SEND – School Information 2016/2017

We are a fully inclusive school of around 100 pupils aged 4-9 and Dinky Dragon’s Nursery with over 50 children.  Our aim is to create a happy environment where every child feels secure and free to enjoy all elements of learning and where parents and carers feel fully involved with this very important stage in their child’s life.  We are committed to developing and offering an inclusive curriculum to ensure all children make the best possible progress whilst they are with us, whatever their needs or disabilities.

inclusion

Within the school we provide for pupils with a wide range of special educational needs and disabilities including those with:

  • Communication and Interaction needs; this includes children who have speech and communication difficulties including autistic spectrum conditions.
  • Cognition and Learning needs; this includes children who have learning difficulties.
  • Social, Emotional and Mental Health needs.
  • Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
  • Children who have a medical condition that impacts on their learning.

Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs and/or Disability (SEND)?

Initially it is a good idea to talk to your child’s class teacher or Key Worker, they are the people who are working with your child every day and they will have a good understanding of your child’s ability, targets and needs. If additional support is required then the person to speak to is:

The SENDco (Mrs Grant): (Fully Qualified and Accredited)

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 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

The Head Teacher (Miss Rawlings) has responsibilities 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 SENDco 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: Mr. S. Tiktin has responsibilities for:

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

All can be contacted on :01525 372096 or via email

reception@stgeorgeslowerschool.co.uk

If you require additional information the following policies can be found on this website:

  • SEND Policy
  • SEND Local Offer
  • Supporting pupils with Medical Needs in School Policy

SEND Policy 2016

How do we identify and give extra help to students with SEND?

The school uses Central Bedfordshire’s guidance ‘Draft Guidance on SENDEYFS and SEND 5-16: A Graduated Approach (Revised January 2016)’.  This guidance sets out in detail  the appropriate provision that all maintained educational settings should have due regard for in relation to specific areas of need. It gives a breakdown of what attainment thresholds a child will be working in order to trigger additional support and examples of what schools should do in order to support their education. This document can be found here: http://www.centralbedfordshire.gov.uk/Images/516_tcm34839.pdf

 

At whatever point a child enters the school a baseline assessment is undertaken, together with consultation with parents and cares and wherever possible details form the child’s former school or nursery. When a child joins Year R in the September there is an opportunity for a period of Transition time, which includes parental meetings, a “move -up “ session and collaboration between the nursery provider and the school.  In the past the school has worked closely with children where parents and staff feel that extra support will be required, to endeavour to make the transition as smooth as possible.

How do we work with parents and pupils?

Children are regularly assessed and at any point parents, teachers and support staff can meet and discuss the needs of a child where there is concern that a pupil may have a special educational need. Teachers tend to see parents and carers on a daily basis at drop off and collection time and so making an appointment to talk with staff can be arranged easily by initially talking with the class teacher, or by ringing or emailing the school directly. Saint George’s holds Parents’ Evenings in which we work closely with pupils with SEND and their parents and carers to talk through the interventions and support that is already in place and discuss progress to date and “next-steps”.  Parents and pupils may request additional consultation with staff throughout the year as required. The school are keen for parents and carers to be aware of the Advice that can be obtained via :

  • centralbedfordshire.gov.uk/parentpartnership
  • As well as Support from: SNAP: Central Bedfordshire Parent Carer Forum http://www.snapcentralbeds.org.uk
  • And Independent Advice from an Independent Supporter from the ‘Independent Support Service’ in Central Bedfordshire which offers: impartial advice, information and support. Via a Telephone Helpline  0300 300 8088
  • Via the internet

www.centralbedfordshire.gov.uk/parentpartnership www.coreassets.com/what-we-do/independent-support-service

Or by Email cbcsendpypps@centralbedfordshire.gov.uk ISreferrals@coreassets.com

 

The range of support available to my child at Saint George’s.

All teachers and staff work on a Quality First Teaching basis which involves ensuring differentiation of teaching by; resources, outcome, support, timings, grouping  and assessment. A child might need additional “keep up” rather than specific SEND provision, and this is supplied via quick, regular small group or one-to-one targeted provision. For example additional support for phonics or number bonds.  A child might require additional support for medical needs, or specialist equipment and resources that have been recommended by external professionals and we endeavour to supply these within the constraints of our budget.

If a child needs further support then the interventions are increased through our Quality First Plus and Step Up provision. Our school’s SEND Policy, which is also on this website,  goes into more detail about our Quality First Plus , Step Up and EHC provision.

What expertise can we offer at Saint George’s/

  • An experienced SENDCo.
  • A team of adults ranging from teachers, support staff, lunchtime supervisors, administration staff and volunteers, all of whom want to make the children’s educational experience a positive one.
  • Provision mapping for each class is discussed on a half termly basis via staff meetings analysis of the tracking System and talks with support staff. This results in interventions being adapted and timetabled based on the current need of all the children in the school.
  • Staff undergo regular CPD (Continued Professional Development) to enhance their understanding of how to support children with additional needs, but also to encouraged them to follow a line of particular line of interest, for example: Phonics, Attachment, Pastoral or Parental support.
  • All staff have training in safeguarding

As a Lower School with an attached Nursery we regularly communicate with, and have additional professional support from other services, these can include:

  • Educational psychologists
  • Speech and Language Therapists.
  • Hospitals,such as Addenbrookes and Luton and Dunstable
  • Mental health services
  • Autism advisory teachers
  • Specialist teacher for the hard of hearing and Cleft Palette Support.
  • Early Help Team
  • Parenting Support Team
  • CHUMS emotional well-being
  • Occupational Therapists
  • Edwin Lobo Child Development Centre
  • GPs
  • Central Bedfordshire Council Special Educational Needs & Disability Partnership

Service (previously known as Parent Partnership)

How do we know if SEND Provision is effective?

The progress of all pupils is tracked throughout the year on an ongoing online tracking system. If a child is working on an additional intervention then there is close discussion with the class teacher as to what is the child’s target and the intervention data is recorded. Parents are kept informed of interventions via Parents’ Evenings and annual printed intervention reports. Parents of children on an Social and Emotional and Mental Health Provision map will also be asked to attended, and have input into, regular Pastoral Support Plan meetings.

On a regular basis an analysis of the overall impact of each intervention is undertaken and adaptations are made to improve our provision.

What do we do to support the well-being of pupils with SEND?

We listen to the views of pupils with SEND and their carers  by providing a robust pastoral support system.  Individual pastoral support is provided by the most relevant member of staff who liaises with all other members of staff as appropriate.

We take bullying very seriously and help to prevent bullying of all pupils by the application of the following policies which can all be found on the school website:

  • Anti-Bullying Policy
  • Positive Behaviour Policy
  • Equality Policy

How do we support your child’s transition to or from our school?

Once a child has been allocated a place at a middles school we liaise with the SENDco department of that school and discuss transition options, this might include a child having the opportunity to attend additional transition days.  Parents are encouraged to share information with staff before their child starts at their new school to help identify any additional needs that their child might require at their new setting and enable all staff to prepare for their needs.

 

Further Information and support for families and practitioners

For complaints please see our Complaints and Raising Concerns Policy which can be found on our website.