Special Educational Needs and Disabilities

 

Weetwood Primary School 

Offer of Support for Children and Young people with Special Educational Needs and Disabilities (SEND)

Weetwood Primary School is committed to providing appropriate and high quality education to all children. We believe that all children, regardless of gender, race, ability, culture and disability and including those identified as having Special Educational Needs and Disabilities (SEND) have a common entitlement to a broad, balanced and relevant curriculum and are fully included in all aspects of the school life. We strive to develop an environment where all children can achieve their full potential, raise their self-esteem, promote a positive self-image, celebrate their achievements and feel safe at all times.

How is ‘Special Educational Needs and Disabilities’ (SEND) defined?

‘A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’

A child of compulsory school age or young person has a learning difficulty or disability if he or she:

- has a significantly greater difficulty in learning than the majority of children of the same age, or

- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’

(Code of Practice – January 2015)

How do you identify SEND at Weetwood?

  • Weetwood aims to ensure early identification of SEND by gathering evidence from a range of sources.
  • Information from parents / carers and their views;
  • Early Years Foundation Stage Profile/End of Key Stage descriptors/P-Scale descriptors;
  • Teacher Assessments/National Curriculum test (SATs) results;
  • Observations of behavioral, emotional and social development;
  • Records of inappropriate behaviour/emotional/social issues;
  • Assessments by specialised services;
  • Standardised screening and assessment tool
  • When progress is significantly slower than that of their peers, when they fail to match their previous rate of progress, when the attainment gap widens despite differentiation and additional support, or when behavioral and emotional issues are a continuous concern, the class teacher will contact parents / carers to discuss their concerns and how school and parents may be able to help. They will complete a ‘SEND Cause for Concern’ form and arrange a date to review progress. If concerns continue, the class teacher will refer the case to the Special Educational Needs Co-ordinator (SENCO) and a meeting between the class teacher, SENCO and parents/carers will be held to identify the SEND. An ‘Assess, Plan, Do and Review’ form will be started which will outline the next steps and additional work and support that will be given.  

What can I do if I think my child or young person may have SEND?

  • If you are concerned about your child’s progress or feel they may have SEND, please speak to your child’s class teacher in the first instance. They will work with you to plan extra work, devise a next steps plan and together you will complete a ‘SEND Cause for Concern’ sheet. A date will be agreed to review progress. If concerns continue, the class teacher will refer the case to the Special Educational Needs Co-ordinator (SENCO) and a meeting between class teacher, SENCO and parents/carers will be held to identify the Special Educational Need. An ‘Assess, Plan, Do and Review’ form will be started which will outline the next steps and additional work and support that will be given.
  • If your child is entering school with an identified SEND, please speak directly to the SENCO who will start the transition process between yourselves and school. They will ensure the class teacher and other staff are aware of your child’s needs and make the transition into Weetwood smooth.  

How will school support my child’s learning?

  • Children identified as having SEND are supported in school using a Graduated Response approach. At Weetwood, this is divided into 5 tiers:-
  • Tier 1 – Concerns regarding progress are raised and support is given in the classroom.
  • Tier 2 – Additional support; that is different to standard classroom differentiation, is given to the child.
  • Tier 3 – Outside Agencies provide a more specialised and individualised programme of support, either by working directly with the child or providing programmes and support for school to deliver.
  • Tier 4 – An Education, Health Care Plan request is submitted.
  • Tier 5 – An Education, Health Care Plan is in place, usually with specialised support, often with 1:1 support within school.
  • Children identified as having SEND may move between tiers of the Graduated Response throughout their time at Weetwood depending on the support they are receiving. Appendix 1 shows the Graduated Response at Weetwood and how children move between the different tiers.

    PROVISION
  • The day-to-day provision of education for pupils identified with SEND is the responsibility of the class teacher who knows the child best and who spends most time with them – Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.  (Code of Practice – January 2015)
  • WAVE 1 – In most cases, Quality First Teaching will be used to support your child within the classroom. The class teacher will differentiate the curriculum appropriately; use available support staff to assist with the delivery of the curriculum and provide extra support and resources for your child.
  • WAVE 2 – Although at Weetwood there are no Special Educational Needs classes, we do provide extra targeted support for small groups. Extra targeted support has been provided for friendship issues and specific areas of literacy and numeracy (e.g. reading, conversation and number bonds). The SENCO works closely with the class teachers to put extra targeted support in place for identified children using teachers, support staff and volunteers.
  • WAVE 3 – If your child has a very specific individual need, they may require additional support on a 1:1 basis. This is planned by the class teacher or another professional and will usually be delivered by a teaching assistant. The class teacher will write an individual plan for your child called their Learning Passport, with input from yourselves and your child where appropriate. A copy will be sent home. You may request a meeting at any time to discuss the Learning Passport. Your child will be involved in reviewing their progress on the Learning Passport and setting new targets. The SENCO will also be given a copy of all Learning Passports.

