SEN
Special Educational Needs Report
Crockerton Primary School
Class teachers have the responsibility for the achievement and progress of all children in their class. Class teachers are available in the playground after school or may be contacted via their school email addresses.
Mrs Kjaer is the Special Educational Needs Coordinator. Her role is to monitor and coordinate provision, provide advice and liaise with parents and outside agencies. She may be contacted in the first instance via email or through the school office.
Mrs Chatwin is the governor with responsibility for SEND.
Mrs Aylesbury is the SENCo Assistant. Her role is support the SENCo with paperwork and referrals.
We have a team of teaching assistants who are trained to deliver a range of interventions and support programmes.
On a daily basis, teachers evaluate their lessons and consider whether individual children are making the expected progress within the lessons.
Children are assessed regularly and their attainment and progress is tracked by the class teacher and the Assessment Leader / SENCo.
If the class teacher has any concerns about a child’s attainment or progress, he/she would make contact with the child’s parents to discuss the best way to support the child.
Should concerns continue, the class teacher will discuss these with the SENCo and agree the best way forward.
‘Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN…Equally it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability.’ Para 6.23 SEN Code of Practice July 2014
If there have been ongoing concerns about a child’s progress and/or development, the class teacher will consult with parents and the SENCo. If necessary, referral will be made to the Wiltshire ‘Graduated Response to SEND Support’ document – this gives guidance regarding procedures and strategies and helps to inform decisions as to whether children should be placed on the SEN Register. Parents will be kept informed and involved.
If necessary, the child may be added to the SEN Register at the ‘SEN Support’ level. The Child will be added to the class provision map and/or a ‘My Support Plan’ may be written, so that progress can be closely monitored and additional support put into place as necessary. Parents will be consulted and kept informed.
Should the class teacher or SENCo have ongoing concerns, with parental consent, a referral may be made to an outside agency who can support with the identification and assessment of individual needs eg Speech & Language Therapist, Educational Psychologist.
Whilst most children will have their SEN needs met at ‘SEN Support’ level, a small number may require an Education, Health and Care Assessment to determine whether the Local Authority needs to provide a higher level of support and funding in order to meet the identified learning outcomes.
Children who have an Education, Health and Care Plan (EHCP) will have a statutory ‘My EHCP Plan’ and a formal Annual Review Meeting to review progress and current needs as well as a regular review of their targets.
What should I do if I think my child may have special educational needs?
We want to work closely with parents, so please:
Make an appointment to discuss your concerns with the class teacher.
Talk to your class teacher at the Parents’ Evenings (available three times a year)
How will Crockerton School support my child?
All children’s progress is monitored throughout the year. Where needed, additional support is provided – this may be for the more able child, the gifted and talented child or for a child with SEN, as well as for those children who need a ‘boost’ in a particular area.
The support may be provided in class from the class teacher or teaching assistant or may be provided via a withdrawal group working with a specialist subject teacher or teaching assistant. For children in year 6, support may be offered via after school clubs – ‘Maths Wizards’ and ‘English Wizards’.
Interventions are regularly reviewed in order to ascertain the effectiveness of the provision and to inform future planning.
How will I know how my child is doing?
Parent meetings are held in terms 2, 4 and 6. Children with a non-statutory ‘My Support Plan’ (previously children at School Action Plus) or with an Education, Health and Care Plan (previously children with a Statement of Educational Needs) will meet with the class teacher and SENCo during these consultations.
Parents of children receiving an intervention support programme at any point during the year are given information about the programme and how they may help at home. They will also be informed of the outcomes at the end of the intervention.
Meetings may be arranged with the class teacher at any point during the school year.
Parents will receive a written interim report at the end of term 2 and a full written report in term 6.
How will the curriculum and learning environment be matched to my child’s needs?
High quality teaching, differentiated for groups or for individuals is the first step in supporting pupils who have or may not have SEN.
Using assessment outcomes, challenging but achievable targets are set for each child.
Where necessary, specific resources and strategies are used to support children both individually and in groups, for example laptops, visual timetable, writing frames, pencil grips.
Teaching assistants are allocated carefully according to their skills and experience, with some becoming specialised in certain areas or with certain interventions, for example, ‘Back on Track Maths’, ‘Early Literacy Support.’
Classroom environments are stimulating as well as supportive; they are resourced to meet the needs of children with different learning styles.
Children are encouraged to become independent learners through our ‘Gem Power’ approach. They are also encouraged to challenge their own learning by accepting appropriate levels of learning tasks.
How accessible is the school environment?
Nominated governors monitor health and safety procedures as well as the ‘Disability Access Plan’ .
Our school is generally on the flat. Some areas in the main building are accessed by a few, low, steps.
The school field is only accessible via a set of steep steps.
How will the school help me to support my child’s learning?
Each academic year begins with a ‘Meet the Teacher’ session which outlines routines and expectations for the each class and how children may be supported at home.
Parents are able to meet with the class teacher at any point during the year, as well as attend the 3 yearly Parent Consultation Evenings.
Learning workshops are held during the year – these are information / practical sessions for parents re how to support your child at home in various areas.
