Special Educational Needs (SEN)

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Overview

Chagford Primary School aims to be a thriving, inclusive and cohesive community of learners. We promote a strong sense of belonging and responsibility whilst celebrating the diversity of our community through our inclusive policies, ethos, curriculum, actions and relationships. We are committed to inclusion and to meeting the needs of every child. We work effectively together to support good learning and progress for all children, including children who have additional or special educational needs. We strive to remove barriers to learning and to improve the outcomes for all groups of children. We work closely with families, the local education authority and professionals from a range of disciplines to best meet the needs of each individual child. Quality first teaching, targeted provision and specialist provision underpin our approach. Early identification of additional or special educational needs, effective differentiation, rigorous monitoring and close partnership with parents/carers, all help the children to realise their full potential and to narrow the gap in achievement and outcomes.

Thrive LogoWe are a Thrive School. You can read more about what being a Thrive school means here. http://www.chagford-primaryschool.org/about/our-thrive

 

Chagford Church of England Primary School Special Educational Needs Information Report (Updated December 2016)

How we support children with special educational needs or disabilities

Chagford CE Primary School is an inclusive mainstream primary school. We work with the Local Authority to ensure high levels of achievement, effective learning, progress and development for all pupils regardless of any special educational need. We are committed to inclusion and to meeting the needs of each individual. We aim to provide the highest quality of education for all children, using resources strategically and effectively. We have a duty to eliminate discrimination, harassment, bullying or victimisation and to advance equality of opportunity by removing or minimising disadvantage, meeting each child`s needs, taking account of disabilities and encouraging participation in the life of our community. We encourage children to be responsible and caring citizens, able to actively oppose prejudice, celebrate diversity and work together in a cohesive community of learners. Each child has a voice. We work closely with parents and carers to deliver the most effective education possible. We monitor the progress of all pupils. Some children with special educational needs can be identified at birth. Other difficulties only become apparent as children grow and develop. We aim to distinguish between pupils who may need some support within the classroom and within the differentiated curriculum and pupils with special educational needs. Pupils have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made; this is provision which is additional to, or different from, that which is normally available in a differentiated curriculum. In consultation with parents or carers, support for pupils with special educational needs is agreed, informed by further assessment to identify barriers to learning and to provide further information regarding the nature of the child`s difficulties. Pupils with additional and complex needs relating to communication and interaction; cognition and learning; social, emotional and mental health difficulties, sensory and physical needs attend Chagford CE Primary School.

How is the decision made about what type and how much support my child will receive?

Quality First Teaching promotes the effective inclusion of all pupils through high quality everyday personalised teaching. As soon as a pupil gives cause for any concern, the class teacher will meet with the Special Educational Needs Co-ordinator (Senco) to discuss these concerns. A record of the main points discussed will be written at the time of the meeting by the class teacher and Senco. Next steps will be identified and agreed, including a date for review and further planning. The pupil`s opinion will be sought and included in the plan of action where possible. On review, no further action may be needed. If an action plan is needed, the child’s parents or carers will be consulted and their opinions will be included in this plan. Intervention, additional to differentiation within class, will usually form a part of this plan. Should it be deemed necessary, the advice of a specialist will be sought at this time. Review of the plan will normally take place after six weeks but if it becomes clear that the plan is not working, then the plan will be changed. All those involved will meet and provision will be adapted accordingly as soon as possible. If adequate progress is not made despite effective differentiation, a DAF 2a will be completed with parents or carers and any outside specialists, if appropriate. Areas and summary of needs, short term targets, provision by whom and when, including targeted intervention, date for review and progress made towards outcomes will be recorded. A multi-agency approach will be adopted, with support for the child and family at the heart of the process. If adequate progress and attainment are not achieved, the Senco will work closely with the teacher and parents or carers to explore further specialist support and provision. The school will work closely with experts from a range of fields to ensure the child`s needs are met through a more personalised solution which may include a pastoral support plan, a personal education plan or a DAF3.

How is effective collegiate monitoring and action across the whole school supported?

The curriculum action team for SEN meets once a term to assess, plan, do and review. The team comprises governors, SENCo, teachers and teaching assistants. The team takes a proactive approach to improving practice and provision school wide. The team responds to challenging questions raised by governors, colleagues, pupils and parents, as well as self-identification of areas for action. Each member takes responsibility, sometimes individually, sometimes with a partner, for specific actions identified on the curriculum team action plan. These are SMART (Specific, Measurable, Achievable, Realistic and Timed). The team addresses issues relating to all aspects of life and learning at school for children with SEN. The child and family remain at the heart of this process.

