send at st francis ppt d 2014 convert to ppf

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.”

Code of Practice, 2014 A child of compulsory school age or a young person has a learning difficulty or disability if they: have a significantly greater difficulty in learning than the majority of

others of the same age; or

have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions;

a child under compulsory school age has special educational needs if

they fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. Clause 20 Children and Families Bill.

To ensure that the needs of all pupils with SEND are met through a positive

culture, good management, and appropriate deployment of resources

To ensure that all pupils with SEND are enabled to reach their full potential,

taking into account targets based on prior attainment and teacher

assessment

To ensure that all pupils are enabled to enjoy their time in our school

To identify any pupil’s SEND as early as possible, in order to put in place

appropriate interventions and resources

To enable full participation, alongside other pupils where practicable, to the

taught curriculum and the ‘non-taught’ curriculum

To ensure that pupils with SEND, where there may be a vulnerability, are kept

safe at all times within the school environment, and are enabled to integrate

as fully as possible with the school population and have equal opportunity

within the school

Schools have funding from the Department for Education to help them to put in programmes and support for children with special educational needs and/or disability.

If your child has a special need or disability we will:

Talk to you about your child’s difficulties in learning or disability so we can understand their needs

Make an assessment of your child’s learning so we know which skills they need to learn next

Ask the Special Educational Needs and Disabilities Leader (SENCo) to support and

advise teachers so that your child can learn in the best way for him/her

Have a range of programmes to help children who need extra support to read, write, learn maths or manage their behaviour

Check on progress at least once a term and invite you to a meeting to discuss that progress

Ask for advice from an educational psychologist, advisory teacher, speech and language therapist or health colleague if we are unsure how to help your child make progress

Tell you how to get in touch with Parent Partnership Services who can offer advice and support

Inform you about how to make a complaint if you are not happy with what we are doing to support your child

Talk to you if we think we need to consider asking the local authority to make an assessment of your child’s needs in preparation for an Education Health and Care plan because more advice/resources are needed to help your child to make progress.

Pupils’ views are very important and feed directly into all policies, procedures and daily teaching of children with SEND. Pupils are given regular opportunities to:

self-assess;

take part in Child Conferences;

attend review meetings (where appropriate);

suggest possible targets to achieve; suggest how school an better provide for their needs;

be part of class, School Council and Junior Leadership Team discussions.

Pupils also have the option to attend mentoring sessions in school to discuss how they feel about their learning, and to work alongside staff in order to achieve their potential.

The SEND Leader(SENCo) at St. Francis

Catholic Primary School is Mrs Joanne

Pilgrim, who has been awarded ‘The

National Award for Special Educational

Needs and Disabilities Co-ordination’.

[email protected]

mailto:[email protected]





Maintaining an overview of all children with SEND within the school and for maintaining a list of children with SEND as a tool in tracking progress

Carrying out detailed assessments and observations of pupils with specific learning difficulties

Ensuring appropriate support is managed daily through the SEND team of Teaching Assistants (TA) and reviewing and updating the timetable to facilitate appropriate support for all SEND pupils and making efficient use of the staff

Reviewing all TAs annually through Appraisal and through regular meetings

Contributing to staff training relating to SEND issues where needed

Offering advice and support to class teachers across the school curriculum through active communication and lesson observation

Communicating with parents of SEND pupils as and when appropriate and attending consultations with other parties

Preparing and holding Annual Reviews for all pupils with a Statement or EHCP and submitting reports to the LEA following the Code of Practice

Communicating with outside agencies where necessary and reporting progress against agreed targets to the Headteacher

Monitoring Target Plans

Attending year group meetings to ensure full communication of SEND pupil needs

Providing a full transition programme for new and leaving pupils with SEND

Other relevant areas as identified by the SLT and Headteacher.

The Governing body meet regularly to discuss the needs of ALL pupils at St. Francis Catholic Primary School and seek the best advice from other agencies, including health and social services, local authority support services and voluntary organisations when necessary.

The SEND Governor at St. Francis Catholic Primary School is Mrs Christine Atkinson-Rose. The SEND Governor works closely alongside the SENCo. Their role, on behalf of the Local Governing Body (LGB), is to monitor progress and provision for pupils with SEND and to monitor the budget for Special Educational Needs.

The school will assess pupils as appropriate to determine their needs and the support required in line with current guidelines.

The school will support pupils and their needs when they join the school with existing special educational needs.

The school will work with parents and outside agencies to support pupils with SEND.

