SEN Information

 

Under the Children and Families Act 2014 local authorities are required to publish and keep under review, information about services that they expect to be available for children and young children with disabilities and special educational needs (SEND) aged 0-25. This is called the Local Offer.   The intention of the local offer is to improve choice and transparency for families. Schools are required to provide a Special Educational Needs Information Report linked to the Local Authority Offer.
School name St. Faith’s Church of England Primary School
Type of school Voluntary Aided Mainstream Primary School
Accessibility

Parental Question: How accessible is the school both indoors and outdoors?
Fully wheelchair accessible to all parts of the school building and grounds.

Disabled toilet facilities.

No disabled fire exit from some rooms
Auditory enhancements Sound system in school hall and two classrooms
Other adaptations None
Specialist facilities/equipment to support SEND Disabled toilet

Disabled parking bay

Core offer We believe that all children flourish and thrive in a nurturing environment where school and home work in partnership. All pupils, including those with SEND, should have the support and opportunities to achieve their best, develop good social and emotional skills in order to become confident individuals and live fulfilling lives.
Policies The following school policies are available on the website. SEN Yes
Safeguarding Yes
Behaviour Yes
Equality and diversity Yes
Confidentiality Yes
Attendance Yes
Equality Yes
Complaints Yes
Admissions Yes
Identification of SEND

Parental question: How does the school know if children need extra help and what should I do if I think my child may have SEND?

At St. Faith’s children are identified as having SEN through a variety of ways, usually a combination of some of the following:

Liaison with the previous school

Child performing below age expected levels

Concerns raised by the parents

Concerns raised by the Class teacher (CT)

Liaison with external agencies e.g. Occupational Therapist (OT), or Speech and Language(SALT)

Informed by Specialist teacher Advisor e.g. Visual Impairment or Physical Disability

The SENCO /CT/ external agencies as appropriate will build up a holistic profile of the child’s needs and be supported by a variety of assessments and tracking procedures.

A Graduated Approach will be taken in response to expressed concerns which is in line with the SEND Code of Practice 2014. 0-25

If you have any concerns regarding your child contact the class teacher SENCO or the HT

Range of provision

Parental Question: What specialist services are available and or accessed by the school?

.

School Provision for 4 Areas of SEND School Expertise Specialist Services
Communication and interaction

Speech and Language Therapy Service- Year R Screening

Individual speech therapy programme

Cued articulation

Cued articulation

Narrative Therapy

EP service

Speech Therapist

Cognition and learning

Number Shark

Word Shark

Lexia

Rapid Reading Scheme

Dandelion Phonics Reading Scheme

Numicon

Acceleread/Accelerwrite

 Stareway to Spelling

Direct Phonics

Sydney programme

Specialist teacher for Dyslexia (LSA)

 

EP service

Outreach support from local resourced provision including Shepherd Down Special school / Lanterns Children

Centre

Social, Mental and Emotional health

Time to Talk programme

Socially Speaking programme

Individual Support Plans / Pupil friendly My Plans

Lunchtime Nurture Group

 Pastoral care LSA   EP service

Primary Behaviour Support

YISP

Young Carers

Kings School Liaison

Sensory and/or physical

Clever hands / Bodies Occupational Health Therapy Programme

Speed it up Handwriting programme

 

OT

Physio

Teacher Advisors for PD, VI and HI

School nurse

 EP

Parental Question:

What training have the staff supporting SEND have or what training are they having?

All school staff have access to the Inclusion Development Programme training under the four areas of need.

In the event of a child coming to the school with a particular need – full training by appropriate staff would be undertaken.

Staff receive training as appropriate from the SENCO.

Processes for evaluating effectiveness of provision

Parental Question: How will both you and I know how my child is doing and how will you help me to support my child’s learning?

 

 

 

 

 

 

How will the school staff support my child?

 

 

 

 

 

 

 

 

 

How will the curriculum be matched to my child’s needs?

 

 

 

How is the decision made about the type and how much support my child will receive?

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

Impact is monitored by tracking children’s progress against national expectations and age related expectations.

The CT continually assesses each child and notes where they are improving and set individual targets, this information is reviewed with the Senior Leadership Team and governors.

Children at SEN support and EHCP will be invited to a termly meeting with the Class Teacher and SENCO to review and set new targets.

Parents are given advice as to the different ways which can help to support their child at home.

If children have individual programmes e.g. SALT, review and progress will be monitored by the SALT ,CT, LSA and SENCO and feedback given to parents.

The SENCO, liaises with the HT regularly to evaluate the effectiveness of provision of all children with SEND.

