Special Educational Needs & Disabilities
If you would like to discuss anything about SEN/D please feel free to contact our SENCO Mrs Claire Higgins at email@example.com.
Shropshire Hills Federation SEND Report 2018-19
Please read this report in conjunction with the information in our SEND offer on the website.
Within Shropshire Hills Federation, we value the contributions made by all children, professionals and parents to help develop our inclusive school communities.
In assessing the success of our SEND policy, we are required to comment on the effectiveness of the school’s systems for identification, assessment, provision, monitoring and record keeping and the use of outside agencies and support services.
The SEND Governor is Mrs Anna Forster and the SENDCo is Mrs C Higgins.
The school has a SEND policy that defines our aims and objectives and this is available on the schools website. The policy has been updated in line with the new Special Educational Needs and Disability Code of Practice 2014, and other documentation including the Children and Families Act 2014 and Supporting Children with Medical Conditions 2014.
Identification and Provision
The method of identification and provision for children with special needs follows a graduated approach.
· Concerns are first raised and addressed by teachers and parents as part of the daily teaching and learning within each class. These concerns are discussed with the SENDCo and the class teacher will put into place additional support to ascertain if the child then makes good progress to close the gap or if there is still additional concerns.
· If there are still concerns regarding a child, then the SENDCo with the class teacher will put together an additional programme of support for the child. This may include a range of interventions within the school such as word wasp (an intensive spelling programme). The child will also be recorded on the whole school provision map, which is continually reviewed. The school may also seek the additional support of an external agency such as the speech and language team or the educational psychology team.
· Where despite careful planning, action and review, the child continues to make little or no progress, we work alongside parents and other agencies to consider an application for an Education, Health Care Needs assessment. This is an in-depth assessment of the child’s needs and the suitable strategies to support the child.
The children within the Shropshire Hills Federation are constantly being assessed through their day to day classroom work and also within specific focused assessments. This also provides the class teacher and the SENDCo with an additional way of assessing children who require additional support.
Number of Children with SEN
Due to the small numbers of children within the schools it is not possible to identify individual children at SEN support or with an EHCP as these are easily identified within the wider community.
Involvement of Parents
Parents are welcomed into school and will have the opportunity to attend a parents evening each term with the class teachers where they can ask questions about their child(s) school life and have the opportunity to share information. Class teachers are available throughout the week to talk to parents about their children through informal conversations or as part of an arranged mutually convenient meeting. The head teacher and the SENDCo are also available to discuss concerns with parents again as part of a pre-arranged mutually convenient meeting.
Parents are regularly informed of events within schools through the weekly newsletter, the schools closed face book pages and the schools websites.
Involvement of pupils
Within the Shropshire Hills Federation, we value the opinion of our pupils and allow regular opportunities for the children to discuss their learning. Children are involved in peer and self-assessing regularly, and respond to marking to improve their learning.
Teaching and Learning
Teaching Assistants support the class teachers, implementing identified targets for each child and offering general classroom support. This support is tailored to meet the specific needs of each child.
All teaching and learning is adapted to meet the needs of pupils, through differentiation; use of resources, including special resources; adaptation of the timetable and curriculum and adapting the learning environment as necessary.
Progress of Pupils with SEN and LAC (this section should also be read alongside the schools data section on the school website)
All the children who are currently receiving additional support are making progress towards meeting their individual targets. These are reviewed termly and all children within the school undertake standardised assessments within reading, spelling and maths three times each year.
All children have equal opportunities to activities, including clubs and opportunities within the wider school communities.
Transition to the Next Educational Phase
The school ensures a smooth transition from each class through regular conversations as part of weekly staff meeting. Children with additional needs will have a graduated transition; particularly from the early years into key stage one. All the children have additional transition visits and all staff within the school are aware of the additional needs that all pupils have.
For pupils transferring to Key Stage 3, the school SENDCo liaises closely with parents and the secondary school that the pupils will be transferring to. Additional transition visits are arranged if appropriate and also the children have the opportunity to be part of the Woodlands transition group if this is appropriate. The transition
programme for children moving onto secondary school is bespoke and tailored to the needs of individual pupils.
External Personnel and Other Agencies
Over the past year we have liaised with the Educational Psychology Team, Special Needs LA Advisors, the Occupational Therapy Team, Speech and Language Therapists, School Nurse, Child and Adolescent Mental and Health team (CAMHs).
Support from external agencies has been through individual assessments and advice through additional interventions and strategies to support each individual child. They have also supported teachers and teaching assistants to be able to deliver these interventions.
It may be necessary at times to complete an Early Help Asessment Form (EHAF), and call a Team meeting to ensure that all the needs of the child are being met. This will involve all agencies, including social support and health care workers, as necessary.
All pupils with SEN and /or disability take part in all aspects of school life including out of school activities. All children have participated in the full range of opportunities and events arranged by the school, including day visits and residential trips.
The Disability Accessibility Plan is available to read on the website. The school is not fully accessible for pupils with SEND, due to the physical nature of this old building. There are ramps and steps with rails to access the new side of the building but the old part of the building is not completely accessible. Further modifications would be made if necessary to support a new pupil.
The school admissions policy is for Chirbury CE Primary School and Stiperstones CE Primary School is operated by the Local Authority. The admissions policy for Norbury Primary School and Nursery is operated by the school, as Norbury is a foundation school.
The admissions criteria gives priority to pupils who are looked after, with a statement of special needs or disability where admission to the school would best suit their needs.
We are committed to inclusion and equal access for all regardless of special needs or disability.
Any complaints are dealt with according to the school complaints policy.