The SEND referral process can be initially triggered by Teacher, TA or parental concern directly to the SENCo by letter, email or written communication.

Parents and other professionals (external agencies) may also raise concerns via the SENCo, which may also lead to identification of pupils with SEND. The SEND list will be updated to reflect these changes.

Records of all SEND pupils will be formally recorded on an SEND database. This will be updated at the start of each new academic year to include the new cohort and to remove outgoing pupils, when new pupils start at the school mid-year, and regularly updated as new information or data becomes available.

The SENCo, and if appropriate, the relevant Key Stage leader, will oversee transition involving any pupil with pre-defined SEND.

The SENCo will liaise with the parents and external agencies.

TAs will play an active role in the transition of new pupils.

The school will regularly report to parents about the progress of their child, including at least two Parents’ Days and one written annual report.

Cognition and Learning

GUIDANCE The following tables illustrate learning development indicators that may apply at different stages of the graduated response. It should be noted that they are not intended to be used as ‘criteria’. Schools should refer to the P Scales levels descriptors, given consideration of National Curriculum Attainment Targets and/or Assessing Pupil Progress (APP) grids for English and Maths. Profile/Profile points should also be taken into consideration.

Early Years SEN support and Early Years SEN support Consultation phase at end of Foundation Stage SEN Support and SEN Support Consultation phase at Key Stage 1

Early Years SEN support Early Years SEN support Consultation

phase

Approximately 38 – 52 months Less than 38 months

SEN Support SEN Support Consultation phase

End of Year 1 working within P6 - 7 End of Year 1 working within P5 - 6

End of Year 2 working within P8 – 1C End of Year 2 working within P6 - 7

SEN Support and SEN Support Consultation phase at Kay Stage 2

SEN Support SEN Support Consultation phase

End of Year 3

Working around National Curriculum

Levels

1b – 1a in core subjects

End of Year 3

Working at National Curriculum Levels

1c or below in core subjects

End of Year 4


Levels

1a – 2c in core subjects

End of Year 4


1b or below in core subjects

End of Year 5


Levels

2c – 2b in core subjects

End of Year 5


2c or below in core subjects

End of Year 6


Levels

2a – 3c in core subjects

Consultation via Education Service

End of Year 6


2a or below in core subjects

Consultation via Education Service

If children are achieving below age-related

expectations but above the criteria stated

above, these children are classified as

‘underachieving’ and their needs must be met

through quality first teaching, appropriate

differentiation and additional adult support

from Class Teacher/TA. Additional

Intervention may also be considered.

Each teacher has the responsibility to meet the needs of all the pupils in the school in their curriculum areas. A wide variety of strategies are used to provide SEND support for pupils in various areas of the curriculum. The following interventions and methods currently exist in school:

Differentiation of input, tasks and outcomes

In-class support

Small group/individual intensive support sessions in English, Mathematics and social skills/behaviour

Mentoring - from teaching assistants

Use of ICT facilities including software packages (e.g. Wordshark)

Support in examinations for specific pupils

Speech and language support for identified pupils

Additional support sessions for pupils

Anger management (on site)

Medical support.

The school has staff trained to work with pupils who are identified as having a special educational need. Staff are encouraged to utilise specialist equipment and resources, including additional staffing where appropriate, in order to help each child achieve their goals and reach their full potential. Staff liaise with specialist teachers and therapists from Walsall and neighbouring Local Authorities.

Area of Code of Practice: Cognition & Learning

Quality First Inclusive

Teaching

Additional Response SEN support/SEN

support Consultation

Phase

Statement

Differentiated curriculum

planning and work

Differentiated delivery e.g.

simplified language, slower

lesson pace

Differentiated outcome e.g.

cartoon strip, bullet points,

mind-maps instead of written

prose, use of ICT

Visual timetables

Illustrated dictionaries /

spellcheckers

Use of writing frames /

picture strips/sentence

stems.

In-class TA literacy and

numeracy support, catch-up

programmes

Withdrawal target groups

Multi-sensory letter

formation/spelling practice

groups

Differentiated resources e.g.

word mats. Personal

vocabulary books

Key Stage 2 RML groups

Increased visual aids /

modelling etc

Phonics programmes: Big

phonics

KS1 Reading Recovery

(ECAR)

KS1 Better reading

partnerships (BRP)

1:1 RML tutoring

Makaton/Language groups

In-class TA literacy and

numeracy support, catch-up

programmes

Withdrawal target groups

Multi-sensory letter

formation/spelling practice

groups

1-1 precision teaching – for

literacy or numeracy

Phonics programmes: 1-2-1

phonics intervention

Literacy programmes for

reading and spelling: Toe by

Toe, Word Shark, 10 minute

literacy box, paired reading

Numeracy programmes:

Number shark, 10 minute

maths box,

Individual arrangements for

SATs

Use of ICT –voice recorders,

digital cameras.