The school is committed to ensuring that staff training is monitored and kept up to date.

The school is monitored by HIAS SEN team and Ofsted.

See Parental Support Involvement

It is the responsibility of the class teacher to ensure all children and those with SEND make progress, therefore the CT will oversee, plan and work with your child with SEND in their class to ensure full accessibility to the curriculum.

There may be a learning support assistant working with your child on a 1:1 or in a small group.

Intervention and support is implemented according to individual pupil need.

Your child may be withdrawn from the classroom at times for their additional support.

Advice will be given by the SENCO as to the nature of the support. Parents will be informed by the CT /SENCO.

Support will be allocated flexibly to meet pupil need.

High quality teaching takes place so that work within the class is differentiated to an appropriate level to ensure children are able to access tasks according to their specific needs.

Some work will be personalised and adapted to an individual level.

Some children with SEND may require specific resources to help them make progress.

The type and how much support your child needs will be determined by the CT, SENCO and the HT. The amount of support depends on the complexity of the needs and possible involvement of outside agencies. The school likes to involve parents in the discussions as to the nature of the provision. Provision is reviewed on a regular basis according to the needs.

Pupils with SEND are included on all school trips including residential, playtimes and lunchtimes, after school clubs and all extra-curricular activities.

There is a lunchtime Nurture Group for those children who require support at lunchtime.

Emotional Support is provided at lunchtimes and break times according to the needs of the school at the time and this is an on-going flexible arrangement.

Parental support and involvement St. Faith’s School communicates progress and involves parents by:

Home / school communication books

Parents’ evenings

School reports

Termly SEND Meetings

IPA meetings  for SEND pupils with complex needs

Annual Review meetings

School website

Family Support (contact the SENCO for more details)

Links with charitable organisations which support families i.e.: Parent Partnership.

Kings cluster – family support worker.

Locality Team

CAMHS support helpline

Educational Psychologist helpline

Educational Psychologist bookable session

School nurse

Primary Behaviour Support Service

Should you wish to discuss the provision for your child, please contact the class teacher in the first instance. If further information or advice is required please contact the SENCO or Head teacher via the school office.

Please contact the school office for procedures in the event of a complaint.

Parental Question: What support will there be for my child’s overall well-being?

 

 

 

 

 

 

Medical Needs

The CT has overall responsibility for the pastoral, medicinal and social care of every child in their class, therefore this would be the parents’ first point of contact.

If further support is required the class teacher liaises with the SENCO and this may involve working with outside agencies such as health and social services and or the Primary Behaviour support service.

The school also has an Emotional Literacy Support Assistant who works under the direction of the SENCO and HT and supports vulnerable children.

Inhalers are managed by the children but kept in an easily identifiable bag within the classroom.

Other medicines are kept in the office and administered by the administration staff.

The school has qualified First Aiders in the school to oversee minor injuries.

Staff are trained on a regular basis.

A health plan is put in place for those children who have more complex medical needs in line with Hampshire Health and Safety Guidelines.

The school have a policy regarding the administration and managing of medicines.

Transition:

How will St. Faith’s school prepare pupils with a SEND to join their next setting.

We have carefully planned and structured transition programmes in place for pupils with SEND at Foundation Stage, end of Key Stages and all other times where support with transitions might be needed.

Foundation Stage staff meet with playgroups and any IPAs are attended by both the SENCO and CT for those children with complex needs.

Year 6 staff and SENCO meet with secondary staff to plan transition arrangements. Pupils who need additional support for any reason will be offered an IPA transition meeting which are arranged with parents and new staff from the new school.

Pupil Voice Explain how children are involved in their provision. 

Pupils are involved in their targets which are discussed with the class teacher

Pupils contribute to IPA / EHCP reviews

ELSA

Pupil conferencing

School council

Completed by SENCO: Lucy Whiteman
SEN Governor: Mrs Sarah Hampson
Headteacher: Dawn James
Updated 24/1/16
Explanations of Abbreviations CT Class Teacher
HT Head Teacher
LSA Learning Support Assistant
ELSA Emotional Literacy Support Assistant
SALT Speech and Language Therapist
YISP Youth Inclusion Support Panel
OT Occupational Therapist
EP Educational Psychologist
VI Visual Impairment
HI Hearing Impairment
PD Physical Disability
SEND Special Educational Needs and Disabilities
SENCO Special Educational Needs Coordinator
CAMHS Children and Mental Health Service
HIAS Hampshire Inspector Advisory Service
EHCP Education Health Care Plan
IPA Inclusion Partnership Agreement