School Information Report

School Information Report

Special Educational Needs and Disabilities (SEND)

All Devon Local Authority (LA) maintained schools have the same duties with regards to Special Educational Needs and Disabilities, and are expected to provide support for children who have additional needs. Pupils with Special Educational Needs are supported by the LA to ensure that they make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

SENDCo is Mrs Gilly Clark– available after school Monday to Friday or Tuesday afternoons.

gclark@shuteprimary.co.uk

Head of Teaching and Learning- Mrs Clare Rinaldi

head@shuteprimary.co.uk

SEND Governor – Mrs Catherine Way

01297 33348

The School Information Report (SIR) for SEND

Our SEND Information Report is part of the Devon Local Offer for learners with Special Educational Needs and Disabilities (SEND).

Download our SEND policy:

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Federation SEND Policy 2016-17

 

We are committed to narrowing the attainment gap between SEND and non-SEND pupils at Shute Community Primary School. We recognise and embrace the fact that every child is different and therefore, the educational need of every child is different. At Shute Community Primary School we value the involvement of all members of our school community.  We would welcome your feedback and future involvement in the review of our offer, so please do contact us.

All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND.  This information must be updated annually.

Shute Community Primary School is a mainstream primary school. We believe that every pupil should be able to participate in all aspects of school life. Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.

Please click on the questions below to see the answer. 

1. How can I let the school know that I am concerned about my child's progress in school and who are the best people to talk to about my child's difficulties with learning/Special Educational Needs or Disability (SEND)?

Your main point of contact at school should always be your child’s class teacher if you think your child may have Special Educational Needs. The class teacher will be able to discuss your concerns.  If you need to speak with other staff members, such as the Special Educational Needs and Disabilities Coordinator (SENDCo) or the Head of Teaching and Learning, then the class teacher will be able to help you to arrange this or you can email the SENDCo – gclark@shuteprimary.co.uk at any time.

The Class Teacher is responsible for:

  • Monitoring the progress of pupils and identifying, planning and delivering any additional help that your child may need.
  • Writing Individual Plans (IPs), based on accessible targets and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Personalised teaching and learning for your child as identified on the school’s local offer.
  • Following the school’s SEND Policy in their classroom.

The SENDCo is responsible for:

•      Overseeing the day-to-day operation of the SEND policy

•      Co-ordinating provision for SEND pupils and reporting on progress

•      Advising on the graduated approach to providing SEND support – Assess, Plan, Do, Review

•      Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

•      Monitoring relevant SEND CPD for all staff

•      Overseeing the records of all children with special educational needs and ensuring they are up to date

•      Liaising with parents/carers of children with special educational needs

•      Contributing to the in-service training of staff

•      Being a point of contact with external agencies, especially the local authority and its support services

•      Liaising with early years providers, other schools, educational psychologists, health and social care professionals and independent or voluntary bodies

•      Liaising with potential next providers of education to ensure a pupil and their parents/carers are informed about options and a smooth transition is planned

•      Monitoring the impact of interventions provided for pupils with SEND

•      To lead on the development of high quality SEND provision as an integral part of the school improvement plan

•      Working with the Executive Head and the school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements

Head of Teaching and Learning, Mrs Clare Rinaldi is responsible for overseeing the role of the SENDCo and ensuring that provision is in place for SEND pupils.

The Executive Head of the Federation, Mr Alan Simpson, is responsible for overseeing the SEND budget and ensuring that the necessary provision is in place.

2. How does the school know if children need extra help?

Class Teachers, support staff, parents, carers and pupils will be the first to identify a learning need. The SENDCo will also support with the identification of barriers to learning.

Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her namely provision which is additional to or different from that normally available in a differentiated curriculum. Any School regards pupils as having a Special Educational Need if they:

a)    Have a significantly greater difficulty in learning than the majority of pupils of the same age, or;

b)    Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Having a language or form of language that is different from the language in which they will be taught is not regarded at having a learning difficulty. However there may be additional needs that are identified to make a child with English as an Additional Language (EAL) also an SEND pupil.