How does the school judge whether the support has had an impact?

The school`s SEND policy details the graduated response for meeting the special educational needs of pupils. Interventions are time limited, additional to whole class provision and have clearly identified targets on entry so that progress can be measured on exit. The class teacher and teaching assistant, teacher or Senco delivering the intervention collect entry and exit data which allow for consistent evaluation of impact: have targets identified beforehand been achieved? Monitoring of achievement will continue afterwards, in order to evaluate progress and attainment without the intervention. Parents or carers of children with special educational needs will meet with their child`s class teacher and/or the Senco at least three times a year to discuss progress and ways of working together to support progress and attainment of identified outcomes. These meetings will be longer than those for children who do not have special educational needs. Some children and families have a home school book to improve communication between home and school and to support the close partnership that develops. Progress and attainment are monitored using the child`s own documents; School Pupil Tracker, which allows comparisons with other children who have special educational needs at our school and children who do not have special educational needs at our school; RAISE Online which allows comparisons with national data for children with special educational needs and for children who do not have special educational needs. The focus for interventions is to accelerate progress and to narrow the gap between those children who are disadvantaged and those who are not. The progress of different pupil groups is tracked to identify strengths and areas for improvement; groups include pupil premium, pupils with dyslexia and pupils with private diagnoses for a range of special educational needs. Data from interventions, teacher assessments, regular assessment papers, Annual Reviews and EYFS Profiles inform planning, including the School Improvement Plan and training needs to improve our provision.

How are the governors involved and what are their responsibilities?

The Governing Body monitor the progress of all pupils, including those with special educational needs. The lead governor responsible for special educational needs and disabilities meets termly with the SENCo to discuss provision and identify priorities for improvement, with a focus on accelerating progress and narrowing the gap. Pupil progress and attainment, provision, the range and impact of interventions, attendance data for pupils with special educational needs and any exclusion data are analysed and next steps identified. The SENCo reports regularly to the Teaching, Learning & Assessment Portfolio SEND lead governor, who in turn reports regularly to the full governing body. The headteacher is responsible for managing the special educational needs and disabilities policy. The Senco is responsible for the day to day operation of this policy; co-ordinating provision for children with special educational needs; liaising with and advising colleagues; keeping records for children with special educational needs; liaising closely with parents and carers; contributing to the in-service training of colleagues and the development of a strategic support team; liaising closely with the Local Authority, external agencies, Health and Social Care and voluntary bodies. The Senco, class teacher and teaching assistant, if appropriate, work closely with parents and carers to develop the DAF2a for pupils who have special educational needs and who may need individual support or specialist provision beyond that provided by effective differentiation. In line with the Code of Practice, the child and family are at the heart of this process; each child and family is unique and we work together to tailor support for each individual to ensure provision is as effective as possible. Annual Reviews are person-centred and celebrate the achievements of each pupil as well as identifying next steps. The pupil`s voice is integral to the DAF2a and to review and planning next steps, as far as is possible.

How do teachers match the curriculum to an individual child’s needs?

Group and individual adaptations to the curriculum are explored purposefully and creatively to enhance learning opportunities and achievement. The range of interventions includes support to accelerate learning in mathematics, literacy and P.E. The Thrive approach is used with all pupils to support well-being, improving emotional, mental and social development to facilitate an inclusive and caring ethos, leading to an increased capacity for learning both academic and life skills. Thrive is used to inform PSHE for class groups, to support children in small groups and to support individuals one to one. Difficulties at home which can impact on life at school are also addressed through Thrive; school action plans and home action plans complement each other to support best outcomes for each child and the family. A sensory room supports children who have sensory issues, children who need time out of the challenging classroom environment and children in the busy classroom who need distractions kept to a minimum. Outdoor learning opportunities and the Arts both stimulate and calm to enhance learning potential. The school works closely with groups offering educational opportunities off site, such as Running Deer, to enhance the life experiences of children with special educational needs. Special arrangements are made as necessary when children are taking SATs. All children, regardless of special educational need, are encouraged and expected to take part in school activities, including extra-curricular opportunities and school trips, both residential and non-residential. We welcome all children and the governors would make every effort to accommodate pupils` needs and adapt our environment if necessary, working with the Local Authority to improve our facilities. Children with special educational needs are represented on our school council.

