Welcome to the SEND Page for Scholes Village Primary School
The SENDCo - Sarah Dearlove is responsible for:
- -Coordinating all the support for children with special educational needs and disability (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.
- 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
- -part of planning ahead for them.
- -liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
- Updating the school’s SEN register (a system for ensuring all the SEN needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
- To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN in the school) achieve the best possible progress in school.
Class teachers are responsible for:
- -Providing Quality First Teaching to meet the needs of all children in the classroom, making reasonable adjustments where required for children with SEND.
- -Providing a curriculum that takes all learners' needs into consideration.
- -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 or additional support) and sharing any concerns with the SENDCo
- -Ensuring that all staff working with your child in school and are supported 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 and Teaching and Learning Policy is followed in their classroom, and for all the pupils they teach with any SEND.
- -Communicating effectively with parents so that they are well informed about progress, support, concerns and successes.
Head teacher - Mrs Karen Burman, is responsible for:
- -The day to day management of all aspects of the school, this includes the support for children with SEND.
- -Giving responsibility and delegating to the SENCO team and class/subject teachers, whilst still bring responsible for ensuring that your child’s needs are met.
- -Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
SEN Governor - Rosemary Hartley is responsible for:
- -Making sure that the necessary support is made for any child who attends the school who has SEND
Please click the link to view our school SEND policy.
"STAFF HAVE A GOOD UNDERSTANDING OF PUPILS' NEEDS, PARTICULARLY THOSE WHO ARE MOST VULNERABLE. PUPILS WITH SEND ACHIEVE WELL." OFSTED 2019
Admissions
Students with SEND are allocated places in two separate & distinct ways:
- Those pupils with EHCPs have a separate admissions procedure overseen by the Kirklees SEN team, SENDACT.
- Those pupils who have SEND but do not have an EHCP are admitted via the normal school admissions criteria.
Please see the office for more information on admissions.
What is the Kirklees Local Offer?
The Local Offer has been developed as part of the Children and Families Act. It aims to provide information on education, health and social care provision available for disabled children and young people and those with special educational needs, in a way that can be accessed quickly and easily. Kirklees Council is working with parents, young people, schools, colleges, early years providers and health services to produce the Local Offer. Schools have a duty to provide information about special educational needs that is accessible to pupils, parents and carers. We need to make sure this information is kept up to date.
The Kirklees Local Offer can be found at www.kirklees.gov.uk/localoffer
What support does Scholes Village Primary School offer?
- Our school provision map shows the range of interventions in place in our school which may be used when we identify a need for additional support.
- When the school identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support and may be invited to a meeting at the school to discuss this further. If the pupil meets the criteria for special educational needs or disabilities (SEND), an Individual Education Plan or My Support Plan will be created, detailing the exact support the pupil will receive at Wave 1, Wave 2 and Wave 3; a copy of this will be provided to parents.
- We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.
- Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the SENCO on the progress of pupils with SEND.
Directly funded by the school (within the Notional SEND Budget);
- -Quality First Teaching
- -School based interventions
- -Specific Training for Staff
- -Resources and minor alterations/adjustments) needed in the school environment
Paid for centrally by the Local Authority but delivered in school
- -Educational Psychology Service
- -Sensory Service for children with visual or hearing needs
- -Speech and Language Therapy (provided by Health but paid for by the Local Authority).
- -Specialist Provision for ASC (CCI Outreach)
- -Specialist Provision for SEMH (Outreach)
- -Specialist Provision for Cognition and Learning (CCI Outreach)
- -Specialist Provision for Physical Dififculties (Outreach)
- -Portex
- -Early Years SEN outreach
- -CAMHS
Provided and paid for by the Health Service but delivered in school
- School Nurse/Health Visiting Team
- Occupational Therapy
- Speech and Language Therapy
- More information about support available can be found on the Local Offer Page
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Wave What this looks like in school Who will recieve this support Support at Wave 1
Class teacher input via Quality First Teaching.
- High expectations of all pupils
- Scaffolding learning
- Personalised teaching and learning approaches
- Specific strategies as advised by external professionals
- Adapting the Classroom environment
- Adapting the resources available
All children
Support at Wave 2
Specific group work with in a smaller group of children. This group may be done in or outside of the classroom. It may be run by a trained member of staff or an external specialist.
Gaps have been identified and the class teacher, alongside the SENDCo, has decided to offer some additional support.
The class teacher will coordniate the support and monitor the progress on Provision Map.
If the gap is sustained, or grows wider, the class teacher may write an IEP or a MSP and add the child to the SEND register.
Parents will be notified by the class teacher, and all paperwork will be shared. Parents can speak directly to the SENDCo if needed via the school office.
School staff may receive training to support children with specific needs.
Any child who has specific gaps in their understanding of a subject/area of learning.
