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Special Educational Needs and Disabilities

Collaborative SEND Offer

Our collaborative of local schools (Chapel Fields, Coppice, Damson Wood, Daylesford, Greswold, Lode Heath, Lyndon, Marston Green Infants, St. Andrews, Ulverley, Valley Primary, Yew Tree, Triple Crown and Summerfield schools) recognise that not all children are able to access learning in the same way.

As a result of this we are committed to providing high quality education for all pupils with Special Educational Needs (SEN) and those with disabilities. We have strong systems for the early identification of pupils with SEND and always welcome and work in partnership with parents and carers.

In our schools we have a wide range of expertise to ensure all pupils have access to quality first teaching which enables us to endeavour to meet the needs of every identified child.

We want you to feel able come to us so we can hear what you have to say, so we can work together to support your child’s learning journey regardless of need from birth to 25 years old.

Greswold Primary School SEND Offer
 

Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with Special Educational Needs and disabilities (SEND). This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families.

 

Greswold Primary School is an inclusive school that is committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs. This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND. It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children.

 

Who can I talk to?

 

Your child’s class teacher will be your first point of contact if you have any concerns. Class teachers are responsible for:

  • Providing a differentiated curriculum to meet the needs of all learners
  • Ensuring that all children have access to good/outstanding teaching
  • Identifying pupils with SEND so that early intervention can be implemented
  • Liaising with parents and the SENCo
  • Attending pupil review meetings when possible
  • Planning for learning support assistants to work with the children
  • Ensuring that the school’s SEND policy is followed in their classroom

 

The SENCo (Special Educational Needs Co-ordinator), Mrs Jackie Jellicoe. The responsibilities of the SENCo include:

  • The day to day running of the school’s SEND policy
  • Liaising with and advising fellow staff including support staff
  • Co-ordinating provision for children with SEND
  • Maintaining the schools SEND register
  • Monitoring the progress of all pupils with SEND
  • Liaising with parents of children with SEND
  • Contributing to the in-service training of staff, and liaising with external agencies
  • Meeting with the SEND governor

 

Teaching Assistants (TA) or Learning Support Assistants (LSA)

  • Learning support staff can assist the class teacher in delivering work for specific children or small groups of children with special needs. This programme will be planned by the class teacher for the learning support assistant staff, with specific guidelines for delivery of the work. The children may be withdrawn from the classroom setting with the learning support assistant if necessary, although the new Code of Practice states that pupils should be supported within the classroom as much as possible and the class teacher is responsible for ensuring provision for all pupils.
  • Learning support staff are responsible for feeding back to the teacher about the child’s progress and about any concerns.

 

The Head Teacher, Mrs Karen Scott, whose responsibilities include:

  • The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities.
  • She will give responsibility to the SENCo and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

 

The Deputy Head Teacher, Mr Matt Hornsey, whose responsibilities include:

  • Overseeing inclusion throughout the school, including SEND children.

 

The SEND Governor, Mrs B Siddle, whose responsibilities include:

  • Making sure that the school has an up to date SEND Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making sure that the necessary support is made for any child who attends the school who has SEND and/or disabilities.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

 

How will the school know if my child needs extra help?

 

Class teachers will monitor their pupil’s progress against national and school expectations. If concerns are raised about the rate of progress, communication and interaction, health and well-being, safety or behaviour of a child then informal discussions with parents and carers and the class teacher will be instigated. The class teacher will inform the SENCo. The kinds of special needs and disabilities under the code of practice are as follows:

 

Map of interventions by area of need

 

