Skipton Parish Church C of E (VC) Primary School

Believing and Achieving Together

SEND Information

 (Please click on the above link for the full policy)

 

Special Educational Needs 

On this page you will be able to find out about what it means to have special educational needs, what our school does to support those pupils with special educational needs and their families, and what happens when a child with special educational needs moves on to secondary school.

If you feel there is some information that you would like to see on this page which is not here at the moment, please contact Mrs Barker, SENCo (Special Educational Needs Co-ordinator) on 01756 793314 or call into school to make an appointment.

 

SEN Information Report (2017 – 2018)

  1. What kinds of special educational need is provision made for at our school?

Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy is available on this website, detailing our philosophy in relation to SEND.

According to the SEND Code of Practice (2015) there are four areas of need:

Cognition and Learning Needs

Social, Emotional and Mental Health Needs

Communication and Interaction Needs

Sensory, Physical and Medical Needs

Children may have specific needs in one or more of the above areas.

All our staff members are trained each year on the needs of new students joining the school – this can include training from specialist agencies or consultants as well as from our Senco or other staff with relevant expertise. SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of the students. The school works closely with other local schools, sharing training opportunities including INSET days and outside experts. Our school’s Accessibility Plan outlines adaptations made to the building to meet particular needs and enhance learning.

 

  1. What are school’s policies with regard to the identification and assessment of children with SEN?

Our school’s Assessment Policy outlines range of assessments regularly used throughout the school. Additional and different assessment tools may be required when children are making less than expected progress, which can be characterised by progress which:

  • Is significantly slower than that of their peers starting 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
  • widens the attainment gap.

Progress in areas other than attainment is also considered e.g. where a child needs to make additional progress with social needs in order to be fully integrated into school life or make a successful transition to high school. If behaviour is causing concern, it is always considered whether there are any underlying difficulties; if there are none, the class teacher would speak to parents/carers about anything that might have happened at home. The class teacher/SENCo would gather information about incidents occurring, at what time of day, during which lessons and behaviour checklists may also be used to analyse and consider any patterns of behaviour. Observations would be conducted in class/on playground to record behaviours, considering involvement of others/environmental factors and an intervention devised taking into account all information gathered. See SEN policy for further information relating to behaviour support. Parents are always informed if school staff members consider that their child has an additional need and parents and children (as appropriate depending upon age and capability) are involved in the planning to meet the need.

  1. What are the school’s policies for making provision for children with SEN?                                                            a) How do we evaluate the effectiveness of provision for children with SEN?   
  • Use of an individual provision map (IPM) to measure progress and achievement
  • Evaluation of IPMs termly
  • Use of assessment information/progress rates, pupil progress meetings
  • Use of attainment and progress date for children with SEN across the school – part of whole school tracking of children’s progress generally, half-termly
  • Use of pupil/parents interviews/questionnaires
  • Monitoring by SENCo                                                                                                                         
  •  b) What are our arrangements for assessing and reviewing the progress of children with SEN?
  • Our school’s Assessment Policy outlines the range of assessments regularly used throughout the school
  • Evaluation of IPMs termly
  • Tracking of pupil progress generally as part of whole school tracking system on a half-termly basis
  • An Annual Review is held for children with Education, Health and Care Plans (EHCPs); interim reviews can also be arranged throughout the year if deemed necessary
  • When children are assessed by the SENCo or by external agencies, meetings take place with the parents/carers and the class teacher to discuss the finding and how best to address need and meet targets
  • When assessing children with SEN, consideration is given to recording needs (e.g. a reader, scribe, additional time or rest breaks may be necessary – generally whatever support is provided in the classroom is provided as far as is permitted during tests
  • Initial concerns about a child’s progress are discussed with the SENCo and parents and followed by referrals to external agencies or placement on intervention programmes as deemed appropriate.

         c) What is our approach to teaching pupils with SEN?

