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SEND

Please find below the latest SEN Report.  If you have any queries regarding this document and any matters concerning provision of special educational needs, please contact our SENCO, Miss Payne, through the school office.

 SEND Report

School Name   St Michael’s East Wickham CE Primary School

School Type     Mainstream Primary

1. How accessible is the school environment?

·         Fully wheelchair accessible

·         St Michael’s Primary School building has two levels. A lift enables the first floor to be accessible for disabled children and adults.

·         There is a ramp situated at our main entrance.

·         There are double doors strategically placed around the building to allow wheel chair access

·         As a school we are happy to discuss individual access requirements.

2. How are children identified as having Special Educational Needs?

At St Michael’s School children are identified as having SEN in a variety of ways e.g.

·         Concerns raised by parents /carers

·         Concerns raised by teachers

·         Concerns raised by the child

·         Changes in a child's behaviour or self -esteem is affecting progress

·         A child finds learning difficult

·         Child performing well below age related expectations

·         Information received from outside agencies and pre- schools e.g. speech and language therapist, Pediatricians

3. Who are the best people to speak to in the school if I have concerns about my child’s progress/ well-being/ Special Educational Needs and /or Disability (SEND)?

Class teacher:

Responsible for:

  • Checking on the progress of your child and identifying planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
  • Ensuring work is planned and differentiated so that your child can access the curriculum and progress at their own rate.
  • Ensuring that all staff working with your child in school are able to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND

 

The SENCO (Miss Payne)

Responsible for:

  • Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

Ensuring that you are:

  • Involved in supporting your child’s learning.
  • Kept informed about the support your child is getting.
  • Involved in reviewing how they are doing.

Head Teacher (Miss Payne)

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Head Teacher will give responsibility to the SENCO and the class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head Teacher must make sure that the Governing Body is kept up to date about any issues in school relating to SEND.

SEND Governor (Rev Peter Organ)

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

4. How are parents and carers supported if they think that their child has SEN?

We have an open door policy. Parents have a good relationship with staff and they are always encouraged to speak to their child's class teacher if there are any concerns.

At St Michael’s we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the SENCo , Miss Payne.

The process is as follows:

·         Speak to class teacher

·         Make an appointment to meet the SENCo when your child's needs will be discussed and recorded.

·         SENCo will work with your child and their class teacher to identify area of need and set individual targets

·         Additional support will be given to your child if necessary. This may be additional support from the Class Teacher, Teaching Assistant, or SENCo.

·         Review of targets and progress that has been made towards targets

·         If targets are not met they will be broken down into smaller steps

·         SENco will make an appointment with parents to discuss the involvement of outside agencies if there are concerns about progress

·         Outside agency involvement –new targets set

·         If there are still concerns about progress a meeting will be set up to discuss an assessment for an Education Health Care Plan.

 

4. What are the different types of support available for children with SEN at St Michael’s?

All pupils have access to excellent targeted classroom teaching known as Quality First Teaching.

For your child this would mean:

  • That the teacher had the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • At times the teacher may direct the class based Teaching Assistant to work with your child as part of normal working practice.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
  • All children in school should be getting this as part of excellent classroom, practice when needed.
  • Specific group work with in a smaller group of children.

Each child’s education 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 reading, spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher, teaching assistant, or SENCo. 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 provision map (this is a record of the interventions, timings, and impact of the intervention) Parents are notified about interventions by the class teacher and /or SENCo.

If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.

Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with 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 which will be discussed and implemented by the SENCo.

Occasionally a child may need more expert support from an outside agency such as the Educational Psychologist, Pediatrician etc. Referral forms are then completed in conjunction with parents/carers 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 SENCo has a termly meeting with Rev Organ, the SEND governor, who monitors SEN, ensuring that policies and procedures are followed. He reports this information to the full governing body.

5. How is the curriculum differentiated and matched to a children’s needs?

When a child has been identified with special educational needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily, taking into account advice from other professionals.

Teaching Assistants may be allocated to work with the child in a 1-1 or small focus group to target more specific needs.

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips, easy to use scissors or coloured overlays for reading.

The class teacher works with all children in his/her class. The class teacher and / or the SENCo will plan and oversee the work of the Teaching Assistants. All support staff receive internal or external training for the areas of SEN support that they carryout.

6. How is progress measured?

We communicate regularly with parents. You are welcome at any time to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

All children in intervention groups have either group or individual targets.

The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

If your child has complex SEND they may have a EHC Plan, formerly known as a Statement of SEN, which means that a formal meeting will take place with you and all agencies involved to discuss your child’s progress and a report will be written.

7. How are parents/carers kept informed about their child’s progress?

As a school we measure children’s progress in learning against National expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry into Early Years (Class R) through to Year 6, using a variety of different methods.

Children who are not making expected progress are picked up through Progress meetings with the class teacher and Senior Leadership Team.

In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings and additional support is recommended you will be informed. .

8. How are parents/carers helped to support their child's learning?

At St Michael’s  we  like to maintain regular contact with parents about the things that happen in school and we do this in a variety of ways including;

·         School weekly Newsletter

·         Home/School books and reading record for individual children

·         Parent workshops for how to support your child in phonics

·         Regular homework set weekly

·         Teachers are happy to discuss any concerns/issues regarding homework

9. How is wellbeing, personal and medical needs supported in school?

We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We have a caring understanding team who look after our children and parents.

Your child's class teacher is the first person to contact with concerns about your child's overall wellbeing.

If further support is needed the class teacher will liaise with the SENCo who will give advice and support and put a plan of action into place. This may involve having a key adult in school, a chill out room or therapeutic play.