SUPPORT STAFF

  • Support staff will be allocated to classes, small groups of children and individuals, taking into account the needs of different children. In some cases, children with Education, Health Care Plans/Statements are allocated specific support from Learning Support Assistants. 

RESOURCES

  • Additional classroom resources can be accessed by all staff at any time and additional resources may be provided by outside agencies. Specific resources may be allocated by the SENCO to individual children as needed.  

How do you measure the effectiveness of provision for children will SEND?

  • For children with SEND, monitoring and reviewing is an ongoing process with regular reviews by the SENCO and the class teacher. During reviews, significant achievements and difficulties are recorded and the provision in place adjusted as necessary.
  • School tracks the progress of children with SEND using ongoing teacher assessments and a variety of other tests. How well the children achieve against lesson objectives and targets in their Learning Passport indicates how effective the provision is.
  • Class teacher’s judgments and observations are used for monitoring and assessing progress in terms of behaviour, self-help, social and personal skills.

How will I know how well my child is doing and how will you help me support my child’s learning?

  • Good relationships and communication with parents and carers is essential in ensuring children reach their full potential. We encourage all parents and carers to participate in their child’s education and strive to keep them fully informed, valuing their views and contributions and welcoming them into school. At any time, parents / carers can arrange to meet with the class teacher or the SENCo to discuss how well their child is doing and how they can support at home. If you have concerns, we encourage you to get in touch as soon as possible.
  • Learning Passports, both new and reviewed, will be sent home to allow you to see how your child is progressing and where they may need additional support. Parents will be invited to comment on the progress made. Class teachers and the SENCO will be available throughout the year to discuss the Learning Passport.
  • Parents of children with a Statement/Education Health Care Plan (EHCP) are invited to meet at least termly to discuss progress and provision in addition to an Annual Review of their Statement/EHCP.
  • All parents of children with SEND are invited to attend a Transition Review meeting at the end of the school year with both the current teacher and their new teacher. This meeting is used to review the progress made over the year as well as providing the opportunity to discuss and share strategies and techniques that are effective and share any other information that is relevant.
  • If specialised support is needed, parents / carers will be involved in discussions about the type of support that is on offer and what is useful. School will require parental consent when referring to outside agencies and other professionals. 

How accessible is the school?

  • Weetwood has a lift, ramp access to school and a dedicated disabled toilet on each floor. All the corridors and double doors are wide enough for wheelchair access. The top of all 3 main staircases are designated ‘Fire Safety Areas’ for wheelchair users or those with other mobility issues, this is where they will be required to meet if the ‘Fire Alarm’ is activated. When a regular school user requires help vacating the building during an emergency, an individual plan will be put in place and practised regularly.
  • There is a disabled parking space in the school car park.
  • There is a system in the assembly hall that supports Radio Aid users.
  • Specific resources and equipment are purchased for individuals as necessary.
  • More information can be found in the Disability Equality Scheme and Action Plan. 

What support will there be for my child’s overall well-being and social, emotional and behavioural development?

  • There are named staff who are responsible for children’s overall well-being. Mrs Wyatt (Headteacher), Mrs Ellison (Deputy Headteacher) and Miss J Boon are the Designated Child Protection teachers in school. Mrs Fisher (SENCO) is the Common Assessment Framework (CAF) / Early Help Lead Practitioner.
  • A CAF / Early Help Plan can be carried out for individual children or families where there is a barrier to learning that has been difficult to identify or pinpoint and a Statement/EHCP is not suitable. The process brings all professionals, health, social and many others together, along with children and parents to agree on strategies to help overcome barriers to learning.
  • Support groups provided by the Cluster are also available to help support children’s well-being. Kidscope offers a wide variety of support on a number of issues such as dietary advice, sleep patterns and other behavioral issues. You can contact Pat Spedding on 0113 2753961or speak to Mrs Fisher. The CAMHS in school project can also support children and families on a range of mental health issues.
  • Weetwood has a number of policies which support children’s overall well-being. Here are few:-
  • Behaviour Policy
  • Anti-Bullying Policy
  • Single Equality Scheme
  • Child Protection Policy
  • E Safety Policy
  • See the Policy Section of our website for the full list
  • OFSTED (March 2012) were very positive about the school’s arrangements for children’s overall well-being and social, emotional and behavioral development. (Graded “Outstanding for Behavior and Safety”)

What services and expertise are available or accessed by the school, including staff with specific specialist knowledge/qualifications?

