Information Report for learners with Special Educational Needs and Disabilities (SEND)
Special Educational Needs and Disability (SEND) Information Report
SENDCo: Mrs Louise Nightingale
SEND Governor: Dr R Clements
Broadway First School is an inclusive school that values all of its children and are committed to ensuring that all children reach their potential. All children are actively encouraged to be involved in the wider school community including extra-curricular activities.
The code of practice defines SEND as:
A child or young person who has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child has a learning difficulty or disability if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age, or
- Has a disability which prevents or hinders him or her from making use of facilities generally available in a mainstream school.
New Government legislation requires schools to publish a report called the SEN information report. It utilizes the Local Authority local offer to meet the needs of SEN pupils detailing the provision the school is able to offer.
What is the Local Offer?
Local Authorities are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’
The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
At Broadway First School, we embrace the fact that every child is different therefore the educational need of every child is different; this is certainly the case for children with Special Educational Needs.
At Broadway First School, we cater for a range of SEND for which provision is made.
The SEND Code of Practice 2014 identifies four key areas of SEND:
- Cognition and Learning
- Social, mental and emotional health
- Sensory and / or physical
How we do we identify and assess pupils with SEND?
At Broadway, we strongly believe in the importance of identifying children’s needs swiftly. Children entering our reception class are assessed in all areas to ascertain their starting points against the EYFS. We identify additional or complex needs early so effective action is taken to address and prevent difficulties from escalating. We have positive relationships with parents/carers, other early year’s settings and partner organisations, enabling us to gather information about any additional or complex needs of individual children. We are committed to providing extra or specialised help at an early stage so children are able to reach their potential and achieve the highest possible standards.
In order to identify children with additional or complex needs we use a wide range of information:
- Day-to-day observations of children throughout the school day e.g. in class, at play and lunchtimes.
- Information from parents including what they’ve done to support their child and the parents view on child development.
- Information from Health Visitors, and other early years settings/schools
- Early Years Foundation Stage Profile
- Information from previous schools (if a child is admitted mid-way through the school year, or after Year R)
- Termly assessments and data analysis which shows a widening gap between the child and their peers or slower progress
- Information from a range of professionals
- Outside Professionals e.g. Educational Psychologist, Speech and Language Therapy
How do we consult and involve Parents/Carers of pupils with SEND?
Parents of all pupils are welcome to approach the school at any stage of the school year with queries relating to their child.
Parents are invited to attend termly parents’ evenings to discuss their child’s progress in school. Parents are also invited in to review their child’s Individual Provision Map on a termly basis. In-between these meetings, parents will be contacted when concerns arise and a discussion is held as to what provision the school will be making. If a child needs to be referred to an outside agency parents will be asked for their permission and views, which form part of the referral process. If a child has an Education and Health Care Plan (EHCP) then the parent will be involved in the application and review process.
The SENCO is available for drop in meetings with parents / carers. An appointment can be made at the school office. Information can be shared about the child’s progress, provision map targets and interventions and ideas for parents to support their child at home.
How do we consult and involve pupils with SEND in their education?
The children are constantly involved in discussion whilst their SEN intervention programmes are happening. All children, regardless of SEN, are aware of their next steps through marking and verbal feedback during lessons. They also have their IPM’s discussed with them and are able to add to it how they feel their learning is developing.
SEN&D pupil interviews take place to get pupil views on different aspects of school life and is part of the school’s normal monitoring cycle.
How can parents let staff know they are concerned about their child’s progress?
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially.
If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator, Mrs Nightingale, or Mrs Dudfield.
The school SEN Governor can also be contacted for support.
How do we make provision for children with SEND?
Targeted classroom teaching is provided within all classrooms, this means:
- Teachers have the highest possible expectations for your child and all pupils in their class.
- Teaching is built on what your child already knows, can do and can understand.
- Different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve using more practical learning.
- Adult focus groups within English and maths focusing on specific skills and pupil targets.
- Specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Individual provision maps:
- Children on the SEN register will have an individual provision map containing both learning and personal targets. The learning targets focus on next steps or gaps within their learning. Personal targets are written with the staffs knowledge of individual children, these focus on learning behaviours and social skills to ensure children are fully prepared for school life. Work on children’s targets will be incorporated into whole class teaching, Class TA focused sessions and/or small group interventions.
Small group interventions:
- Each class receives additional hours of teaching assistant time through pupil premium funding, if a child is SEN and pupil premium they will receive additional support within small group interventions. These groups have specific targets and outcomes and are reviewed regular by all staff involved. The majority of interventions take place during the afternoons to ensure the sessions are additional to targeted classroom teaching.
Advice from specialist outside agencies:
- If a need is identified by the SENCO and the resources are available they will liaise with specialist outside agencies to work with your child to understand their needs and make recommendations as to the ways your child is given support. You will be asked to give your permission for the school to refer your child to a specialist professional. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
- 1:1 support may be available to pupils with significant learning or behaviour needs, to support their learning. Appropriate sessions will be planned to maximise learning and may take place in the classroom or in a group learning area. 1:1 support may be obtained through the statutory assessment process (statement or EHCP) or at the discretion of the Headteacher and SENCO.
