Claire Davies, Assistant Headteachder and SENCo
Claire Davies is the SENCO but as she is currently on leave, please contact Alex Colclough if you have any queries.
SEND Information Report Meadlands Primary School
This policy is written in line with the requirements of:-
This policy should also be read in conjunction with the following policies
Behaviour Policy, Assessment Policy, Equalities Policy, Safeguarding Policy, Homework Policy, Complaints Policy, Accessibility Plan,
This policy was developed with parents/carers, representatives from the governing body and parents of children with special educational needs and will be reviewed annually.
Definition of SEN
The Special Educational Needs code of practice 2014 states that a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of others of the same age; or
Have a disability which prevents or hinders then from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
1 The kinds of special educational need for which provision is made at the school
At Meadlands Primary School we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, asperger’s syndrome, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.
The school also currently meets the needs of pupils with a statement of special educational need / Education, Health and Care plan with the following kinds of special educational need: autism, moderate learning difficulties and behaviour, emotional and social difficulties. Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the Local Authority (please note the usual admissions procedure/policy does not apply.) The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan must not discriminate against or disadvantage disabled children or those with special educational needs and must follow the normal school admissions procedures.
2 Information about the policy for identification and assessment of pupils with SEN
At Meadlands Primary School class teachers monitor the progress of all pupils regularly through-out the year to review their progress. We carry out half termly assessments in Reading, Writing and Maths. The outcomes are then discussed at pupil progress meetings with the class teacher, Headteacher, SENCo and ELSA (Emotional Literacy Support).
Where progress is not sufficient, even if special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support are: ‘Read Write Inc’, a maths intervention programme ’Numicon Closing The Gap’, auditory processing programme, 1:1 or small group emotional literacy support sessions and targeted TA support.
Some pupils may continue to make insufficient progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range of assessment tools to identify the strengths and difficulties of the individual. An individualised programme of intervention will then be actioned. At Meadlands Primary School we are experienced in using the following assessment tools: Salford reading assessment, Numicon maths diagnostic test, and the Read Write Inc assessment. We also have access to external advisors who are able to assess within their specialism.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a support plan and reviewed regularly, and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the pupil requires the provision and parents will be informed of the SEN support.
If the pupil makes good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
3a How we evaluate the effectiveness of the provision made for pupils with special education needs with or without a statement of special educational needs / Education, Health and Care Plan
The class teacher, pupil and pupil’s parents will review the expected outcomes of the support plan regularly and the assessment information from teachers will show whether adequate progress is being made.
The SEN Code of Practice (2014) describes adequate progress thus:
Is similar to that of children of the same age who had the same starting point
Matches or improves on the pupil’s previous rate of progress
Which allows the attainment gap to close between the pupil and children of the same age
For pupils with or without a statement of special educational needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision to be made. The collation of all annual review evaluations of effectiveness will be reported to the governing body.
3b the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs
Every pupil in the school has their progress tracked half termly. If these assessments do not show adequate progress is being made the support plan and planned outcomes will be reviewed and adjusted.
3c the school’s approach to teaching pupils with special educational needs
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2014)
We work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children. Some children need educational provision that is additional to or different from this. This special education will have high expectations with a focus of removing barriers to learning so that the child’s full potential can be reached. Ambitious small step targets will be set to reflect this.
In meeting the requirements of The National Curriculum Framework the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching, use of ICT software learning packages. These are often delivered by additional staff under the close direction of teachers employed through the funding provided to the school. This is known as ‘notional SEN funding’. The class/subject teacher will remain responsible for working with the pupil on a daily basis.
3d how the school adapts the curriculum and learning environment for pupils with special educational needs
At Meadlands Primary School we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.
3e additional support for learning that is available to pupils with special educational needs
As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring special educational provision. The support offered is matched to the needs of individual pupils with SEN and evidence based. The amount of support required for each pupil to make good progress will be different in each case. In very few cases a very high level of resource is required. The national funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority where the child lives should provide additional top up funding to the school.
