Special Educational Needs & Disability Annual Report - 2017

At Great Barford Primary Academy we believe that all children should have full access to a broad, balanced and differentiated curriculum so that all children can develop and learn. We provide a secure and stimulating environment in which all children are supported to reach their full potential irrespective of ability, disability, race, gender and social origin. All children will be encouraged, supported and praised so they may gain the confidence and self-esteem they need to move on to the next stage of their learning.

 

Special Educational Needs & Disability (SEND) Policy

Our SEND policy, which is available on the website, gives further details, and all school procedures meet and support the expectations of

- The Special Educational Needs and Disability Regulations and Code of Practice 2014

- Children and Families Act 2014

- Equality Act 2010

 

Definition of Special Educational Needs and Disability (SEND)

A child is deemed to have a Special Educational Need if they have greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him/ her from making use of the facilities of a kind generally provided for others of the same age.

 

Broad areas of need:

Children with SEND are assessed using the four areas of need, as outlined in the SEND Code of Practice (2014):

 

Communication and interaction: Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. Children and young people with Asperger’s Syndrome and Autism are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

 

Cognition and learning: Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

 

Social, emotional and mental health difficulties: Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

 

Sensory and/or physical needs: Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning.

 

Arrangements for consulting parents of children with SEND and involving them in their child’s education

We value the in depth knowledge that parents/carers have about their children and encourage parents/carers to communicate with us regularly. Parents/carers will be informed as soon as provision is being made for their child.  They will be kept informed about their child’s progress and their views and support are highly valued. Parents /carers of children with SEND have termly review meetings with the class teacher to discuss the child’s progress towards their targets, the effectiveness of the strategies currently in place and to discuss the next steps. Parent/carers will be given a copy of the agreed targets and interventions. Additional progress review meetings can be arranged with the class teacher and SENDCo. School will seek parent’s permission before consulting any outside agency and tell them in advance when a professional is visiting the school.  Any reports produced by professionals will be shared with parents. 

 

Arrangements for consulting children with SEND and involving them in their education

We believe that it is important that the child is involved as fully as possible in the monitoring of their SEND and that they must feel a sense of ownership over their own learning. Their views and wishes are valued and taken into account.   Children are involved in termly meetings to set and review their targets and discuss the effectiveness of the strategies that are in place. We will also give children a range of opportunities to share their views about their needs and progress. The level of their involvement will be dependent on their age and understanding and will be personalised to the child and may be done verbally, using visual resources, writing or any other media which the child can access in a meaningful way.

 

Arrangements for assessing and reviewing children’s progress towards outcomes

All teachers complete ongoing assessment which quickly identifies children who need additional support. Termly pupil progress meetings are held between class teachers, the SENDCo and the Head teacher; this also helps to identify children who are not making sufficient progress and/or require additional support. We will always discuss initial concerns with parents/carers and equally encourage parents/carers to discuss any concerns that they may have with us. We work with parents/carers of children with SEND to set individual targets and plan additional support to enable the child to achieve these targets. We can request support from outside professionals when we feel that external help is needed.

 

Arrangements for supporting children in moving between phases of education

Foundation stage teachers and the SENDCo liaise closely with feeder pre-schools and nurseries to ensure that information and individual plans are transferred in preparation for children starting within the Foundation stage. Foundation stage teachers will also conduct visits prior to children with SEND starting at school to observe the children within their current setting and to discuss strategies currently in place. We also run termly sessions for parents of children starting in our Nursery class and in July of each year we host a new parents evening for parents of children starting in the Reception class.

 

In preparation for children moving year groups, teachers liaise closely with each other, transferring Individual plans, and discussing effective strategies and support currently in place for children with SEND. Children also attend a roll up morning in July, which provides the children with the opportunity to meet with their new teacher and to see their new classroom.

Transition meetings are held between teachers each year and children. For children transitioning to other schools meetings are held and records passed on. We share appropriate information with the children’s next school, including passing on copies of individual targets and support strategies.