  • The fundamental aim of our school is to enable each child to be all that they can be
  • Unlocking potential and removing barriers to learning is the promise and commitment of our school. We work in partnership with all of our families and external agencies where appropriate to make high aspirations a reality for every child, taking specific action to create effective learning environments, secure children’s motivation and concentration, provide equality of opportunity, use appropriate assessments and set suitable targets for learning
  • High quality teaching takes place in all classrooms with the setting of high expectations and the provision of opportunities for all to achieve. Provision for children with SEND is a matter for the school as a whole – all teachers are teachers of children with SEND
  • A continuous cycle of planning, teaching and assessing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interest of our children; the majority of our children will learn and progress within these arrangements
  • Children with SEND will receive support that is additional to or different from the provision made for other children. All our teachers take account of a child’s SEN in planning and assessment; they provide appropriate support for communication, language and literacy needs; they plan where necessary to develop children’s understanding through the use of all available senses and experience; they plan to enable children to take full part in learning, physical and practical activities; they help children to manage their behaviour and emotions in order to take part in learning effectively and safety.
  • We aim to identify children with particular needs as early as possible; assessment of need may include observation of children’s social skills and learning experiences in all curriculum areas, specific assessment by the SENCo, teacher assessment and use of assessments which will enable peer group comparisons to be made.
  • We acknowledge that gifted children often require additional resourcing to extend and fully develop their potential.
  • Children who speak English as an additional language may also require additional modified programmes and differentiation of the curriculum.
  • We acknowledge that not all children with disabilities necessarily have special educational needs. All of our teachers take action however, to ensure that children with disabilities are able to participate as fully as possible in the curriculum and statutory assessment arrangements.
  • Teachers plan enough time for the satisfactory completion of tasks; plan opportunities where required for the development of skills in practical aspects of the curriculum; identify aspects of programmes of study and attainment targets that may present specific difficulties for children with disabilities.                                                                                                              
  • d) How do we adapt the curriculum and learning environment?
  • The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur by grouping (e.g. small group, 1:1, ability, peer partners); content of the lesson; teaching style (taking into account that children may be visual, auditory or kinaesthetic learners); lesson format (e.g. thematic games, simulation, role-play, discovery learning); pace of the lesson; provision of alternative recording methods (e.g. scribing, use of ICT, mind mapping, photographs etc); expected outcomes; materials used; support level provided; provision of alternative location for completion of work.
  • School always acts upon advice received from external agencies (e.g. enlarging of print for Visual Impaired children; most advantageous positioning of Hearing Impaired children within the classroom and use of aids as recommended; use of laptops for children with recording needs; use of coloured overlays for children with Meares-Irlen syndrome/dyslexia; use of brain breaks, sensory cushions, weighted blankets for children with sensory issues.)
  • We endeavour to ensure that all classrooms are dyslexia friendly including use of labelled resources, word walls, prompt mats, reading rulers, coloured interactive boards, individual resources – number lines, 100 square, phonic prompts, alternative means of recording, modelled and shared writing opportunities.
  • We endeavour to ensure that all classrooms are ASC friendly including use of visual timetables, personalised timetables and prompt/sequence cards as necessary, quiet work stations, areas of retreat and pictorially labelled resources.
  • We endeavour to ensure that all classrooms are speech and language friendly including use of visual feedback, ‘chunking’ of instructions, use of the 10 second rule to allow processing time, pre-teaching of key vocabulary.

 

  • e) What additional support for learning is available for children with SEN?
  • Some TAs are deployed in classes to support children on a 1:1 or small group basis or to cover the class in order that the class teacher can provide 1:1 or small group support.
  • We teach a differentiated curriculum to ensure that the needs of all children are met.
  • Intervention programmes are available for children who require additional support
  • Individual laptops are used for children with recording needs employing programmes such as ‘Clicker 6’ to support across the curriculum.
  • For children with specific identified or diagnosed needs, we work very closely with external agencies to ensure that the best possible support is in place.
  • Meetings are often held in school involving specialists and/or parents to set targets, evaluate progress and ensure consistency of approach in addressing needs in school and at home.
  1. f) What activities are available for children with SEN in addition to those available in accordance with the curriculum?

      All extra-curricular activities are available to all our children

  • Before (Early Risers) and After (Parish Plus) school care is available to all our children
  • Residential trips are available to all children
  • Chill and Chat club (every lunchtime) available to all children
  • Signposting to other activities for example, SELFA holiday clubs
  1. g) What support is available for improving the emotional and social development of children with SEN?
  • Specialist advice from our Enhanced Mainstream School for children with social communication/interaction difficulties.
  • Specialist advice from our Enhanced Mainstream School for children with Social, Emotional and Mental Health difficulties.
  • Specialist advice from our Education Psychologist
  • Area designated for ‘quiet retreat’ called our ‘Calm Space’
  • Assessment tools and intervention programmes, SEAL (Social, Emotional areas of Learning) materials.

 

  1. What is the name of the SENCo and contact details for the SENCo?
  • Our Senco is Mrs Maxine Barker (01756 793314) barker@parish.n-yorks.sch.uk and has a morning only teaching commitment in school and is available every afternoon.

 

  1. What is the level of expertise and training of staff in relation to children with SEN and how will specialist expertise be secured?
  • The school SENCo is fully qualified in the role, which she has held for the past seven years and holds the National Award for Special Educational Needs Co-ordinators (NASENCO).
  • The school employs 2 HLTAs and a team of TAs most of whom are trained to deliver a range of interventions on a small group and 1:1 basis.
  • CPD training is offered regularly to enhance the school’s Improvement Plan and afford personal development to staff.
  • Specialist information gained through research/training is disseminated via a staff meeting or organised staff training sessions.
  • As specific needs arise the SENCo approaches specialists from a range of agencies (e.g. Enhanced Mainstream Schools, Occupational Therapy, Educational Psychology, Speech and Language Therapy, Parent Support Advisors, Specialist teachers for hearing and visually impaired children, Social Services, Looked After Children Services Physiotherapists, Minority and Ethnic Language support services, Healthy Child Team) to seek advice about raising awareness of the specific type of SEN.
  • General support and advice from SENCo (e.g. with regard to the implementation of specific programmes, creation and monitoring of IPMs, tracking of children with SEN).
  • Our SENCo attends termly SENCo Network Meetings, funded by the Local Authority to support her work in school with regard to current practice.