If a learner is identified as having SEND we will provide that which is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. Information is also passed on from Nursery school/ Infant/ Primary/ Previous schools.

There are four broad areas of Special Educational Needs and Disability  (SEND), decided by the Department for Education:

1.     Communication and interaction

2.     Cognition and learning

3.     Social, mental and emotional health

4.     Sensory and/or physical needs

If a pupil has SEND, then their needs will fit into one or more of these categories.

Depending on the level of need the child may be recorded in school as:

  • SEND Concern
  • Special Educational Need (SEND Support)
  • EHCP (Education, Health and Care Plan)

Please see our Criteria for Identification of Additional Needs

1. Communication and Interaction-

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2. Cognition and Learning-

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3. Social, Mental and Emotional Health-

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4. Sensory and/or Physical Needs-

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Wave 1= Concern

Wave 2 = SEND Support

Wave 3 = EHCP (Statement)

We also use a range of assessment tools at Shute Community Primary School.

  • THRIVE
  • Educational Psychology Service
  • Speech and Language Link
  • Classroom Observation
  • Joint Classroom observations
  • Speech and Language Service
  • Other link agencies

Class teachers monitor the attainment and progress of all pupils. They are required to provide high quality teaching, “quality first teaching”, that is differentiated to meet the needs of pupils. If a pupil is making inadequate progress, additional support will be provided under the direction of the class teacher.

Where pupils continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school’s Special Educational Needs and Disabilities Coordinator (SENDCo) to assess if a pupil has a learning difficulty and agree appropriate support.

If the child is to be placed on the school’s SEND Register parents/carers will be consulted immediately.

Pupil’s needs may change over time and provision will therefore reflect this.  The aim of any additional provision is for the pupil to achieve age related expectations, so once they reach this threshold they may be removed from the school SEND register.  If they fall behind again at any point, then they may be added to the register again.

In some cases, we may seek advice from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and consent from the pupil’s parents/carers.

3. What support is offered for children with SEND at Shute Community Primary School?

Shute Community Primary School has a range of support in place to ensure that the curriculum is accessible to all pupils and they have the opportunity to reach their potential. Please click on the provision documents below to explore the provision that is put in place for each level of need.

Areas of SEND and Provision

1. Communication and Interaction-

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2. Cognition and Learning-

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3. Social, Mental and Emotional Health-

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4. Sensory and/or Physical Needs-

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The first strategy we use to meet pupils needs is high quality teaching which takes account of pupils’ differing needs. We aim to provide a tailored and personalised approach for individuals with complex needs and we make appropriate use of the resources in our delegated budget to support children with additional needs. We ensure that we group children to target specific levels of progress, when needed, and differentiate resources and teaching styles. We make appropriate choices of texts and topics to suit the learner. We provide access arrangements for tests and additional adult support

Your child may be involved in specific group work interventions which may be run by a teacher or a teaching assistant (TA).

You child may particpate in interventions run by outside agencies, e.g. Speech and Language therapy. This means a pupil has been identified by the SENDCO/class teacher as needing some extra specialist support in school from a professional outside the school.

We will always ask for your consent to refer your child to a specialist professional. The specialist will work with your child and then make recommendations to the school for ways to support the pupil.

If a child has learning needs which are severe, complex and lifelong they may need specific individual support. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

4. If the school has any concerns about my child's learning or progress how will you inform me?

If your child is identified as having a Special Educational Need, the school will arrange a meeting to discuss this with you in more detail. We will discuss any concerns you may have. The next step will be to put a plan in place to provide any additional support your child may need. If it is felt necessary, we may make referrals to outside agencies, but we will seek your consent and involve and support you throughout this process. As a school we also use ParentMail, parent’s evenings to consult parents and we also have a Parent Support Worker, Gerry Fry.

