SEN Information - Annual report 2019
What kinds of special educational needs are provided for at Urchfont Church of England Primary School?
Urchfont is proud to be able to provide an inclusive education for children who may have:
- Cognition and learning needs
- Communication and interaction needs
- Physical and medical needs
- Behavioural, social and emotional needs
- Sensory needs
How do we identify children and young people with SEN and their needs?
Prior to starting school a child may have already been identified with a Special Educational Need or Disability. Where this is the case, we work closely with parents and supporting agencies to ensure transition into school is as smooth as possible and to plan so that good achievement is made by that child.
In school we make regular assessments of children and record their progress against the statutory requirements of the Early Years Foundation Stage (EYFS) in reception, or against the National Curriculum for children from Year 1 to Year 6. We also monitor closely children’s emotional and behavioural wellbeing. Where assessments show a child is not operating at age related expectations, or they are making less than expected progress, or if they are finding it difficult to make friends or behave appropriately, we will use our professional judgement to ascertain if the child may have a Special Educational Need.
Once we have considered the possibility that a child may have a Special Educational Need, we will, in the first instance, approach that child’s parents or carers to discuss our concerns. In agreement with parents we will then assess the specific issue that is preventing the child making progress, or is preventing them from making friends, or behaving appropriately.
To make our assessments, in most cases we use a ‘toolkit’ provided by SEND services at Wiltshire Council called the ‘Wiltshire Indicators and Provision Document (WIPD)’. Once we have made our assessments we will be able to ascertain whether we can adapt our class based provision to meet a child’s needs or whether we need to involve outside agencies. Again, parents will be kept informed and included in the decision making process.
At every stage of the identification process, we will also involve the young person.
Of course, if you have concerns that your child may need additional support, you should approach the school at your earliest convenience.
Our current SEN policy can be downloaded from the policy section of this website.
Who are our SEND team?
Our Special Educational Needs Co-ordinator (SENCO) is Mrs Talbot. She has overall responsibility for leading school development in SEND and is contactable in writing or by telephone via the school at:
Urchfont Church of England Primary School
How do we consult with parents of children who have SEND?
Where we have an initial concern it is most likely that your child’s class teacher, or SENCO will approach you either informally if the opportunity presents itself or via telephone to discuss concerns and next steps.
If your child has been identified as having SEND and outside agencies are involved, you will be invited to attend a meeting at least once a year to discuss your child’s provision.
We welcome contact outside of formal meetings so that we can all work together to find the best provision for children with SEND.
How do we consult with children who have SEND?
Class teachers will consult regularly with children who have outcomes planned for them individually, and how they feel they are progressing to meeting those outcomes. Children will also be part of any review meetings and will be asked to give their views either on paper (where a child has a difficulty that prevents them from drawing or writing a teaching assistant or teacher might work with that child to complete any written evidence) and / or in person at the review meeting.
What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes and what opportunities are available to work with parents and young people as part of the assessment and review?
Inclusivity in the classroom means that young people with SEND will receive feedback on progress made in learning at the start of every learning sequence. They will also be invited to participate in and / or submit written evidence to any formal meeting that is organised to review progress to meeting outcomes.
Parent evenings are also offered in terms 1, 4 and 6 to discuss progress towards meeting outcomes.
All parents are offered support on how to work with their children outside of school through termly class newsletters and other events that are held for parents on how to help their child make progress.
What arrangements are in place for supporting children and young people moving between year groups in school and for moving from the primary phase to the secondary phase of education?
Towards the end of each school year, class teachers meet to share information to help make transition from one year group into another as seamless as possible for all pupils. Children also experience some time with their new class teachers. For children with SEND, this provision may be increased and a new class teacher might, for example, provide a small book to a child who finds change difficult so that child knows what to expect when they move class.
For Year 6 children, the SENCO will arrange to meet with transitions workers and SENCOs from receiving secondary schools and a firm plan for transition will be made. Children will meet these adults and will be involved in the transition process. Parents will also be kept informed about these meetings.
How do we approach teaching children and young people with SEND?
Perhaps the first thing to understand about our approach to teaching children with SEND is that we have the philosophy and expectation that children will reach their full potential – in other words SEND is not an excuse for not doing well at school.