Area of need

UNIVERSAL

All pupils, where appropriate

TARGETED

Plus for some pupils

SPECIALIST
Plus for a few pupils
Cognition and learning

Differentiated curriculum planning, activities, delivery and outcome

Careful grouping

Increased use of visual aids/modelling

Visual timetables

Use of symbols

Illustrated / ACE dictionaries

High interest / low reading age books

Writing frames

Access to ICT

Progress files

Inclusion Development Programme

Talking Tins / postcards / speech bubbles

No copying from board / photocopies 

Catch up programmes - English and Maths

Targeted programmes

Precision teaching

Reading partners

Shared in class support from TA

Multi-sensory spelling practice groups

Specialist ICT (such as Wordshark) or hardware

Our Learning Mentor

Small group support or teaching for  part of some lessons or interventions

Intense English / Maths support

Specialist literacy and numeracy programmes

Wave 3 Maths programme

Communication and Learning Difficulties team advice and support

1-1  support or teaching for some parts of some lessons

Auditory and visual memory groups

Fine and gross motor skill programmes such as BEAM
Communication and interaction

Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language

Key words

Increased use of visual aids/modelling

Adapted classroom environment

Class visual timetables

Use of symbols

Structured school and class routines

Inclusion Development Programme Drama activities, e.g. hot-seating

Auditory and visual memory groups

Makaton

In class support with focus on supporting speech and language

ICT software

Communication skills group

Symbol supported text / Communicate in Print

Individual visual timetable and task management

Individual workstation

Social use of language group

Specialist programmes devised by Speech and Language Therapy team

Advice from Educational Psychologist

Autism specific programme (ASD team)

Individual work area

Circles of Friends / Buddy group / Peer mentoring

Communication and Learning Difficulties team  advice and support

Social Stories

Comic Strip Conversations 

Social, mental and emotional 

Whole school behaviour policy

Whole school/class rules

Whole school/class rewards and sanctions systems

Circle time

Jigsaw activities

Inclusion Development Programme

Small group Circle Time

Social skills group

Anger management

In class support for supporting behaviour targets, access, safety

Nurture groups

Stress balls, fiddle toys

Social groups with the Learning Mentor

Nurture groups

Individual counselling

Individual reward system

Advice from Educational Psychologist

Social Emotional and Mental Health team advice and support

Circles of Friends / Buddy group / Peer mentoring

CAMHS advice and support

Zippy's Friends
Sensory and physical

Flexible teaching arrangements

Staff aware of implications of physical impairment

Writing slopes

Pencil grips

Medical support/advice

Soundfield systems in classrooms

Brain gym type exercises

Keyboard skills training

Additional fine motor skills practice

In class support for access and safety

BEAM programme

Stress balls, fiddle toys

Some individual support in class to access curriculum activities

Physiotherapy programme

Access to specialist ICT hardware and software e.g. switches

Advice/input from Sensory and/or Physical Impairment team

Speech recognition software

 

How could my child get help in school?

 

Children in school will receive support that is specific to their individual needs. This may be all provided by the class teacher or may involve:

  • Other staff in the school
  • Staff who will visit the school from Solihull Specialist Inclusion Support Service (SISS)
  • Staff who visit from Outside Agencies such as the Speech and Language therapy (SALT) Service

 

Types of support available for children with SEN and /or disabilities in this school

What would this mean for your child? 

Who can get this kind of support?

Class teacher input via Quality First Teaching

The teacher will have the highest possible expectations for your child and all pupils in their class.

  • All teaching is based on building on what your child already knows, can do and can understand.
  • Using a variety of teaching strategies so that your child is fully involved in learning in class.
  • Putting in place specific strategies (which may be suggested by the SENCo or staff from outside agencies) to enable your child to access the learning task.
All children in school

Specific small group work

This group may be

  • taught in the classroom or outside.
  • taught by a Teacher or a Learning Support Assistant who has had training to lead these groups.

These are often called intervention groups by schools. We currently use a range of intervention programmes at Greswold Primary School.

The teacher will plan group sessions for your child with targets to help your child to make more progress.
A Learning Support Assistant/Teacher (or outside professional) will run these small group sessions using the teacher’s plans, or a recommended programme.

An intervention programme may be used to support your child. Examples include:

  • Early Years Speech and Language Support
  • Time to Talk
  • Direct phonics
  • Read Write Inc
  • Word Shark
  • Numbershark
  • Language Link
  • BEAM
  • Jigsaw PHSE scheme
  • Lunchtime Support Group
  • Gardening projects
  • Toe by Toe
  • Nessy Learning
  • Nessy Fingers Touch typing
  • Project X  
  • Paired Reading
  • SNIP Literacy

Any child who has specific gaps in their understanding of a subject/area of learning and identified as needing some extra support in school. 