  • Weetwood has effective links with a number of outside agencies. They offer a mixture of general, universal support to all children, targeted support for individual children and specialised support for children with complex needs. Here are some of the external agencies we work with :-

UNIVERSAL SUPPORT

TARGETED SUPPORT

SPECIALISED SUPPORT

KidscopeExtended ServicesSchool nurses and other medical practionersParent Partnership ServiceAttendance Improvement Officers Educational PsychologistsSchool Support TeamSpeech and Language TherapistsThe Pupil Development CentreCAMHS in School Deaf and Hearing Impaired TeamThe STARs TeamABA Teams/Tutors
  • The SENCO will liaise with relevant personnel from the different agencies and the parents to arrange meetings, sessions, distribute reports and resources and generally feedback and monitor progress. Parents are welcome to contact outside professionals whenever needed and are encouraged to build a good relationship with them.
  • For most of the Targeted and Specialised Support teams, there are specific criteria that children must meet to receive their support. In most cases, the SENCo will complete the referral forms but will always include views and opinions from the parents.
  • As well as working with specific/identified children and offering specialised, direct teaching and assessments, many of the agencies we work with provide training for staff, consultations with parents and staff and general advice to maintain the high standards of provision.
  • Many of the staff at Weetwood have significant expertise in supporting children with different needs, including Deaf and Hearing Impairments, British Sign Language, Autistic Spectrum Disorders, Speech and Language difficulties and English as an Additional Language. We use these staff effectively to support the children as needed.

What training and development is available for staff supporting children with SEND?

  • The school has a commitment to staff development in the area of SEND to ensure all staff can effectively meet the needs of the children they work with. When staff work with individuals with particular difficulties or barriers, they will be offered training in order to support the child to the full potential.
  • Staff are encouraged to reflect on their strengths and weaknesses in relation to SEND and training is arranged to help support identified areas for development. Staff are happy to share their expertise and skills with each other to ensure we have a wide range of knowledge and understanding. There is complete training record for all staff.
  • Training is also offered to staff from a number of the outside agencies. Staff at Weetwood have had Deaf Awareness Training, Basic British Sign Language, Speech and Language Training, Dyslexia and Phonics training.
  • The SENCO attends CPD courses, in-service training and cluster meetings/forums to keep up-to-date with new initiatives and current thinking. She keeps school staff up to date through staff meetings and briefings.  

How will my child be included in activities outside the classroom?

  • All children are entitled to access the full curriculum. They are given the opportunities to go on school trips/residential and access all activities at school.
  • If your child requires specialised equipment while on school trips, for example a Radio Aid, staff will be fully briefed on how to use the equipment and understand why it is important.
  • For residential trips, usually in Year 4 and Year 6, parents of children with SEND are involved in a planning meeting to ensure suitable provision and support is put in place so their child can benefit fully from the experience. 

How will the school help my child transfer to the next phase of education?

  • At Weetwood, we strive to ensure children have a smooth transition between schools, whether it is from Nursery to Reception or Year 6 to Year 7. If children transfer to Weetwood from another school, we always try to meet with the previous setting when we are made aware of their needs.

Starting in Foundation Stage
Foundation Stage staff will meet with staff from previous settings prior to pupils starting at Weetwood. Any concerns about particular needs will be brought to the attention of the SENCO and where necessary, further meetings will be arranged.

Transferring to Weetwood from other schools
Class teachers of children joining from other schools will receive information from the previous school. If there is a Special Educational Need or Disability, the SENCO will contact the school to discuss the child’s needs and in some cases, this may include a prior visit.

Transferring to High School (Yr6) or to another school

All information about the child will be transferred to the new school. We strive to ensure a smooth transition for pupils with SEND as they move to their new school by inviting staff from the new setting into school, arranging visits to their new setting, regular liaisons with the SENCO and/or class teacher, Head of Year, Support Assistant etc. When the need arises, children with SEND will be offered additional transitional work in school. This will cover aspects such as reading a timetable, paying for lunch and making new friends. They may also be offered additional visits to their new school.

  • When a child with SEND leaves Weetwood, the class teacher will be asked to complete a School Report for Children with SEND, outlining their current needs and levels and any other information they feel is relevant. This information will be transferred to the new school along with all the information collected while at Weetwood. 

How are the school’s resources/funding allocated and matched to children’s needs?

  • At Weetwood, the provision for children with SEND is provided by money from a SEND Notional Pot. This is supplemented with ‘High Level Top Up’ funding that some children receive due to their high levels of needs. High Level Top Up funding is obtained using the ‘Funding for Inclusion’ process which lays out strict criteria for different year groups and is allocated on a yearly basis. Funding for other areas such as, Communication and Interaction is based on observations and are allocated bi-annually in Years 1, 3 and 5. Funding to support children with behavioural issues is based on evidence from observations and discussed at regular panel meetings and can be obtained throughout the year.
  • The funding received is used to allocate time from specific staff for specific children, when the need is great enough. It can also be used to buy in specific resources and other items needed to enhance their learning.
  • When funding is used to allocate time from staff, parents are invited to be involved by sharing their ideas of the type of support their child needs and how this could be delivered most effectively.  

Who can I contact for further information?

For further information about any of the information in this offer, please contact:-

Appendix 1

 

Annual SEN Report

Weetwood SEN Annual Report – 2014-2015

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

               

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

Annual SEN Report

Annual SEN Report 2012 – 2013

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