Additional planning and

arrangements for transition

1:1 Pre-teaching of

vocabulary

1-1 individual support in class

to facilitate access to

curriculum

Literacy programmes: Toe by

Toe, Word Shark, 10 minute

literacy box, paired reading,

Star spell

Numeracy programmes:

Number shark, 10 minute

maths box,

Individual arrangements for

SATs


arrangements for transition

Area of Code of Practice: Sensory and Physical


Teaching



Phase

Statement

Flexible teaching

arrangements e.g. Seating,

pupil able to move at will

to access lesson

Teacher aware of

implications of sensory

and physical impairment

e.g. not covering mouth

when talking to pupil with

hearing impairment / light

implications for visually

impaired and lip readers.

Availability of resources

e.g. writing slopes, pencil

grips, coloured overlays

and paper.

Brain gym exercises – e.g.

in group as lesson warm-up

Co-ordination group –

physical co-ordination

activities done in small

group

Cool Kids motor skill

program

Keyboard skills group

training – ‘Magic Type’

Handwriting and / or fine

motor programmes – ‘A

hand for spelling’; ‘Beat

Dyslexia’

Visual / Auditory

perception group

activities

Individual arrangements

for SATs

Teacher use of resources

e.g. radio mike for hearing

impaired/weighted lap

cushions for children with

sensory needs

Input from OT to monitor

safety and give discreet

support as required e.g.

physically impaired child

Individual speech therapy

and language support by

TA

Provision of specialist

equipment e.g. seating,

ICT

Individual handwriting /

fine motor / keyboard

skills training


arrangements for

transition

1-1 individual support in

class to facilitate access

to curriculum e.g. TA text

enlargement and

adaptation of learning

materials

1-1 Physiotherapy

programme

Individual speech therapy

and language support by

TA

Provision of specialist

equipment e.g. seating,

ICT

Individual handwriting /

fine motor / keyboard

skills training


arrangements for

transition

Area of Code of Practice: Behaviour, Emotional and Social


Teaching



Phase

Statement

Praise assembly

certificates

School rules

Whole school policy for

behaviour management

Class circle times

School council peer

support.

Peer mediation

Small group circle time

Bereavement support

service

Home/School report card

Social skills small group

work

Wishes and feelings work.


for SATs

1-1 programme to develop

positive learning behaviour

with learning mentor e.g.

Anger Management

Techniques, Individual

Contract and / or Reward

System

Home School Contract

Behaviour Support Team

– individual intervention

TA 1-1 support – used to

support and monitor

targets and / or Pastoral

Support Programme


arrangements for

transition


for SATs

1-1 programme to develop

positive learning behaviour

with learning mentor e.g.

Anger Management

Techniques, Individual

Contract and / or Reward

System

Home School Contract

Behaviour Support Team –

individual intervention

TA 1-1 support – used to

support and monitor

targets and / or Pastoral

Support


arrangements for

transition

Area of Code of Practice: Communication and Interaction


Teaching



Phase

Statement

Flexible teaching

arrangements

Structured school and

classroom routines

Differentiated curriculum

delivery e.g. simplified

language or minimal use of

language

Differentiated outputs

e.g. cartoon strip instead

of written prose

Increased visual aids /

modelling etc

Visual timetables

Use of symbols

Whole school use of

Makaton

In-class TA support

Social skills training group

Break time/lunch time

monitoring

Speech and language

group support

Visual timetables

Use of pictures and

symbols

Assessment and 1-2-1

Speech Therapy sessions

regularly within school

Wellcomm Speech and

Language Toolkit –

Screening and

Intervention

Alternative means of

communication – e.g.

Teacher / class use of

signing

Speech and language

group support

1-2-1 speech therapy

sessions – delivered by

Speech Therapist


and/or TA


for SATs

Visual timetable / visual

task organiser


arrangements for

transition

Alternative means of

communication – e.g.

Teacher / class use of

signing

1-2-1 speech therapy

sessions – delivered by

Speech Therapist


and/or TA

Visual timetable / visual

task organiser

Colourful Semantics

Picture Exchange System

(PECS)

Provision for pupils with special educational needs and disabilities is updated and reviewed periodically by the SENCo.