 

  1. What are the arrangements for consulting with and involving parents of children with SEN in the education of their child?
  • There are two Parents’ Evenings and there is an end of year annual report to parents; interim grade reports are also sent out to parents in the Autumn and Spring terms.
  • Parents are invited to contribute to and review their child’s IPM on a termly basis
  • The SENCo is easily contactable via the school office/telephone/e-mail/personally in the school yard.
  • Parents are welcome to come into school and discuss their child’s progress at any time and additional meetings are set up as required or as requested by parents to discuss particular aspects of a child’s SEN.
  • Occasionally, parents may wish to organise a home-school link book with the child’s class teacher, in order that a daily dialogue can be initiated.
  • Reports are provided and discussion takes place regarding outcomes of any Educational Psychology assessments/observations.
  • Reports on progress and the outcomes of assessments by other external agencies are also provided.
  • The progress of children holding an EHCP is discussed at their annual review (interim reviews may be called as necessary).
  • At Year 5 Annual Reviews, transition to high school is considered with discussions involving parents and the Local Authority. 

 

  1. What are the arrangements for consulting with and involving children with SEN in their education?
  • Children with SEND are represented in proportion to their numbers in the school on our School Council
  • Children are involved in the setting and review of their targets.
  • Where communication is an area of difficulty we may use symbols and signs and other non-verbal means of communication.
  • Children’s self-evaluation is actively encouraged throughout the school and children are supported where necessary to think of areas for development and how best to develop in these areas in school and at home
  • Children are aware of their progress and the challenging targets set to support their development
  • Pupil voice forms are used at annual reviews and throughout the year to obtain children’s views about their SEN, support in place to address needs and any modifications to this support which children feel may be helpful for them.

 

  1. What are the arrangements made by the Governing Body relating to the treatment of complaints from parents of children with SEN concerning the provision made at school?
  • The complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed. If the matter remains unresolved –
  • the complaint is dealt with by the SENCo or by a senior manager. If there is still no resolution –
  • the Head teacher should become actively involved.
  • If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors
  • The Governing Body will deal with the matter through their agreed complaint resolution procedures
  • In the unlikely event that the matter is still not resolved, please refer to the school Complaints Policy which can be found on this website under Information for Parents: School Policies.

 

  1. What are the arrangements concerning transition from one class to another or from Primary to Secondary education?
  • At the end of each school year, the teachers meet to pass on information about the children they are losing and receiving into their classes the following year. This meeting is particularly important for those children with SEND.
  • At the meeting the child’s IPM is handed over. This ensures that all current targets are known to the next teacher at the beginning of the school year.
  • The SENCo will also be available to staff at this point to discuss strategies that might be employed prior to moving (e.g. extra visits to the new teacher and/or classroom before the end of the Summer term, setting up visual timetables etc)
  • Transition is very well planned for all children. Meetings are held with the secondary schools in the area to discuss individual children and their needs.
  • Children with SEND will also have extra visits to their new school in order for then to become familiar with the routines of the day. The SENCo and staff at the new school will already be familiar with your child before these visits so they can be tailored individually to address any specific concerns you or your child may have.
  • Once the secondary school place has been confirmed, a meeting will be organised with parents, the current school SENCo and the SENCo from the secondary school to discuss how the transition for the child will take place to ensure a smooth and relaxed change occurs.

 

  1. What is the Local Offer?
  • North Yorkshire County Council has published their local offer for children and families from 0-25. This outlines what is available for children and young people with SEND in our Local Authority. You can see the Authority Local Offer at: http://www.northyorks.gov.uk/article/23542/Special-educational-needs.
  • All schools are required to provide information to parents on how to seek additional support beyond that which is ‘normally available’ for their child
  • The main aim of the Local Offer is to enable families to see readily the support they can expect locally without having to struggle to find the information. If there is any information that you would like to know that is not on this website then please do not hesitate to contact Mrs Maxine Barker, our Special Educational Needs Co-ordinator (SENCo).

 

 

 

Useful contacts..........

North Yorkshire PACT (Parents forum)

Dyslexia Action

Speech and Language Therapists ~ 01535 293641

Click Here for Drop in Sessions leaflet

 North Yorkshire Local Offer

 

  An updated copy of our SEND policy can be found here: SEND Policy 2018 - 2019.doc

 

Thank you