Special Educational Needs (SEN) report

Millbrook Combined School & Nursery Special Educational Needs Report September 2016

At Millbrook Combined School & Nursery we strive to support all children to enable them to achieve their potential at school. In order to do this many steps are taken to support them through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

Our SEND policy is available on request from the school office. The person responsible for SEND within the school is: Mr Stephen Dodd, our Assistant Head teacher with responsibility for Inclusion (INCo).

Roles & Responsibilities of the Inclusion Co-ordinator

At Millbrook the role of INCo incorporates the role of the Special Educational Needs Co-ordinator.

Our INCo is responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision made to support individual children with SEN.

They liaise with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected.

They regularly have contact with a wide range of external agencies that are able to give more specialised advice if required.

1). How does Millbrook Combined School & Nursery know if children need extra help?

We know if pupils need help if:

  • Concerns are raised by parents/carers, teachers or the child.
  • Limited progress is being made.
  • There is a change in the pupil’s behaviour or progress.

     What should I do if I think my child may have special educational needs?

  • The class teacher is the initial point of contact for responding to parental concerns.
  • If you have ongoing concerns after consulting the class teacher, then contact Mr Dodd, Assistant Headteacher with responsibility for Inclusion.

2). How will I know how Millbrook Combined School & Nursery support my child?

  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs.  This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, mathematics or English skills etc., then the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant.  The length of time of the intervention will vary according to need but will generally be for a term.  The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention).  If you have any queries related to the interventions please do not hesitate to contact the class teacher or INCo.
  • Pupil Progress meetings are held each term. This is a meeting where the class teacher meets with members of the Senior Leadership Team to discuss the progress of the pupils in their class.  This shared discussion may highlight any potential problems in order for further support to be planned.
  • Occasionally a pupil may need more expert support from an outside agency such as a Paediatrician, Speech & Language Therapist etc. A referral will be made, with your consent, and forwarded to the most appropriate agency.  After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • The Governors of Millbrook Combined School & Nursery are responsible for entrusting a named person, Miss Mansfield, to monitor Safeguarding and Child Protection procedures. They are also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the School’s Single Central Record.  In a support and challenge role the governors ensure that the school is as inclusive as possible and treats all the children and staff in an equitable way.  They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.

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

  • When a pupil has been identified as having special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
  • Teaching Assistants (TAs) may be allocated to work with the pupil in 1-1 or small focus group to target more specific needs.
  • If a child has been identified as having a special need, they will be given an additional support plan (ASP). Targets will be set according to their area of need.  These will be monitored by the class teacher and the INCo.  ASPs will be discussed with parents/carers at Parents’ Evenings and a copy given to them.
  • If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, pen/pencil grips or easy to use scissors.

4). How will I know how my child is doing?

  • You will be able to discuss your child’s progress at Parents’ Evenings.
  • Appointments can be made to speak in more detail to the class teacher or INCo by contacting/visiting the school office.

      How will you help me to support my child’s learning?

  • The class teacher may suggest ways in which you can support your child.
  • Mr Dodd (INCo) may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs.
  • If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of study are normally provided that can be used at home.

5). What support will there be for my child’s overall well-being?

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.

These include:

  • Members of staff such as the class teacher, Learning Mentor, Parent Support Adviser and INCo are readily available for pupils and parents who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
  • Clubs are available for those who find lunchtimes a challenge.

     Pupils with medical needs

  • If a pupil has a medical need then a detailed Health Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
  • Staff receive epipen training delivered by the school nurse.
  • Where necessary, and in agreement with parents/carers, medicines are administered in school but only where a signed Medical Consent Form is in place to ensure the safety of both child and staff member.
  • All staff have basic first aid training.

 6). What specialist services and expertise are available at, or accessed by, the school?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

The agencies used by the school include:

  • Child Protection Advisors
  • Educational Psychologist
  • CAMHS (Child & Adolescent Mental Health Service)
  • Social Services
  • Speech & Language Therapist
  • Occupational Therapist
  • School Nurse
  • Paediatricians

7). What training are the staff supporting children with SEND had, or are having?

Different members of staff have received training related to SEND.

These have included:

  • How to support pupils on the autistic spectrum.
  • How to support pupils with social and emotional needs.
  • How to support pupils with speech and language difficulties.
  • How to support pupils with physical and co-ordination needs.

We have two members of staff who have gained the qualification ‘National Award for Special Educational Needs Co-ordination.’

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

Activities and school trips are available to all.

  • Risk assessments are carried out and procedures are put in place to enable all pupils to participate.
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

9). How accessible is the school environment?

As a school we are happy to discuss individual access requirements.  Our site is fully accessible and has ramps/lifts available if needed.

10). How will the school prepare and support my child when joining Millbrook Combined School & Nursery?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.  These include:

  • Discussions between the previous or receiving schools prior to the pupil joining/leaving.
  • Children arriving during the school year are assessed on entry to provide a benchmark against which to measure their progress.
  • All pupils attend a Transition session where they spend some time with their new class.
  • Additional visits are also arranged for pupils who require extra time in their new school.
  • Mr Dodd (INCo) is always willing to meet parents/carers prior to their child joining the school.
  • Secondary school staff visit pupils prior to them joining their new school.
  • Mr Dodd (INCo) liaises with the SENCos from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting may be arranged with Mr Dodd (INCo), the secondary school SENCo, the parents/carers and, where appropriate, the pupil.

11). How are the school’s resources allocated and matched to children’s special educational needs?

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant upon an individual’s needs.
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
  • Resources may include deployment of staff depending on individual circumstances.

 

12). How is the decision made about how much support my child will receive?

  • These decisions are made in consultation with the class teacher and Senior Leadership Team. Decisions are based upon termly tracking of pupil progress and a result of assessments by outside agencies.
  • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

13). How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education.

This may be through:

  • Discussions with the class teacher.
  • Attending parents’ evenings.
  • Discussions with Mr Dodd (INCo) or other professionals.
  • Parents/carers are encouraged to comment on their child’s ASP with possible suggestions that can be incorporated.

14). Who can I contact for further information?

If you wish to discuss your child’s special educational needs please contact the school office to arrange a meeting with Mr Dodd (INCo).