‘Graduated Approach’
  • Regular opportunities are provided for parents to come into school to participate in class based activities/ school events
  • Parents may be invited to contribute to reviews of their child’s progress towards targets, when the school’s SENCO will be at the meeting.

There will be other times when they can review progress and support with their child’s class teacher.

 

How are children’s views listened to?

Good speaking and listening underpins everything we do in school. Adults in school create those opportunities for good speaking and listening throughout the school day.

There are other occasions when a child’s views are sought that are directly related to their progress and general participation in school life. This might be though a ‘pupil contribution’ questionnaire or informal discussions with adults and peers.

Please refer to our Special Educational Needs Policy Document, for a more detailed response to all the questions posed above.

More information may be found on the Leicestershire County Council website.

 

Last updated 20151027 LB