Homework support – see our Homework Policy
If your child has a ‘My Support Plan’ or Education, Health or Care Plan/‘My EHCP Plan’, there will be regular review meetings.
Where outside agencies are involved e.g. Learning Support Team, Educational Psychologist, parents will receive copies of their reports and be offered the opportunity to discuss them with the SENCo or class teacher.
How will my child’s voice be heard?
Through regular circle time and PSHE sessions, discussions in class and in Collective Worship / House Assembly.
Through School Council.
Class teachers discuss children’s targets with them and where they are able, children have a say in their own target setting and target review.
Children will be fully involved in the development and review of their ‘My Support Plan’ if at SEN support level or with their ‘My EHCP Plan’ if they have an Education, Health and Care Plan.
How will Crockerton support my child’s emotional & social development and well being?
We believe that children achieve best when they are happy. We celebrate the children’s successes and provide them with positive learning experiences. Sometimes children also experience some setbacks or challenges along the way and we are committed to supporting them through these.
Support that is always available:
Circle Time and PSHE lessons to promote social skills and social development.
Gem Power Awards and certificates– to develop skills of problem solving, resilience, perseverance, cooperation and collaboration.
Collective Worship takes place daily which includes a weekly Celebration Assembly.
Reward systems that promote and celebrate social development, as well as other achievements. (Please see our Behaviour Policy for further details)
Opportunities to talk with a class teacher, headteacher or Support Assistant on a 1:1 to share any worries or concerns.
Support that may be put into place:
social skills groups, where we explicitly teach skills such as turn-taking, sharing, managing feelings.
1:1 support with the class teacher or specific teaching assistant
1:1 support with the headteacher
Use of social stories
Pupil mentoring – students from Kingdown Academy may support children in year 6.
How will my child be included in activities outside the classroom including trips?
As an inclusive school, all children have access to the full range of opportunities that we provide.
All children are encouraged to take part in school trips and activities. Risk assessments are carried out and where necessary, procedures are put in place to enable all children to participate.
How will Crockerton prepare and support my child for joining the school or transferring to a new school?
Starting in Reception
Children come into school for a morning and an afternoon visit in the summer term.
To support children with SEN, we hold ‘transition meetings’ in the summer term with the SENCo, class teacher, parents, representatives from the pre-school setting and any other professionals who are supporting the child or family.
For the first few weeks of term, children attend part-time – this may be extended for children with SEN.
Starting in another year group
Parents and children are encouraged to visit the school before starting. During this visit, parents will meet with the Headteacher.
To support children with SEN, parents may also meet with the SENCo before the child starts to discuss their needs.
Children may spend a morning or a day with their new class before they ‘officially’ join the school.
We liaise with your child’s previous school to discuss strategies and support that has been effective in the past.
Moving classes
All children spend a day with their new class teacher.
Where necessary, children with SEN make extra visits to their new classroom, are supported by social stories to prepare them for the changes ahead and make a photobook of their new classroom, teacher, teaching assistant etc.
Teachers have an allocated time to meet and share information and strategies for meeting the needs of all children.
Transition to secondary school
The SENCo meets with a member of the secondary school’s SEN team to discuss learning and pastoral needs.
All children spend a day at the secondary school. Arrangements can be made for children with SEN to visit more often.
For children with Education, Health and Care Plans, the secondary school SENCo will be invited to attend the year 5 transition annual review and/or the year 6 annual review.
Moving to a new school
We ensure that all relevant paperwork is forwarded to the new school.
Where necessary, the SENCo will liaise with SENCo of the new school to ensure they are well informed of your child’s individual needs.
What training do staff receive regarding SEN?
We have regular staff meetings to ensure all staff are kept up to date with SEN developments.
Staff meet with members of SSENS (Specialist Special Educational Needs Service) during ‘SEN Surgeries’.
Through staff appraisal, development needs are identified and catered for. This may include ‘in-house’ training or attendance on a course.
If we admit a child for whom specialist training is needed eg Epipen use, training is provided as soon as possible.
What specialist services are accessed by the school?
Speech and Language Therapists
Educational Psychologist
SSENS (Specialist Special Educational Needs Service)
Behaviour Support Team
EMAS (Ethnic Minority Achievement Service)
Physical Impairment Service
CAMHS (Child & Adolescent Mental Health Service)
Social Care Team
Occupational Therapy
How are the school’s resources allocated and matched to children’s SEN?
We allocate resources and deploy members of staff according to the children’s needs.
Pupil Progress Meetings, held twice a year with senior staff, review the progress of all children.
We review and evaluate our resources and provision to ensure effective support is maintained.
Class teachers continually monitor children’s progress and direct support from their teaching assistant accordingly.
Can my child’s school dinner requirements be accommodated if they have a special diet?
We offer a hot dinner, provided by ‘Mrs B’s Caring Catering Ltd’, to children in Reception and KS1. Special diets can be accommodated for as long as we have advance notice.
What do I do if I have a concern about the provision for my child with SEN?
In the first instance, contact your child’s class teacher.
Should you wish to discuss your concerns further, you should contact the SENCo or headteacher.
In the unlikely event that your concern is not resolved, then please follow the procedures as set out in our ‘Complaints Policy’.