Slimbridge Primary School SEND Provision 2014/15.
Gloucestershire County Council make a ‘Local Offer’, detailing the provision available for SEND children and their parents on email@example.com
At Slimbridge Primary school we aim to support all children to achieve their full potential. Quality teaching is a vital part of this process; however, some children will need additional support to achieve their targets.
The FAQ below may help you understand what happens at Slimbridge Primary School.
HOW DO WE IDENTIFY CHILDREN WITH ADDITIONAL NEEDS?
- Concerns can be raised by parents/carers, teachers or children
- If a lack of progress is identified
- If there is a concern about changes to the child’s behaviour or progress
- If an outside agency contacts the school to raise a concern.
WHAT ARE THE FIRST STEPS AFTER IDENTIFICATION?
- Class teachers talk to parents and carers
- Pupil progress meetings are held every term (six times a year). This is a meeting where the Head teacher and Class teachers meet to discuss the progress of each child.
- Teachers and/or parents talk to Mrs Cooke (SENCo)
- Class teacher & the SENCo collate baseline information
- Individual Targets are set
- Referrals are made to an outside agency, such as, speech therapy, Educational Psychologist
HOW WILL PARENTS BE INVOLVED?
- There are six formal meetings or report opportunities during the year
- Teachers will always make time to talk to and listen to parents
- Parents are involved in target setting during Individual Learning Planning meetings.
- If a parent is concerned about any aspect of their child’s progress or school life they are encouraged to talk to the class teacher or SENCo as soon as possible.
HOW WILL THE CHILDREN BE SUPPORTED?
- Each child will have an Individual Learning Plan (ILP) or an Individual Behaviour Plan (IBP) to meet their needs planned by their class teacher.
- To achieve their targets children may need specific programmes; these may involve working individually or as a small group with the SENCo, a teacher or TA. Interventions are undertaken over a timed period and reviewed regularly to assess their effectiveness and inform future planning.
- Children may need support with a wide raise of areas; behaviour, emotional, social or physical. For more complex needs we ask for support from experts in these fields.
HOW DOES THE SCHOOL PLAN AND EVALUATE SUPPORT?
- All additional support is recorded on the Provision Map. This chronicles the interventions, timings, cost and impact of the intervention.
- If children have more complex needs or the interventions don’t seem to be working, we will talk to parents about starting a My Plan or My Plan +. We will pull together everyone’s ideas: the child, parent, teacher, SENCo, and any experts and plan what to do next. These are reviewed every 6 weeks approximately.
- Children with Statements or Education and Health Care Plans will have an annual formal review meeting to discuss their targets
WILL OTHER PEOPLE BE INVOLVED?
- Occasionally the school will refer children to an outside agency, such as, the School Nurse, Advisory Teaching Service or Education Psychology, or ask parents and carers to refer through their doctors for speech therapy, hearing tests or to discuss a concern with a paediatrician. All these will be agreed with parents prior to any referral.
- All the staff working with the child will have a copy of their ILP/IBP and copies of any reports etc. The teaching staff have regular SEND meetings to discuss children’s progress.
- The school’s governors monitor the progress of SEND children as anonymised data, looking at the provision the school puts in place, academic progress, and behaviour concerns. The SENCo reports to the governors three times a year and undertakes a SEND Audit for the LA annually.
HOW WILL THE CURRICULUM BE MATCHED TO THE CHILDREN’S NEEDS?
- All children with additional needs have their work carefully differentiated by the class teacher to enable them to access the curriculum.
- Children may be supported by a TA within the classroom.
- If needed specialist equipment can be used to support children access the curriculum, e.g. sloping boards, pencil grips, magnifiers and large print books.
HOW WILL THE CHILDREN BE INVOLVED?
- Children are invited to talk in Statement Review/Education, Health, Care plan meetings
- Children are involved in individual target setting.
HOW CAN PARENTS HELP?
- Support with home tasks, and encourage the children to meet their individual targets.
- Talk about and value the children’s learning
- Attend the planned meetings with teachers, SENCo and other agencies.
WHAT INTERVENTION PROGRAMMES DOES THE SCHOOL RUN?
- The school works hard to match the children’s specific and will always look for new approaches. Interventions we have used successfully in the past include: Dancing Bears, Apples & Pears, Rapid maths, Catch up reading, Power of 2 maths, Precision teaching, Social stories, Time to talk, Talk Boost, Sensory boxes, Play therapy, Behaviour plans.
- We have policies in place to support children with medical needs, such as, Medical Conditions, Intimate Care, Behaviour Policy. Importantly, we will always sensitively adjust our practise to meet the needs of individual children.
- All interventions are monitored to assess whether they match to the children’s needs. Pre intervention levels are taken and these are used to assess the progress of individuals and groups and whether interventions are continued or a different approach is needed.
HOW DOES THE SCHOOL PREPARE CHILDREN JOINING OR LEAVING THE SCHOOL?
- Smooth transitions between schools and educational phases is very important and staff from the joining or receiving school will communicate and often meet to discuss a child’s additional needs, behaviour and progress.
- All children coming to the school will be given a ‘Buddy’ for the transition period.
- We plan transition sessions for children moving to a different phase and children joining and leaving a school.
- Children may be asked to make preliminary visits, take photos and staff will visit children in their current setting.
- Parents are encouraged to make extra visits to the school to discuss the child’s needs.
- We discuss additional needs and the support we have in place with Secondary Schools to ensure continuity. The SENCos from both schools will meet to discuss specialist provision.
- Children with specialist needs may be supported by outside agencies providing, Mobility Programmes, touch typing lessons or other transition programmes.
HOW IS THE SCHOOL’S RESOURCES ALLOCATED TO SUPPORT CHILDREN WITH SEND?
- The SEN budget is allocated each financial year. The money is used to provide additional support or resources as determined by the children’s needs.
- This funding includes the 1.1 support identified in Statements and EHC plans.
- Provision may change over the year after discussion with class teachers and assessment of a child’s progress. This could also be triggered by a concern raised by a parent, child or outside agency.
HOW IS THE DECISION MADE ABOUT HOW MUCH SUPPORT MY CHILD WILL RECEIVE?
- Decisions are made in consultation with the class teacher, Senior Leadership and the SENCo. Decisions will be informed by progress data and results of assessments undertaken in school and by outside agencies.
- Those children with a Statement or EHC plan have a right to receive the support identified in their plan.
WHERE CAN I FIND MORE INFORMATION ABOUT SEND AT SLIMBRIDGE SCHOOL?
- The SEND Policy is updated annually and is available on the Schools website, alternative versions can be requested in the school office.
- The School publishes an annual SEND Report, which is available on the website or from the school office.
- Parents are welcome to visit the school and talk to Mrs Cooke (Headteacher and SENCo) or meet with class teachers to discuss a child’s specific needs.
- Other useful policies, such as Intimate Care, Safeguarding, Public Sector Equality Plan are available from the school office.