GREAT KIMBLE C of E SCHOOL
SPECIAL EDUCATIONAL NEEDS AND DISABILITES (SEND): Information Report, Revised September 2015
Our school welcomes all children into a caring Christian community where every child matters and is valued for their individuality. The individuality of our children and their different needs are reflected in our teaching practices. We embrace children from all cultures and faiths. We foster kindness, empathy, tolerance, a clear understanding of right and wrong whilst together sharing the joy of learning. All this applies as much to SEN children as any others.
Special Educational Needs (SEN)
A child has SEN if they have a learning difficulty or disability which calls for special educational provision. The SEND Code of Practice identifies four categories of such need:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties (which might show themselves in behavioural difficulties)
- Sensory and physical needs.
Some children who have SEN may have a disability under the Equality Act (2014). Here, a disability is defined as a physical or mental impairment which has a long term and substantial effect on the ability to carry out normal day-to-day activities.
School admission and transfers
The admission arrangements for children with SEND are no different than for other children. However, careful attention is paid to identifying the individual needs of children on entry. If a child has been identified as having SEND in the early years setting, a transition period will take place to ensure successful transition into school life.
We ensure careful transition between our infant school and the junior school of parents’ choice. We also work closely with a number of pre-schools in the locality.
Consultation with parents
The knowledge, views and first-hand experience parents have of their children are valued. Parents are seen as partners in the educational process. Parents are welcome to contact the class teacher in the first instance and then the Head Teacher if they have any concerns about special educational provision; and they are encouraged to maintain regular contact.
Throughout the year there are opportunities for parents to meet class teachers. There are informal half-termly “drop-ins” where parents are welcome to come into class and see what their child has been learning. There are also formal parent evenings, workshops to inform parents about how we teach reading, writing and maths as well as detailed annual reports. In addition, members of staff are always available (with a little notice) for discussion at the end of the day.
More generally, if you have questions or concerns about SEND, we suggest that you:
- Visit our school
- Meet our Head Teacher/Special Educational Needs Coordinator
- Ask us about our partnerships with other professionals
- Look at our web-site to read our documents including our SEND Policy
The involvement of children
We believe it is important to listen and wherever possible to act on the views of the child when considering support and provision. This practice is embedded within day-to-day teaching as well as in drawing up a support plan.
The Special Education Needs Co-ordinator (SENCO)
The SENCO’s role is to ensure that our SEN policies are properly followed and efficiently administered. In our school the SENCO is currently the Head Teacher.Please see the SEN policy for this information
Identifying and dealing with SEN
The first step is to recognise the signs of SEN. These may be:
•Persistent or withdrawn behaviour
•Slow progress and low attainment.
Class teachers and the Head Teacher are alert for such signs. Identification is based on teacher assessment, progress attainment and behaviour reports, national data etc. We take care to avoid confusing the need for SEN support with weak teaching. In identifying a child as needing SEN support the class teacher working with the SENCO will analyse the child’s needs. Once recognised, SEN support takes the form of a four–part cycle known as the “graduated response”
Records of pupil needs, outcomes and teaching strategies are kept.
The Head Teacher/SENCO discusses individual progress in half termly meetings with class teachers and plans are updated in writing. Amongst other things, this will include progress against planned outcomes. In addition the SENCO and class teacher will hold termly meetings with pupils and parents of children who have SEN support.
When, despite taking relevant and purposeful action to meet the SEN needs of a child, the outcomes seem insufficient we will consult with parents about requesting an Education, Health and Care (EHC) Plan. These plans are replacing what used to be known as “Statements”.
As of Spring 2017 we have one child in our school with an EHCP and 1 pupil with an Education Support Plan
Expertise and training of staff and expert support
All staff receive training on SEN, sometimes as a whole-school INSET and sometimes individually. All our Teaching Assistants receive specialist training too. This includes supporting pupils with occupational therapy needs as well as academic needs. All staff feed back on training so that the whole school benefits. Additionally the school has purchased support from the Educational Psychology Department for two years to increase staff knowledge on the Autistic Spectrum Disorder.
The school has access to termly Occupational Therapy Clinics and also to termly SALT clinics. Additionally the school receives advice from a named Educational Psychologist who visits when required. Should a child’s needs be such that the school needs assistance from the Pupil Referral Unit (PRU) regarding behaviour strategies, the school can apply for outreach support. We can also access support from the Specialist Teaching Service Hearing Support Team.
If the needs of a child require more than we can provide from our budget we can apply for Higher Needs Funding from the local authority. This application will only take place after discussion with parents. This is a short term fund to help the school in working for the benefit of a pupil either within the normal framework or to continue to gather the evidence to apply for an EHC Plan.
Children with medical conditions
We recognise that children with medical conditions should be supported to have full access to education including school trips and PE. Some children with medical conditions may be disabled and here we will comply with our duties under the Equality Act (2010).
Some may also have SEN or a Statement or EHC Plan. Here we follow the SEND Code of Practice (2014).
We have Health Care Pans, agreed by parents and the school to support all children with medical conditions. We encourage parents to speak to the Head Teacher to facilitate these plans.
We have an “open door” policy for discussion of problems or complaints. We aim to resolve issues swiftly and in person by coming to mutual understanding and agreement. For parents the first port of call is to arrange a meeting with the class teacher. If parents are not then satisfied about SEN policy or practice they should approach the Head Teacher. In the unlikely event that the matter is not concluded, further guidance is available in our Complaints Policy.
The Local Authority “Local Offer”
The purpose of the LA’s Local Offer is to improve information and choice for families by providing information about services across education, health and social care for children who have SEN and/or disabilities. This Local Offer also provides a comprehensive resource for professionals to understand the range of services and provision within their area.
The Buckinghamshire Local Offer is available at www.bucksfamilyinfo.org.
Contact details of SEND support services
Bucks family information service: www.bucksfamilyinfo.org.
National Parent Partnership Network: 01245 436036