How do we evaluate the effectiveness of the provision we provide?
We may use the following to measure the effectiveness of the provision:
- Termly Pupil progress meetings
- Class provision maps/ Intervention overviews with measurable targets and outcomes
- Individual Provision Maps
- Re-assessments by external agencies
- Whole-school data
- Pupil Conversations
- Ongoing consultation with parents
- Collation of children’s work
- Observations of children by teachers, teaching assistants and the SENCO
What is our Approach to Teaching Children with SEND?
The school aims to teach all children together in their classes where possible with the class teacher differentiating and supporting the child. At times, it may be necessary for a child with SEND to access intervention; as part of a group.
How do we adapt the Curriculum and learning environment for pupils with SEND?
Class teachers plan lessons according to the specific needs of all children in their class and will ensure that your child’s needs are met. Advice may be sought from outside professionals as required and when possible. Additional resources are provided to support children with SEND as required.
What additional support for learning do we make available for pupils with SEND?
We use a range of intervention programmes including the following:
- Thrive: a nurture programme delivered by our trained teaching assistant which is taught in small groups or 1:1. Each class also has strategies in place to support all children.
- Rapid Phonics – a phonics based reading intervention programme which is taught in groups by teachers and teaching assistants who have been trained to use the programme.
- Read Write Inc- our whole school approach to to teaching phonics which is grouped according to ability. All staff have been trained on this.
- WellComm- a speech and lanuage programme which is delivered both in small groups and 1:1 by two trained teaching assistants.
- Rapid Reading - a computer-based reading intervention programme which is delivered on a 1:1 and group basis with a teaching assistant
- Precision Teaching – this is an intensive intervention used to help children who struggle with reading and/or spelling make accelerated progress. Every child taking part in Precision Teaching sessions receives 10 minutes 1:1 with a teaching assistant on a focused sound or word which they repeat until it is mastered. This programme is especially successful for children who use whole word, visual strategies to learn to read.
- Numicon – a visual and kinaesthetic way of teaching mathematics that can be used in small groups or as a whole class.
- Speech and Language – in collaboration with the Speech and Language team, teaching assistants and teachers work with individuals and groups to develop language concepts, speech sounds/ articulation and listening and attention skills using a range of visual prompts, games and alternative strategies.
- First class @ number
Created by Edge Hill University light touch mathematic intervention program which aims to help children across the school with moderate difficulties in maths. This is undertaken by a specific TA in small group work.
- Various social skills / nurture / mental health / behavioural interventions – the school has a range of interventions to develop a child’s social skills, for example jellybean jamboree six life skill unit program.
- We also use 'Think Good Feel Good- this is a CBT workbook for children and young people.
- Time to talk- program to support oral and social skills.
How do we improve the emotional and social development of pupils with SEND?
As detailed above, the school uses a range of intervention programmes to aid children’s Emotional and Social development. In addition, we have a teaching assistant who is non class based and is therefore able to provide timely support for individuals and groups of children as needed and also has additional responsibility for pastoral care.
Staff Expertise and Training
Mrs Nightingale has achieved her NASENCo qualification.
Mrs Dudfield NNEB, Level 3 CLANSA, CPCAB level 2 in counselling skills and a trained Thrive practitioner.
All staff have received RWI training on phonics.
Miss Lawes and Mrs Worrall are our Communication Teaching Assisitants and regulary attend Speech and Language training.
Key support staff have received training in Numicon, Precision teaching, dough disco, First Class at Number, a range of different other intervention programmes and training in relation to specific learning difficulties (e.g. Attachment Disorder).
How do we ensure we secure the necessary equipment and services for pupils with SEND?
We allocate funding from our budget every year towards the provision of supporting pupils with Special Educational Needs. This budget is used to provide, teaching assistants, resources and training for where staff. Where required and possible outside we also purchase agency support.
How can parents make a complaint about the provision their child with SEND is receiving?
Our complaints policy is available on the website or the school office.
What other agencies do we involve in supporting pupils with SEND?
The following agencies may be contacted and we can ask them to attend meetings, provide reports and guidance:
- Speech and language therapist
- Behaviour Support Team (BST)
- Educational Psychologist
- Positive Behaviour Team (PBT)
- Children and Adolescent Mental Health Service (CAMHS)
- Community Paediatric Service
- Visual Impairment Team
- Hearing Impairment Team
- Early Years Inclusion Team
- Occupational Therapy
- School Nurse
How do we support pupils with SEND when transferring between phases of education?
The school works hard on ensuring that there is a smooth transition both for the children joining the school and for those transferring to Middle School. Meetings are held where each child is discussed in detail and necessary information is passed on. For the children joining the school after Reception, opportunities are provided for the pupils to spend time in school and meet their new class teacher.
Who can parents with pupils with SEND contact for help and advice?
The web address for the local authority is shown below and this is a useful site to gain further information.
Where can I access The Local Authority’s Offer?
Local authorities must publish a local offer, setting out in one place information about provision that is available for children and young people in their area who have special educational needs.
You can find this at: worcestershirelocaloffer.org.uk