Educare

For Parents

SEN Information Report

Special Educational Needs Policy Information Report

Mel Delauney – EYFS Leader and Butterflies and Dolphins Teacher takes the main responsibility for the role of SEN Co-ordinator. In her absence the role reverts to Elizabeth Steinthal.

Educare Small School recognises that all children are unique and that their differences must be acknowledged. We aim to help all children identify themselves as valued members of a secure group from which they can grow into confident, aspiring adults. We encourage each child to achieve an appropriate level of communication through language, mathematics, science, creative arts and information technology.

The school is an independent mainstream primary school. It accepts all children whose special needs are within its range of specialist skills and facilities; and who can effectively access the curriculum without unduly prejudicing the education and welfare of other children.

A partnership between home, school and outside agencies, which positively benefits the child is essential to all its procedures.

This policy was created by the school staff and parents in the Spring Term 2015 and reflects the SEND Code of Practice 0-25 guidance,dfe publication Sept 2014.

Identifying Special Educational Needs, Assessment and Provision:

We identify, assess and provide for individual children as early as possible following the SEND Code of Practice 2014.

The early identification of special educational needs which calls for extra provision at any stage in the school is vital. Children’s progress is monitored in all areas of their learning and when a child is not responding positively to the strategies already in place in the school i.e. small group sizes in a safe and secure environment, personalised learning and extra adult support, the following steps are taken and extra support is put in place:

First concerns are expressed by staff members based on recorded observations and profiles. In the EYFS this is the EYFS Profile, for Key Stage One and Two the school’s own assessment and monitoring system. The teacher and SENCO carry out an analysis of their needs across four areas: communication and interaction; cognition and learning; social, mental and emotional health; sensory and/or physical needs. Other factors which may impact on progress and attainment are taken into account i.e. disability; attendance and punctuality; health and welfare; EAL.

The child is identified as needing SEN support and placed on the SEN Register.

The child’s profile and the support that will be put in place is discussed with parents/carers and recorded on an IDM.

The support strategies for the child are monitored and reviewed by the teacher and the SENCO every term or within six weeks and updated on the IPM by the SENCO.

Where the child is showing little or no progress, further information is requested from home and other professionals involved.

Parents/carers are regularly informed and involved.

After each review further strategies and targets are agreed and put in place or the child is assessed as not needing SEN support.

A review date is set.

In the case of a child needing additional support to that provided by the school or specialist services parents/carers are consulted. The school endeavours to access LA support and other options are explored with the parents through the Local Offer..

The role of the SENCO involves:

Providing advice and support for staff members.

Following the SEND Code of Practice 2014 for the Identification of Children with Special Educational and Disability Needs.

Managing and updating IDMs.

Meeting and co-ordinating with staff, parents and other outside agencies.

Keeping appropriate records of referrals and meetings with outside agencies and parents.

Ensuring that information relating to the child’s SEN is accurately recorded and shared with parents and passed on to the next school.

The school’s responsibility is:

To allow equal access to the curriculum for each child.

To ensure that SENCO training is regularly updated and relevant information communicated to other staff.

To provide a range of specialist resources.

To ensure access and facilities for disabled pupils and visitors.

To support parents in accessing additional or alternative support.

To monitor the effectiveness of SEN provision by measuring children’s progress against national averages.

The shared responsibility of all staff is: To provide high quality differentiated and personalised teaching for each child.

To use praise and encouragement of positive behaviour and achievement.

To reward each child’s effort in a variety of ways.

To adapt and modify teaching approaches to suit the needs of the child.

To plan learning outcomes for each child on an individual or small group basis.

To record observations about the child’s personal and social development each child’s learning behaviour and competencies.

To monitor each child’s learning behaviour and competencies through observation and assessment.

To consult with parents each term and discuss immediately any problems arising at home or school.

To inform parents of their child’s progress through a written report once a year.

To build self esteem through positive affirmation.

To set learning targets which match the child’s stage of development.

To formatively assess and monitor children’s progress in all areas of their development.

To use a variety of teaching approaches and strategies to support each child’s needs.

To work in partnership with parents by being available to discuss children’s progress.

The responsibility of parents

The school has an open door policy and parents can speak to teachers at anytime about their child’s progress. Meetings with the SENCO are timetabled ahead of time. Two formal consultation meetings are held every year and a written report sent home at the end of the summer term.

Parents are expected to support the school by helping with any home activities.

To build self esteem through positive affirmation by reading stickers and notes in home/school notebooks, adding to Learning Journeys, providing relevant information about their child.

Access useful information for local services[0-5yrs] via afclocaloffer.org.uk

Differentiation and grouping

The school has three main mixed age teaching groups. Each group has a teacher and teaching assistant. Children move into the next group when they are assessed to be ready to do so and parents and teachers are in agreement. Each teacher organises their group to allow teaching at different levels and abilities. Children are never grouped by age only and Key Stage One and Two children are used to working in different groups for different areas of the curriculum. Groups for the core subjects are ability based and children are moved into and out of these groups when assessed as ready to do so. Children are not in the same group for all subject areas. Teachers plan for children by ability and ensure that every child makes progress.

Staffing:

Each of the three groups has a maximum of 16 children and is led by a QT and a Teaching Assistant. Extra one to one support is given by the head teacher or a teaching assistant inside and outside the main teaching areas.

Supporting exceptionally gifted or talented children:

Exceptionally gifted or talented pupils in our school form a varied group of highly individual children. Their general characteristics are curiosity, persistence, initiative, independence, close attention to detail, a highly developed sense of humour, high expectations, a wide range of interests and a preoccupation with matters of philosophical and universal concern.

We recognise that in a group situation they may want to be in charge and can sometimes be intolerant of less able pupils; their written work may not be neatly presented and well organised; they may be restless and inattentive; they may exhibit nonconformist, uncooperative or unconventional behaviour; and at times they may appear hypercritical of teachers and other pupils.

Most of these qualities could be true of a wider range of pupils, but when they are combined with the greater ability, awareness and knowledge of the exceptionally able child they represent a special educational need. These pupils need as much individual attention to their special needs as those at the other end of the spectrum of school achievement, if they are to develop their gifts and talents to full potential. Any extra support for these children ensures that:

Curriculum provision for very able pupils, whilst offering some acceleration through the standard curriculum and a range of enrichment activities, nurtures the development of the whole child within the values of the school. that enrichment activities within class lessons, focus on the fostering of the particular characteristics that exceptionally able pupils show in the subject area.

Teaching approaches are adapted and modified to suit the needs of the child.

Learning outcomes for each child are planned on an individual or small group basis.

Observations about a child’s learning behaviour and competencies is recorded.

Each child’s learning behaviour and competencies are monitored through observations and formative assessment.

Parents are informed about their child’s progress through a written report once a year.

Concerns and complaints:

The school believes that the care and education of its children is a shared responsibility with parents and other adults. Direct and regular open communication and exchange of information with parents by staff members is encouraged to avoid sensitivities and misunderstandings. Complaints and concerns, which cannot be resolved on this basis, should be taken directly to the Head Teacher.


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