Specialist groups run by outside agencies 

If your child has been identified as needing more specialist input, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.

  • Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • Outside agency professionals will work with your child to understand their needs and make recommendations. 

Children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. 

Specified Individual support

This is usually provided via an Education, Health and Care Plan (EHCP) formally known as a Statement of Special Educational Needs. This means your child will have been identified by the SENCo as needing a particularly high level of individual and small group teaching, which cannot be provided from the resources already delegated to the school. 

The school (with your permission) can request that the Local Authority carry out a statutory assessment of your child’s needs.

  • The Local Authority will decide if your child’s needs are severe, complex and lifelong and whether to write an EHC Plan.
  • The EHC Plan will outline strategies to achieve both short and long term goals for your child.
  • If the Local Authority don’t feel and EHCP is necessary, they will provide a provision plan for the child.
Children whose additional needs are severe, complex and lifelong. 

How will the school evaluate the effectiveness of the provision?

 

  • Targets will be set for each individual child, with the views of the child taken into account, and these will be reviewed on a termly basis.
  • Regular review meetings will be put into place to share targets, discuss progress, agree strategies and interventions and set new targets. Parents will be invited to these meetings to ask questions and discuss progress.
  • Discussions may take place at Parents’ Consultation Meetings, or review meetings after school or during the school day depending on the level of need.
  • Each child with SEND will have a ‘SEND Passport’ detailing his/her progress against targets set, strategies used in class, interventions used, the impact of these strategies, new targets and notes from the Class Teacher.
  • The child and parents will also be asked for their views and feedback about progress to date.
  • Review notes and targets will be given to parents after the meeting. 

 

 

What Proportion of children currently at the school have SEND?

 

As of October 2016, 10% of children in Nursery – Year 6 are on the SEND register.  In total there are 48 children on the SEND Register, this figure includes children in Nursery and Childcare.  These figures are updated regularly after discussions with class teachers.

 

How do children with SEND perform compared to their peers?

 

Analysis of the data for the academic year 2015-16 shows the progress of SEND children as follows:

 

End of Key Stage 2, Year 6, 2015-16   (9 children) Progress in learning since Key Stage 1. 

Reading

Writing

Maths

Exceeded peers

1 out of 9 children

5/9

1/9

In line with peers

6/9

3/9

4/9

Below peers

2/9

1/9

4/9

 

End of Key Stage 1, Year 2, 2015-16 (3 children) Progress in learning since beginning of Year 1

Reading

Writing

Maths

Exceeded peers

0/3

0/3

0/3

In line with peers

2/3

1/3

2/3

Below peers

1/3

2/3

1/3

 

End of Reception

2015-16 (2 children)

Progress in learning

Three prime areas plus Literacy and Maths

Exceeded peers

2/2

In line with peers

0

Below peers

0

 

End of Nursery

2015-16 (2 children)

Progress in learning

Three prime areas plus Literacy and Maths

Exceeded peers

1/2

In line with peers

1/2

Below peers

0

 

 

 

Frequently asked questions

 

How will we support your child with identified special needs starting school?

 

Firstly we will invite you to visit the school with your child to have a look around and speak to staff. If other professionals are involved, a meeting will be held to discuss your child’s needs, share strategies used and ensure provision is put in place before your child starts. We may suggest adaptations to the settling in period to help your child settle more easily.

 

How have we made the school buildings and site safe and welcoming for pupils with SEN and/ or disabilities?

 

The ground floor is wheelchair accessible and classes are swapped if necessary so that children with disabilities can be accommodated. A range of assistive materials are used as required. The school is fortunate in having small teaching rooms where daily intervention groups are held. Quiet’ areas have been developed in some classrooms to support the needs of particular children who need a low stimulatory learning environment. Sound systems are employed in every classroom, as well as interactive Smartboards.

 

How can I let the school know I am concerned about my child’s progress in school?