5. How is extra support and funding allocated to pupils and how do they progress in their learning?

Funding for SEND in mainstream schools is mainly delegated to the schools’ budget. Schools are expected to provide support to their pupils with SEND from their SEND budget. The Devon Assessment Framework (DAF) process has been developed as part of the early help strategy in addition to encompassing the various levels of support up to and beyond, requesting additional resources (DAF3). Preceding this however, it is expected that the resources available in schools have been exhausted. The Executive Head oversees the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.

The Head of Teaching and Learning for Shute, The Class Teacher and the SENDCO are also involved in deciding what resources/training and support is needed.  If a pupil requires additional resources this is identified on their Individual Plan or in our class monitoring folders. These are reviewed regularly and changes are made as needed, according to the needs of the children and resources available. The school will need to be able to demonstrate how it has spent SEND funding to date and whether this funding has met the outcomes for the child.

Personal Budgets are available to pupils with an Education, Health and social Care Plan (EHCP) or pupils who are currently under-going a needs assessment for an EHCP.

6. Who provides support in school for pupils with SEND?

In school the following people are involved in supporting SEND pupils:

  • Class Teachers
  • The School SENDCO
  • Teaching Assistants offering support through intervention groups or 1:1 support.

Local Area Provision:

  • Parent Support Worker – Gerry Fry
  • Primary Support Partnership – Axe/Honiton Area Group

Local Authority Provision is delivered to school when needed, as follows:

  • Educational Psychology Service
  • Parent Partnership Service
  • Speech and Language Therapy
  • Behaviour Support Team
  • Sensory Needs Team

Health Provision is delivered when necessary, as follows:

    • Additional Speech and Language Therapy input to provide a higher level of service to the school.
    • School Nurse
    • Occupational Therapy
    • Physiotherapy
    • Child and Adolescent Mental Health Services (CAMHs)
    • Health and Wellbeing Service

7. What training do the teachers that work with SEND pupils have and how are they supported?

The SENDCO’s role is to support the class teacher in planning for children with SEND. The SENDCo also audits training needs and co-ordinates whole school training and CPD. The SENDCo may carry out joint planning or co-teaching with the class teacher. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Educational Psychology service.

SEND training is an on-going rolling programme of professional development for our staff, throughout the school year and staff are given the necessary training in order to support them to carry out their role successfully.

8. How is the decision made about the type of support and how much support my child will receive?

Within the school’s ability, we ensure that all pupils with SEND have their needs met with the funds available.  We aim to provide the support that is needed for all children, regardless of cost. We recognise that we require varying levels of support in school in order to achieve age related expectations.

The SENDCO consults with class teachers, Head of Teaching and Learning and support staff, to discuss the pupils’ needs and what support would be appropriate. The Class Teachers record all support given to SEND children in class folders and this is copied to the SENDCo and Head of Learning half termly.

Parents are made aware of any extra provision that is in place for their child via the class teacher or SENDCo.

Shute Community Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEND.  The school also receives funding from the Local Authority which is distributed as ‘top up’ (Element 3) funding for learners who require support that exceeds that available to the school.

9. How will we measure and monitor the progress of your child in school and how do we evaluate the effectiveness of our provision for SEND pupils?

We use a range of assessment tools at Shute Community Primary School.

  • School Pupil Tracker Online
  • THRIVE
  • Educational Psychology Service
  • Speech and Language Link
  • Classroom Observation
  • Joint Classroom observations
  • Speech and Language Service
  • Other link agencies

We also have access to online screening tool LUCID.

Your child’s progress will be continually monitored by his/her class teacher.

At the end of each key stage (i.e. at the beginning/end of Reception, year 2 and year 6), all children are required to be formally assessed using either Baseline Assessment/Foundation Stage Profile (Rec) or Standard Assessment Tests (SATs). There is also a Phonics Screening Programme in year 1. This is a government requirement for all schools and the results are published nationally.