What support is there for behaviour, avoiding exclusion and increasing attendance?

Clear processes are in place to support children who present with behaviour difficulties. We understand that behaviour is a form of communication and look beyond the behaviour to the reasons for it and focus support to meet these needs, whilst being mindful of the impact challenging behaviour can have on all children. Relevant frank and open discussions support children so that the effects of disruptive behaviour can be minimised. Advice from support services and close liaison with external agencies, combined with a consistent behaviour policy help to ensure that our school family support and understand each other. The school works closely with a range of specialist support teams, including:

  • Dyslexia specialists
  • Behaviour Support Team
  • Communication and Interaction Team
  • Inclusion Team
  • Speech and Language Team
  • Educational Psychology
  • CAMHS; Integrated Children`s Services; Occupational Therapy
  • Child Psychotherapy; Health; Social Care
  • Family Practitioner Service
  • School Nursing Team
  • Educational Welfare
  • 0-25 County Special Educational Team
  • Early Help team.

Advice about removing barriers to learning, linked to the four areas of need, is sought promptly where appropriate. The attendance of every child is monitored on a daily basis by our attendance officer. Lateness and absence are recorded and reported to the Head Teacher and Governing Body. When a parent or carer is concerned or has a complaint, it is appropriate to speak to the child`s class teacher, the headteacher or the SENCo as soon as possible, without conveying the worry or complaint to the child. This will usually resolve any problems but if not, it is advisable to speak to the headteacher and then to the Chair of Governors. A copy of the school`s complaints procedure is available online at the school`s website and a paper copy can be requested. All concerns are dealt with sensitively and in confidence. Our aim is to work in close partnership with parents and carers, and we encourage you to share any concerns with us promptly; do not let them grow into worries which can adversely affect you and your child. The school has contact details for local services and organisations which provide support for parents of children with special educational needs. If you need more support, please come into school to discuss what is available. Information for parents and carers can also be found at http://new.devon.gov.uk/send/, which sets out the local authority’s provision for parents of children and young people with special educational needs and disabilities aged 0-25. 

What opportunities will there be for me to discuss my child’s progress?

The SENCo is Catherine Thomas. She has completed the National Qualification for Special Educational Needs Co-ordination. She is in normally in school Monday to Friday from 8.00 am until 6.00 pm. Tuesday and Wednesday afternoons, and before and after school are best for making contact. You can also email her directly on cthomas@chagford-primary.devon.sch.uk. Staff supporting children with special educational needs have received training in safeguarding, supporting children with challenging behaviour, autism, dyslexia, counting to calculate and Thrive. Plans for training include supporting children who have mental health needs. Training needs are linked with performance management and the School Development Plan. The Teaching Assistant team meets regularly; good practice across school is consistant in approch and then tailored to meet the needs of individual children.

How will the school prepare and support my child when  joining the school or transferring to a new school?

Transition is an important, exciting and challenging time for all children. Transition between classes and key stages at school is supported by consultation between colleagues who are passing on children and those who are receiving them; colleagues who support children and those who will be supporting them next. Parents come into school in the summer term to agree initial arrangements for the first few weeks of the new academic year and a date for review. The Senco meets with each class teacher, ensures that key information is shared and goes through individual records and documentation. Transition from Chagford CE Primary School to another school is supported through a transition plan which is tailored to suit the needs of individual pupils. Visits to and from the new school by teaching and support colleagues, the pupil, parents or carers are supported by meetings to discuss individual special needs and provision, to ensure as successful a transition as possible. Pupils complete a ‘Listen To Me’ document, or individualised version, depending on what is most appropriate. Transition meetings are held with the pupil, if appropriate, parents or carers, current Senco and receiving Senco and any specialists who are involved; to discuss concerns and to make sure everyone is fully informed in order to achieve a smooth transition for the pupil and family, who are at the heart of the process. Transition planning begins as early as required. Clear links are established with receiving schools or settings. Transition to Chagford CE Primary School from other schools and settings is supported through individual transition planning where possible. If this has not been possible, all records are requested and the Senco makes contact with the person responsible for special educational needs at the previous school or setting to learn as much as possible in order to best support the child in their new school. Meetings with the parents or carers and listening to the pupil are integral to successful transition.