Approaches to teaching children with SEND and adaptations to the curriculum and learning environment

We provide a differentiated and personalised curriculum, which means that lessons are adapted to ensure that all children can access the learning. Depending on individual need this is done through additional resources, additional explanations/instructions, additional adult support and/or by adapting tasks and expected outcomes. The nature and amount of support will differ depending on the individual need; this will be explained by the SENDCo and class teacher and outlined in the child’s individual plan. The SENDCo works closely with the class teachers to plan and review provision for children with SEND. Children with SEND receive additional support from teachers, Teaching Assistants and where appropriate external specialists. The Provision map, which is available on the School website, outlines the support that we currently have in place for children with SEND; this will change depending on individuals’ needs.

 

The school building is one storey and fully wheel chair accessible, with a disabled toilet and changing facility. There is a hearing loop system already installed in 1 classroom and we are committed to making reasonable adaptations to support individual’s needs as they arise. We can also translate or enlarge documents and publications on request. 

 

Staff expertise and training

We are committed to the continuing professional development of all staff and match training opportunities to the needs of the staff and the needs of the pupils. All staff have regular training in supporting a range of types of special need. Staff supporting individual pupils also go to specialist training sessions relating to pupils personal needs.

 

We also work closely with the Educational psychology team and can apply for additional support from support services and health care professionals.

 

Evaluating the effectiveness of the provision made for children with SEND

We continually review the effectiveness of the strategies that have been put in place for all children and make adaptations as and when they are needed. During the termly IEP review we discuss with parents and children their views on the provision that has been provided and this will help to inform future strategies that are used. 

 

How children with SEND are enabled to engage in extracurricular activities

All children are welcome at the School’s Breakfast and After School club and extra curricular clubs offered during lunchtime and after school. The Breakfast and After School club staff are employed by the school and also work as Teaching Assistants within the classes; this helps to develop excellent relationships between staff, pupils and parents/carers. It also enables information to be easily passed on between teachers and parents/carers and helps to ensure a smooth transition between the extended care provision and the main school day. If needed we will make adjustments to ensure that all children can access and enjoy the clubs that we offer and if required the class teacher and SENDCo will liaise with the club leaders to ensure that appropriate strategies are implemented.

 

Risk assessments are completed prior to trips to ensure that all children will be safe and that individual needs can be met. We always ensure that individual needs are catered for; this may involve using a visual schedule, pre-teaching of what will happen on the trip, allocating additional adult support and/or pairing individuals up with the class teacher. We welcome parental advice regarding how your child is likely to cope on a trip and your ideas for extra support that they may benefit from.

 

Support for improving emotional and social development

We promote an inclusive ethos in which all children’s efforts are recognised and celebrated. We are committed to meeting children’s personal, social and emotional needs in order for them to be able to fully access the learning. Each classroom uses their own reward system that is appropriate for the age of the children and the needs of the class. The reward systems focus on celebrating positive work and behaviour and encourages pupils to work together to achieve individual and class rewards. We provide additional provision for individuals who need support with behaviour and with the child and parents set targets and outline strategies to help the child to meet these targets. We can also apply support from external agencies to help meet individuals’ emotional and social needs. The Provision map, which is available on the School website, outlines the support that we currently have in place for children with emotional and social development.

 

How the school involves other agencies and support services

If a child needs additional support beyond the school, we will refer the pupil to external agencies such as Speech and Language Therapists, Educational Psychologists, Child and Adolescent Mental Health Team, Health and Social Care or others as appropriate. All SEND referrals include the parents’ views and are done in agreement with parents/carers.

 

We work closely with our Family Support Advisor Donna Gower who works with families to support attendance, sleeping, diet, behaviour, emotional well being and routines. Donna can be contacted on: 

Mobile: 07984 551188

 

Arrangements for answering questions or addressing concerns

If you have any questions or concerns relating to your child your first point of contact is your child’s class teacher. You can also contact the school’s SENDCo via the school office. The Headteacher Sarah Evans can also be contacted through the school office.