We have different levels of monitoring and provision planning in school. We use a Graduated Approach- Assess, Plan, Do, Review. Each class has a Provision Map, which lists SEND children and the provision that is in place for them. This is a working document and may change on a half termly basis, as children’s needs change.

Depending on your child’s needs, they may have an Individual Plan with targets set by their class teacher, in collaboration with the pupil and parents. Progress against these targets will be reviewed regularly with you in parent meetings. If we feel that further support is needed, or if your child has regular and frequent support from outside agencies, we may begin the DAF process. The first stage in this process is to complete the DAF 1. The SENDCo will initiate a meeting to complete the DAF 1. The next stage is to hold a Team Around the Child (TAC) meeting, to complete a DAF 2a/My Plan, again, organised by the SENDCo. This plan includes pupil and parent views about what support they believe is needed and then a list of actions that will be carried out to help support the pupil. The My Plan will be reviewed at a second meeting within the same academic year.

The progress of children with a statement of SEND/EHC Plan will also be formally reviewed at an Annual Review with all adults involved with the child’s education and health or social care.

Within Shute Community Primary School we have clear systems in place for evaluating quality of provision by reviewing staff expertise through classroom observations, linking to appraisal/performance management systems. We evaluate the quality of provision termly through rigorous analysis of pupil progress, including work analysis and pupil observations. We regularly review and evaluate the impact of SEND provision on the progress, attainment and well-being of SEND pupils. Teachers and TAs keep SEND Intervention folders, in which progress is recorded throughout the period of intervention. These comments, along with discussion between the TA and Teacher and a comparison of pre and post intervention data, will decide what course of action is taken next, for example, to continue the interventions, change the intervention or stop the intervention due to it no longer being needed.

We have a well-designed and comprehensive school improvement plan that accounts for specific development of SEND provision and addresses any areas of weakness.

Progress and evaluation is reported to the Governor with responsibility for SEND. An Annual Report to the Governing Body and the SEND Information Report is posted on the school website.

10. What support do we provide for you as a parent or carer of a child with SEND?

    • The class teacher is available to discuss your child’s progress or any concerns you may have and to share any strategies that work well in school.
    • The SENDCO has an open door policy and is available to meet with you to discuss your child’s progress or any concerns/worries you may have via pre-arranged meetings through the school office.
    • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
    • IPs will be reviewed with your involvement every term.
    • Within the Axe Beacon Federation, we hold Autism Awareness sessions each term.
    • The Parent Support Worker can be contacted via school office or via email GFry@axevalley.devon.sch.uk.
    • Devon Information and Advice Service (formerly Devon Parent Partnership) for SEND is another source of support for parents.

11. Is Shute Community Primary School accessible to children with SEND?

  • The school site is on a hill which is accessible by wheelchair.
  • Access to the main building (ground floor) via a ramp provides wheel chair access to Class 4 (Badger) and the Hall and from there The Holt.
  • Access to Class 3 (Hedgehog) is via ramps from the outside of the building or via the central quad but this is a small area and not ideal.
  • Class 1 (The Holt) can be accessed from the outside play area via a ramp.
  • Class 2 (Fox Class) has a ramp access via the fire door to the rear but the main entrance to the class is currently not wheelchair accessible.
  • The main school building can be accessed from the staff car park (call 01297 33348) to arrange in advance.
  • The office is upstairs and there is currently no access to the upstairs of the main building. However there is an entry phone which can be reached and the office staff will come to the door to meet you.
  • There is an accessible toilet off the main corridor.
  • We ensure wherever possible that equipment used is accessible to all children regardless of their needs.
  • After-school provision is accessible to all children, including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.

The Axe Beacon Federation is compliant with the Equality Act 2010 and Accessibility legislation.

12. How will my child access activities outside the school classroom, including school trips?

All pupils are entitled to be included in all parts of the school curriculum, including school trips. We are committed to making reasonable adjustments to ensure participation for all, and will provide the necessary support to ensure that all pupils are included in activities.

