SEN

promoYou are welcome, at any time, to make an appointment to meet with the class teacher, SENDCo, deputy headteacher and/or headteacher to discuss how your child is progressing. We can offer advice and practical ways in which you can help your child at home. We

believe that your child’s education should be a partnership between parents and teachers, therefore, we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

 

At St Mary and All Saints C of E Primary School children are identified as having SEND through a variety of ways which could include: 

  • on-going Teacher and Learning Support Assistant (LSA) observation and assessment within the classroom
  • attainment in annual standardised tests showing one or more of the following:
  • the child is working more than six steps below the national expectation for that year group
  • the attainment gap between the child and their peers is getting wider.
  • a previous rate of progress is not being maintained.
  • little progress is being made even when teaching approaches and resources have targeted a child’s identified area of weakness.
  • the Class Teacher’s termly assessments show underachievement in one or more curriculum areas
  • low scores in diagnostic testing
  • emotional or behavioural difficulties persisting in spite of the use of the school’s behaviour management programmes
  • social and/or personal skills inappropriate to the child’s chronological age
  • diagnosis of a previously unidentified medical condition, communication problem or sensory impairment
  • for a child who is new to the school, records from the previous school indicating that additional intervention has been in place
  • parental concerns regarding academic progress, behaviour, social adjustment and/or communication skills
  • other adults’ concerns e.g. from medical services, Educational Psychologist, Occupational Therapist, Specialist Teacher, Social Care, Paediatrician, etc.

Throughout the school we monitor and track the progress of all children through an on-going process of planning, teaching and review/assessment. Children with SEND may be identified at any stage of this process during their school life.

The main assessments used are:

  • half termly monitoring of Reading, Writing and Maths progress using Target Tracker Statements and Steps Assessments
  • termly summative assessments of progress in English and Maths
  • The EYFS profile

If a child is identified as making inadequate progress in spite of the strategies the teacher has used in class, the teacher may decide that more intervention is needed. The teacher and the SENDCo, in consultation with the parent/carer and child, look at the evidence of inadequate progress and decide on strategies which are additional to, or different from, those already being provided in the classroom as part of the delivery of the National Curriculum to help the child to make progress.

 

The child’s support will be timetabled on the class Provision Map. There are ten 15 minute “zippy” sessions during the school week which will be used to deliver interventions without children missing out on subject lessons. For each “zippy” session there will be a Record of Progression which will clearly state the desired short term outcome and how progress will be monitored and assessed. The child’s support is discussed with parents at parents’ evenings and throughout the school year. The effectiveness of the additional support will be monitored half-termly by the SENDCo, and decisions will then be made about the future actions that may be taken to meet the child’s needs. These may be:

  • to reduce the amount of help
  • to continue with the existing level of help with new targets being set
  • to increase the level of intervention if there has been little progress

 

If a child is identified as having SEND which requires targeted support over an extended period and/or requires support from external specialists e.g. Specialist Teacher, Educational Psychologist etc., then the school, in consultation with the parents/carers and the child, will develop a SEN Support Plan (SSP). This will identify desired outcomes, set short-term goals, agree upon the indicators which will be used to monitor progress and track the effectiveness of resources used. These SSPs will be reviewed termly.

 

If a child has complex SEND which requires an Education and Healthcare Plan (EHC), this will be drawn up with the family and professionals. Meetings will be held where families and professionals involved in supporting your child will meet to discuss your child’s needs. These meetings will utilise a person-centered approach and will occur at least once annually, but more frequently if necessary. This is in addition to the reporting and sharing of information as described above.

 

The SENCo regularly reports to the Governing Body and meets termly with a named Governor with responsibility for SEND. Individual children are not referred to and confidentially is maintained at all times. The Governors are aware of the school’s priorities for spending the SEND budget with the overall aim that all children receive the support they need in order to make good progress.

 

Special Educational Needs Regulation Annual Report 2017

Governors