However, because a child has SEND we realise that we have to change our provision so that they can access learning in order to meet their full potential. We do this in a number of ways including:
- teachers adapting planning so that individuals have specific learning outcomes:
- withdrawing children from class for short periods of time so that any gaps in learning can be closed;
- providing extra adult support in class so that children are focussed on accessing the curriculum;
- meeting regularly in staff teams to discuss provision and if it needs to be adapted;
- liaising with outside agencies such as Central SEN Services and Behaviour Support to receive the best advice on how to help children learn; and
- adapting buildings and furniture if necessary so that children are not restricted from using the school fully.
It should be remembered that we do not offer a ‘one size fits all solution’ to children with SEND – this is because every child and every need is individual. We will endeavour to always involve parents and children in developing the best provision so that children have the best possible school experience.
Children joining our school who are recognised currently as having a statement and over time as in receipt of a ‘My Plan’ where additional funding is supplied by the Wiltshire Local Authority, will be given priority in admissions if our school is the first choice of parents.
What adaptions are made to the curriculum and learning environment for children with SEND?
In our curriculum, and depending upon the need of the child, we make adaptions so that children can access learning. These include:
- providing enlarged print for texts;
- breaking curriculum content down into small parts;
- providing visual cues and timetables so children are able to be independent in their learning; and
- providing children with resources that allow independent access to curriculum content such as acetate overlays for children who have been diagnosed with dyslexia.
It may also be necessary to make physical adaptions in the school building to allow children with SEND to access learning. Adaptions could include:
- specialist furniture;
- installation of induction loops for children with hearing difficulties;
- seating arranged so that there is line of sight to important resources and the class teacher;
- access to specialist IT equipment;
- modifications to toilet facilities;
- widening of entry and exit points; and
- installation of ramps and removal of stairs to allow wheel chair access.
How do we ensure that our staff are trained to support children and young people with SEND?
The school SENCO attends regular updates on SEND provision and disseminates this to colleagues.
We also send other staff on relevant continuing professional development courses so that they are equipped to teach children with SEND.
How do we evaluate the effectiveness of the provision we make for children and young people with SEND?
Class teachers and other adults responsible for the provision of children with SEND meet regularly to discuss progress against planned outcomes.
We have a management structure that is focussed on assessment and analysing information about all children in the school and the staff have delegated responsibility for ensuring that children with SEND are making at least expected progress.
The SENCO will also monitor planning and other evidence to ensure that children with SEND are receiving a full and inclusive entitlement.
The SENCO evaluates the SEND policy annually to ensure that it is fit for purpose.
How do we ensure that young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND?
At the classroom level, all children are planned for so that they can access the curriculum regardless of their need or the subject being taught. We are committed to adapting physical resources, teaching styles and techniques and following advice from any professional body or recognised advisory service so that children with SEND have equality of access.
What support is in place for improving emotional and social development?
Staff are on hand to provide pastoral support for all children including those with SEND. We are also part of a cluster arrangement with local schools so that we have access to counselling services should they be required.
We do not tolerate bullying and should we have cases reported to us we follow the school’s anti-bullying policy – a copy of which is available on this website under the policy section.
Concerns and behaviour issues, including incidents of bullying, are recorded and acted upon as necessary.
Above all, children with SEND are encouraged to participate fully in the life of the school.
How do we involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?
Where there is an identified need and a multi-agency approach is required, including voluntary agencies, we ask families to participate in the Common Assessment Framework (CAF) process. By engaging with this process we can make referrals to relevant agencies as necessary.
What happens when parents and carers are not happy with our provision?
Most issues can be sorted out by speaking directly to a child’s class teacher – we pride ourselves in an open door policy and our inclusive atmosphere.
Where speaking to the class teacher has not resolved an issue, there is a clear complaints procedure that can be downloaded from the policy section of this website. Specifically for SEND, if after the class teacher has been approached and a satisfactory conclusion has not been reached, then the Headteacher should be approached. If this still does not resolve the issue, a formal complaint can be made to the Chair of Governors.
We want to hear what you think about our SEND provision. If you have any questions about the new Code of Practice or anything else to do with SEND we would also like to hear from you.
Please clink on link which explains the SEND process Decision Making Flowchart
We have included a link to a brochure which explains additional agencies that can support children and families : Directory of Members 2017