We carry out a risk assessment prior to any off-site activity to ensure everyone’s health and safety will not be compromised.  If needed, we will get specialist advice. We will plan alternative activities if it is decided that participation is not safe. The SENDCo is responsible for monitoring SEND pupils’ engagement with extra-curricular activities.

The Equality Act 2010 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but some children may be covered by both SEND and disability legislation, because there is a significant overlap between disabled children and those with SEND.

13. How will we support your child when they are joining this school, moving on to another class or leaving this school?

Transition is a part of life for all pupils and planning for transition is a part of our provision for all pupils with SEND. This can be having a new teacher or the transition to a new class in school or moving on to another school. We will work with children, families and other providers to ensure positive transitions occur.

Pre-school settings  > School:

Early years teachers visit settings and or maintain professional dialogue throughout the year. Those children identified as Early Years SEND concern or Early Years Support will have enhanced transition documentation. Children with an EHCP will have additional visits and TAC meetings with all parties. Plans will be made in the year before transition.

Year  >Year:

All children who are changing teachers will complete a one page profile appropriate to the needs of the year group, written as the children’s voice to let teachers know their likes, dislikes and how they learn best. Teachers may choose all children in their class or those who are SEND support and above. Those children who are SEND Support and above will need an updated DAF2 to be shared teacher to teacher (updated following regular meetings between all parties throughout the year). All schools will have at least a half or whole day class “moving up” day. Any necessary physical or resourcing arrangements will be arranged in advance.

Primary >  Secondary

Transition to Secondary school is very unique and individual to each child and each setting. Please speak to individual schools about organisation.

All secondary maintained schools that we are linked to SEND year group leaders to visit children who are about to transition. The SENDCo will carry out a transition meeting with secondary schools and ensure that information regarding SEND pupils is transferred in a confidential manner.

14. How will we support your child's emotional and social development?

All staff at school are aware that children may experience a wide range of social and emotional difficulties which present themselves in many ways and we have clear processes to support these needs. We annually review our SEND, anti-bullying and behaviour policies. Where appropriate, we seek further advice from advisory services and outside agencies about removing barriers to learning linked to emotional, mental and social development. We have an anti-bullying policy.

Playground support is provided during lunchtimes and break times for children who struggle with social situations or unstructured social time.

In a medical emergency, the designated First Aiders will attend urgently, or may call for an ambulance if the pupil requires hospitalisation.  Members of staff are trained annually on administering Epi-Pens for anaphylactic shock and pupils who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.

15. How can my child contribute their views?

The views of our children are very important to us and are highly valued.

As part of their Team Around the Child or Annual Review meetings we ask all pupils to contribute to the setting of their own outcomes.

We use a variety of methods for seeking student views which include our active school council, where pupils are elected each year to represent their peers.  The school council is consulted on whole school plans and are able to express their views to SMT. The school council regularly form a part of the school’s interview process for new members of staff.

If a pupil takes part in an intervention programme they will contribute their views to the half-termly review of progress.

If your child has a DAF 2a “My Plan”, an EHCP or Statement of SEND, their views will be sought before any review meetings.

16. What arrangements are made by the Governing Body relating to the treatment of complaints from parents of pupils with SEND?

In the first instance, parent complaints about the provision or organisation of SEND are dealt with through the procedures outlined in the School’s Complaints Policy.

If there continues to be disagreement with regard to SEND provision the Local Authority should make arrangements that include the appointment of independent persons with a view to avoiding or resolving disagreements between the parents/carers and the school. This includes access to mediation before tribunal. Parents/carers have a right to appeal to a SEND tribunal at any stage.

Useful links

www.devon.gov.uk/SEND

www.dfe.gov.uk

IPSEA (Independent Parental Special Education Advice): www.ipsea.org.uk

Devon Information and Advice & Support for SEND (Formerly Parent Partnership): www.devonias.org.uk