Children with medical needs

If a child has a medical need then a detailed Health Care Plan is compiled by the SENCo/Office Manager (First Aider) in consultation with parents/carers and the school nurse. This is discussed with all staff who are involved with the child.

We have fully trained first aiders in school and all staff members have a basic training / knowledge of first aid.

If your child has a medical condition that requires medication, a meeting will be held with parents/carers, SENCo, designated staff members and first aider to explain our Health and Safety Policy and procedures. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member.

Behaviour

At St Michael’s we have a very positive approach to all types of behaviour with a clear rewards and sanctions that is followed by all staff and pupils.

If a child has behavioural difficulties, there would be a discussion with parents and the child to identify the specific issues and relevant support in put place with outcomes.

As a result of the support we give, we have never had occasion to exclude children to date. However, we have zero tolerance on physical violence towards staff.

After any behaviour incident we expect children to reflect on their behaviour. This may include meeting with a member of the Senior Leadership Team and /or completing a reflection sheet. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

Attendance

Attendance of every child is monitored on a daily basis by the Admin Officer. Lateness and absence are recorded and reported to the Head teacher. The Education Welfare Officer (EWO) visits regularly.

Where families are struggling with attendance and punctuality we would endeavour to meet with them to offer advice and strategies to get their children into school on time.

10. How do children contribute to the everyday life of the school? How are their views gathered?

We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:

·         In class daily children are encouraged to contribute to lessons and comment on assemblies.

·         There is a School Council meeting every half term where issues or viewpoints are discussed.

·         We have pupil interviews / questionnaires to gather ideas and opinions about curriculum topics and subject areas

·         Children with social, emotional and behavioural needs set their behaviour targets with their class teacher and the SENCo.

·         Children with a Statement of SEN have their views sought before review meetings.

11. What expertise and specialist services are available through the school?

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: -

·         Educational Psychologist

·         CAMHS (Child & Adolescent Mental Health Service)

·         Speech & Language Therapy

·         School Nurse

·         Social Care

·         Occupational Therapy

·         Pediatricians/ consultants

·         Behaviour Support Service

·         Play Therapy

·         Bexley Autism Team

An Educational Psychologist is allocated to each school. He/she would normally only work directly with children whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.

This involvement is discussed at Progress Meetings with the Senior Leadership Team and class teachers.

In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the child to move their learning forward.

 

 

12. What training do staff receive?

All staff receive appropriate training related to SEND.

Our SENCo has completed the National Award for SENCo and has received training in a wide range of SEN including dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder,(ADHD), Speech Language and Communication and Social and emotional Aspects of Learning

Our Teaching Assistants are well trained and also receive relevant training directly linked to the individual or groups of children who they are supporting.

13. How are school trips and activities outside the classroom organised? How does the school ensure that pupils with SEND included?

Activities and school trips are a very important part of every child’s learning experience at St Michael’s.

Risk assessments are carried out and procedures are put in place to enable all children to participate.

If a child has a Learning Support assistant he/she will accompany them on the trip

However, if a higher level of 1:1 support is required, a parent or carer may be asked to accompany their child during the activity.

14. How are children supported when changing schools or transferring to other education, employment or training?

A visit to pre-school settings is carried out for our reception children where SEN has already been identified.

All new children to St Michael’s are invited to visit the school prior to starting when they will meet the Head teacher, class teacher and their new class. They are welcome to stay for the afternoon if they wish.

At the end of each academic year, we set aside an afternoon for each teacher to meet their new class and spend some time with them. Teachers also meet to pass on information. This includes academic achievement and any other information that is relevant to the child.

For transition at the end of Key Stage 2, we run transition units / programmes to familiarise the children with using a timetable etc and to give them the opportunity to discuss any worries that they may have.

Year 6 pupils visit their secondary school on set days and most secondary schools also send a teacher in to meet the children and meet with the class teacher. This gives the opportunity for valuable information to be shared.

For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We would also visit them in their current school or setting.

·         We write social stories with children if transition is potentially going to be difficult.

·         When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits.

·         Our ‘feeder’ secondary schools, run a programme specifically tailored to aid transition for the more vulnerable pupils.

·         We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

·         Primary school  SENCo meets with Secondary SENCo to pass on relevant information and files

15. How are resources matched to a child's needs?

·         We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.

·         We consider the expertise of our staff and deploy staff accordingly.

·         All support, programmes and resources are costed.

 

16. How do the school decide how much support is provided?

The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents

·         By reviewing children’s targets and ensuring they are being met

·         The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.

·         Verbal feedback from the teacher, parent and pupil.

·         Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

17. How are parents and carers involved in discussions and planning?

·         Parents are invited to parent meetings, and open evenings.

·         Parent views are welcomed

·         For children with SEN, parents are encouraged to contribute to the evaluations of targets

·         Where a child has an EHC plan or Statement of SEN, regular meetings are held with parents and other professionals to discuss targets, needs and ways forward.

 

18. How can parents and carers get involved in the school more generally?

We encourage parents to support their child and get involved in school life.

·         PTA Coffee mornings

·         Attend class assemblies or family services

·         Workshops are available for parents

·         Parent volunteers to help with reading, maths games and school trips.

19. Who can parents/carers contact for further information?

The first point of contact would be your child’s class teacher to share your concerns. You could also arrange to meet Miss Payne our SENCo/Head teacher. Please call the School Office on 0208 303 3287 to make an appointment.

20. How are parents and carers supported to decide whether this is the right school for their child?

Please contact Miss Payne, Head teacher/SENCo or Mrs Chapman, Assistant Head teacher on 0208 303 3287

If you wish to discuss your child’s educational needs, or are unhappy about something regarding your child’s schooling, please follow the school’s Complaints policy, a copy of which is available at the school office.

 

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