Stage of SEN Code of Practice:
SEN SUPPORT, which means they have been identified by the class teacher as needing some extra support in school.
Funding to support this is generated within the schools Notional SEND Budget- decided by the Headteacher.
Support at Wave 3
Specialist support supervised or provided by outside agencies e.g Speech and Language therapy or Occupational therapy groups and/or individual support.
- Progress has been limited, despite the interventions and specific support in place on an IEP.
- Parents are asked to come to a meeting to discuss progress and help plan possible ways forward.
- Permission may be sought for external referrals to help the school and parents to understand the childs differences and further develop strategies and provision in school and home.
- Where referrals are successful, specialists will make recomendations for reasonable adjustments to the classroom and teaching.
- Where progress has been limited, a My Support Plan may now be written to embed and review the support for the child from all professionals involved.
- School staff may receive training to support children with specific needs.
Children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Stage of SEN Code of Practice:
SEN SUPPORT, which means they have been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school.
Funding to support this is generated within the schools Notional SEND Budget- decided by the Headteacher.
Education and Health Care Plan (EHCP) Needs Assessment
- Where progress remains limited after implementing a Gradual Approach to Support (as above), school or parents can request the Local Authority to carry our a Education and Health Needs Assessment. This is a legal process and you can find more detail about this in the Kirklees Local Offer.
- School and parents will gather information and send the request to the local authority, where a panel of professionals will decide whether they will undertake statutory assessment.
- In a decision not to assess, the local authority are required to give a reason for their decision not to assess. Parents can appeal the decision and school can contact the local authority to provide more information if required.
- In a decision to assess, the local authority will seek reports from specific professionals to assess whether an EHCP is needed.
- When all reports are given, the Local Authority will decide if a child’s needs are severe, complex and lifelong so that they need additional funded support in school to make good progress.
- If an EHCP is decided, it will be written based on the reports submitted, information from school and parents. It will detail long term outcomes, short term goals and provision that needs to be in place. This is a statuatory document that needs to be reviewed annually (six monthly if the child is under 5). School will receive some extra funding to implement the provision in the plan. This may be an additional adult to support full time or some of the time, and specialist equipment and resources.
- If an EHCP is not decided, school will be required to continue to support the child with a My Support Plan.
- School staff often receive training to support children with specific needs with an EHCP.
Children whose learning needs are:
- Severe, complex and lifelong
- Need additional funded support in school
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.
Usually, the child will also need specialist support in school from specialist outreach services.
Communicating with School
We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations. We operate an open-door policy to allow parents to contact their child’s class teacher with ease. The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.
If parents have concerns...
- Speak to your child’s Teacher initally, and then the SENDCo.
- If you continue to feel that your child is still not making progress you should speak to the Headteacher - Karen Burman or the school SEN Governor - Rosemary Hartley.
- If school have concerns...
- When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher must raise this with the SENCO
- At Scholes Village Primary School, there are regular reviews and then subsequent meetings between the Senior Leadership Team and class teacher to ensure all children are making good progress.
- If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail. This will help school to;
- -listen to any concerns you may have
- -plan any additional support your child may receive
- -discuss with you any referrals to outside professionals to support your child’s learning
- Monitoring and Measuring Progress
- Your child’s progress is continually monitored by their teacher, both formally and informally. Their progress is reviewed formally every term.
- If your child is not operating within age related expectations, for example, is working at 2 years or below their chronologcial age, they will be assessed against small broken down steps to achieving targets (B Squared Small Steps) and Pre-Key Stage Standards. Progress is monitorred by the class teacher and the SENDCo, and gaps in progress will be reflected in IEPs and MSPs.
- Most children are required to undertake statutory assessments. Access arrangements can be made for children with SEND. The class teacher will speak to you about arrangements in place for your child.
- The progress of children with an EHCP is formally reviewed at an Annual Review with school and parents, and all external professionals involved with your child care and education are invited. The Local Offer has more information about the Annual Review process.
- The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in by completing lesson/intervention drop-ins, book-looks and Provision Map audits.
- Accessibility
- Scholes Village Primary School is an inclusive setting that welcomes all children regardless of their abilities. We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010. We monitor the languages spoken by families in our settings and make use of translation sites via our website and endeavour to arrange for a translator to attend meetings when necessary. The school is fully accessible to children and adults, with full disabled access and toilet facilities. We ensure that equipment used is accessible to all children regardless of their needs.
- Our Equality/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
- Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents/carers are consulted and involved in planning.
- Transition
- We have very good relationships with our feeder settings and the settings that most of our pupils move onto; we share information to support pupils’ learning and well-being at transition
- Further support is provided as necessary for those with SEND including additional visits to the new setting, both individually and as part of an enhanced transition programme for identified pupils.