 

If you have concerns about your child’s progress you should speak to your child’s class teacher initially. If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCo or Head Teacher. If you are still not happy you can speak to the school SEND Governor.

 

How will the school let me know if they have any concerns about my child’s learning in school?

 

When a teacher has concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo. Teachers also have pupil progress meetings with the Head Teacher every term to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as they could be. If your child is identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group. If your child is still not making expected progress the school will discuss with you their concerns and any further interventions or referrals to outside professionals to support your child’s learning.

 

How is extra support allocated to children?

 

The school budget includes money for supporting children with SEND. The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.

The Head Teacher and the SENCo discuss all the information they have about SEND in the school including;

  • the children getting extra support already
  • the children needing extra support
  • the children who have been identified as not making as much progress as would be expected.

 

All resources/training and support are reviewed regularly and changes made as needed.

 

Who are the other people providing services to children with SEND in this school?

 

Learning Support - Mrs E Edmonds
Learning Support - Mrs L Moreton
Learning Mentor - Mrs E Cooper

 

We have access to support from Solihull Inclusion Support Service:

  • Communication and Learning Difficulties team
  • Social, Emotional and Mental Health team
  • Sensory and/or Physical Impairment team 
  • Autistic Spectrum Disorder team
  • Early Years SEND team
  • English as an additional language team

 

Other Professionals:

 

How are the adults in school helped to work with children with SEND and what training do they have?

 

The school has a training plan for all staff to improve the teaching and learning of children including those with SEND.

Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with SEND. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

 

Recent training includes:

  • Numicon
  • Attachment disorder
  • Dyscalculia
  • ASD
  • Dyslexia
  • BEAM
  • Working memory
  • Hearing Impairment
  • ASD (for new staff)
  • SEMH

 

How will we measure the progress of your child in school? And how will I know about this?

 

Your child’s progress is continually monitored by his/her class teacher and reviewed formally every half term. If your child is in Year 1 and above, and identified with Special Educational Needs, a more sensitive assessment tool may be used to show smaller but significant steps of progress. Children with SEND may have an Individual SEND Passport and this will be reviewed with your involvement.

 

The progress of children with a statement of SEN/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

 

What activities are available for pupils with special educational needs in addition to the curriculum?

 

Children with SEND are encouraged to join in with all extra-curricular activities to the best of their ability and their needs are met wherever possible. The School Clubs page on the website details the extra-curricular activities taking place each academic year.

 

How will we support your child when they are leaving this school or moving on to another class?

 

We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is as smooth as possible.

 

If your child is moving to another school:

  • We will contact the new school’s SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

 

When moving classes in school:

  • Information will be passed on to the new class teacher and a meeting will take place with the new teacher.
  • If your child would be helped by a photo book to support them understand moving on then it will be made for them.
  • Some pupils will have their own ‘passport’ outlining specific individual needs and this will be shared with the new class teacher

 

What is Solihull’s Local Offer for children with SEND?

 

See http://socialsolihull.org.uk/localoffer/   

 

What are the arrangements for making a complaint?

 

Please refer to our school Complaints Policy available in the Policy section of the website.

 

What services, external agencies or support groups are available for Parents?

 

There are many support groups for parents of children with special needs available locally and a full directory can be accessed via the Solihull Family Information Service.


Tel: 0800 389 8667
Email: family.info@solihull.gov.uk
Web: www.solihull.gov.uk/familyinfo

 

Support groups include:

 

  • SASSI (Solihull Autistic Spectrum Support and Information)

The group provides an opportunity to talk to parents in the same situation and talk informally to a variety of professionals. The group have monthly meetings locally on a range of subjects suggested by parents.

 

  • SPACE (Support for Parents and Autistic Children Everywhere)

The group offers a 24hr helpline for advice and support, activities including soft play and a sensory centre. A holiday play scheme is also available.

 

The group provides information and support to families of children with Dyspraxia.

 

This centre offers books, guides and equipment for children and young adults with Dyslexia.

 

This scheme offers parents a chance to connect with other parents of disabled children for emotional and practical support.

 

  • NDCS (National Deaf Children’s Society)

 

Updated October 2016

 

Next update September 2017

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