3f activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum
All clubs, trips and activities offered to pupils at Meadlands Primary School are available to pupils with special educational needs either with or without a statement of special educational needs / Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity.
3g support that is available for improving the emotional and social development of pupils with special educational needs
At Meadlands Primary School we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills.
For some pupils with the most need for help in this area we also can provide the following e.g. 1:1 or small group emotional literacy support, access to a primary mental health counsellor, mentor time with member of senior leadership team, external referral to CAMHs, a sensory time-out space for pupil to use when upset or agitated and in certain circumstances advice and support from the nurture unit based at Hampton Junior School.
Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately. This will usually require additional and different resources, beyond that required by pupils who do not need this support.
4 The name and contact details of the SEN Co-ordinator
The SENCo at Meadlands Primary School is Mrs McGeoch, Headteacher.
In the first instance please contact Miss Davies on 0208 940 9207 or email@example.com
5 The expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured
All teachers and teaching assistants have had recent and up to date training in:
the new SEND reforms
Team Teach strategies
Dyslexic friendly teaching
In addition the following teachers have received the following enhanced and specialist training
Ms Day is trained in delivering peer massage and emotional literacy interventions
Mrs Devins is trained in using the maths intervention program Numicon
Miss Birthwright has worked alongside a Speech and Language Therapist in delivering an auditory processing support program.
Mr Notice is trained in Lego Therapy.
Mrs Campling, Mrs Kelly and Mrs Devins have been trained to deliver the literacy intervention ‘Read Write Inc’.
Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are, Clarendon and Strathmore special schools, Educational Psychologist, Speech and language therapist, occupational therapists, physiotherapist, dyslexia specialists, Teaching and Learning Advisors etc.
6 How equipment and facilities to support children and young people with special educational needs will be secured
Where external advisors recommend the use equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC CAT team.
7 The arrangements for consulting parents of children with special educational needs about, and involving them in, their education
All parents of pupils at Meadlands Primary School are invited to discuss the progress of their children on 2 occasions a year and receive a written report once a year. In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need.
If following this normal provision improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs better. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.
In addition to this, parents of pupils with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.
8 The arrangements for consulting young people with special educational needs about, and involving them in, their education
When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.
9 The arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school
The same arrangements for the treatment of complaints at Meadlands Primary School are used for complaints about provision made for special educational needs and disabilities. We encourage parents to discuss their concerns with, class teacher, SENCo or Headteacher to resolve the issue before making the complaint formal to the Chair of the GB. (See the Complaints Policy on the school website)
Parent partnership are an independent service who offer support to parents of children with special educational needs and can accompany parents to meetings where disagreement/disputes may occur. To contact parent partnership call Rachel Robinson or Emma Maffre on 020 8831 6179
10 How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils. The governing body have engaged with the following bodies:-
Ability to make ad hoc requests for advice from Richmond additional educational needs team.
Sensory education team for pupils with visual impairment and hearing impairment
11 The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)
Parent Partnership provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-19). They empower parents to play an active and informed role in their child’s education. They can be contacted on Office: 020 8831 6179
12 The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living
At Meadlands Primary School we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as seamless as possible. The SENCo will observe the pupil in their setting, meet with the school SENCo and arrange a transition afternoon/morning where the pupil is invited to attend Meadlands Primary School to meet their new class teacher/class prior to their official start date. When pupils transfer to a new school or onto their secondary school the SENCo will arrange a meeting with the new school SENCo and will share and discuss the current provision and strategies in place for the pupil. In addition to this the local authority organises an SEN transition day where all local Primary School SENCo's meet with local Secondary SENCos to discuss pupil transfer.
13 Information on where the local authority’s local offer is published
The local authority’s local offer is published on www.richmond.gov.uk and parents without internet access should make an appointment with the SENCo for support to gain the information they require.
Updated April 2016