Location Maps and the Provision Map are accessible on the staff area in SEND Documents for staff showing where SEND needs are within the school.

IEPs are reviewed termly by the SENCo, class teacher, parents and pupils (where appropriate). New SMART Targets are taken from APP assessments and external agency reports in conjunction with what we know about the child needs

1:1 observations are to be completed termly by the SENCo, and shared with SLT to monitor impact of additional adult support

We will regularly assess all children to determine successes and any barriers to learning

We will provide an enhanced level of provision (including referring children who may need intervention to the SENCo) that supports and enhances learning abilities through differentiated curriculum

We will review Inclusion Support involvement via annual SEN support and consultation phase meetings.

If all the additional support and strategies employed

by the school result in a continued lack of progress or

there is significant cause for concern, a request for

statutory assessment will be made by the school to the

LA (only with parental permission).

ANNUAL REVIEW OF A STATEMENT OF SPECIAL NEEDS

Formal Annual Reviews for pupils with a Statement of

Special Educational Needs are held at least within a

twelve month period of any previous Review. EHCPs

are now being introduced (from September 2014) and

statements are being transferred over a 3-year time

scale.

We have staff members trained to support children with: Hearing Impairment Autism

Paediatrics MIND – Mental Health and Well Being Strengthening Families Strengthening Communities Speech and Language Therapy programmes

Dyslexia Screening Social, Emotional and Mental Health Complex communication needs A range of Wave 2 and 3 interventions Precision Teaching

Team Teach First Aid Moderate learning difficulties.

It is the responsibility of the SENCo to update all

staff with regard to any changes in SEND

procedures and assessment tools. The SENCo will provide whole school INSET or CPD

sessions if, or when, any SEND training needs are

identified. The SENCo attends regular SEND Update sessions

and the annual Primary SENCo Conference in

order to keep fully informed about change in legislations, LA procedures and availability of

resources, giving regular feedback to SLT.

SLT and the SENCo organise and delegate additional

human resources for children with SEND through the

through the school budget and Pupil Premium Fund.

The SENCo monitors and supports each additional adult

who works alongside children with SEND.

The SENCo purchases and distributes additional resources

needed to enhance and support learning for children with

SEND.

SLT and the SENCo ensure all support, either physical or

emotional, is in place to support children with SEND.

In addition, access arrangements are made for all children

with SEND, including transport (where applicable), access to the building and modified toileting facilities.

All Individual Education Plans are reviewed termly.

Parents, children and teachers will be invited to these

reviews which will be held in school with the SENCo.

Achievements and next steps will be discussed, and

new SMART targets set with an emphasis on achieving

the targets at home as well as at school.

As with any admission to St. Francis Catholic Primary School, if parents would like their child to come here, they can contact school and complete our ‘Admissions’ form.

This procedure is in line with guidance from the Local Authority.

Please see ‘Admissions policies’ on our school website.

For ‘in-year admissions’, please see the Local Authority Fair Admissions policy. http://cms.walsall.gov.uk/index/education/school_admissions/primary_school_admissions.htm

http://cms.walsall.gov.uk/index/education/school_admissions/primary_school_admissions.htm




In the event of any complaint being made, the SENCo

should be contacted in the first instance. Should the

matter remain unresolved:

the case will be passed to the Head Teacher for

further investigation and reported to the SEND

Governor.

If still unresolved, a formal complaint would be

made in writing to the Chair of Governors at the

school (Mr P. Gough), following the school’s full

‘Complaints Policy’.

We have access to...

Physiotherapy and Occupational Therapy services

Speech and Language Therapy (SALT) service

School Nurse

CAMHS (Child and Adolescent Mental Health Service)

Family Support Services Sure Start

Children’s Services

Looked After Children (LAC) Service

Rushall Inclusion Services

The SENCo maintains a professional dialogue with all

external agencies involved with a child, or will initiate

a professional dialogue if external support is required.

External agencies regularly attend St. Francis Catholic

Primary School to review children with SEND/AEN in

order to ensure the correct and appropriate provision

is in place. DBS (formerly ‘CRB’) checks are sought by

the school before external agencies have access to

any children.

Walsall Local Authority has produced a

Local Offer to show parents what is

available in Walsall.

There is a direct link on our website for you

to access this information or you can go to

the following web address:

http://www.mywalsall.org/walsall-send-local-offer/