Kingsfield Primary School SEND Information Report 2016-2017

What types of Special Educational Needs do you provide for?

At Kingsfield Primary School, we support children who have additional needs in the areas of Cognition and Learning; Physical and Sensory; Speech, Language and Communication; Emotional, Behavioural and Mental Health Needs.

Related policies

  • SEND policy
  • Equality and Diversity Policy
  • Behaviour, Rewards, Discipline and Anti-Bullying Policy

School SENDCo: Mr Thomas Abbs

How will I know how my child is doing?

  • Achievement assemblies and related awards/communication home
  • Parents’ Evenings
  • Informal meetings with the class teacher and/or SENDCo
  • Thrice-yearly reports: Christmas, Easter & Summer

How will you help me to support my child’s learning?

  • Regular homework
  • Year group newsletters home advising the following half-term’s learning
  • Parents’ Forums
  • Links on the school’s website
  • Come and see us. If you’re ever unsure, setup a personal meeting between your child’s class teacher and SENDCo.  We can assist in explaining their individual targets, programmes of study, share strategies, make recommendations of what to do at home, for example.

What arrangements are there for consulting with children about their SEN?

If children are on specific learning targets, these are communicated to them in the form of a fun, A5, child-friendly target sheet.  There is also a separate version available to parents.  If your child has these targets, their class teacher should have already met with you to discuss them in greater detail before providing you with a copy. Our hope is that children take ownership of their learning with these, therefore increasing their independence.  The children have an opportunity to monitor their progress by using a star sticker system to depict every time they have worked towards these targets.  In EYFS, the star system will not apply as children get instant, continual feedback as part of normal day-to-day practice from staff.  Work, or reference to children’s targets in this setting may be further substantiated within their learning journeys through observation notes.     At the end of the first cycle of assess, plan, do and review, teachers are encouraged to send their children to the SENDCo for praise.  This also happens as part of everyday practice in school.

 

How do the staff at Kingsfield Primary School know if pupils need extra help?

  • Day-to-day formative assessment (by class teacher and support staff) through observations, conversations, work in books, questioning etc.
  • Formal assessments carried out throughout the year across core subjects.
  • Teachers, using Classroom Monitor, fill in a template considering their class’s attendance, progress and attainment prior to their half-termly Pupil Progress Meeting, conducted between the Head Teacher, Deputy Head, SENDCo and each class teacher.  Using Classroom Monitor (to look at current and historical attainment and progress of the children during the meeting) pupils are discussed with the class teacher. These conversations will draw upon the teacher’s formative assessment and inform which resources, strategies and expertise the class teacher may wish to deploy for the following half-term, as well as which children (based on performance) will need to be strategically targeted.  Teachers then write a Focussed Provision Timetable identifying who, where, when and what additional support children may receive for the next half-term. 
  • We use teacher assessment and Classroom Monitor to identify groups of children who perhaps may need additional support.  For example, children with SEND, Pupil Premium, GRT (Gypsy Romany Traveller).  Using the assess, plan, do, review framework, pupils may be targeted for additional support or services.
  • Pupils with SEND who have specific targets (addressed in previous section) are re-assessed by teacher assessment and/or additional testing (Reading/Maths ages for example) in order to see if progress has been made.  Pupils engage throughout this process (again, as previously addressed) through colouring in squares as they work on their targets, as well as taking ownership of their friendly-looking target sheet.

How will the curriculum and learning environments be adapted to support your child?

  • Lessons and learning objectives are differentiated to meet the needs of all children in each class, with the ultimate aim of all children being able to meet their age-related expectations.
  • Specific resources and strategies may be used to support your child individually and in groups.  Indeed, some children will have the independence to equip themselves with the resources they need to support their learning.
  • Planning and teaching may be adapted on a daily basis, if needed, to meet your child’s learning needs.
  • In-house expertise and advice from the SENDCo and other relevant colleagues may be drawn upon to support your child’s learning.  If your child requires an Individual Programme of Work, it will be designed by the class teacher in liaison with the SENDCo.  This work may happen inside, or outside the classroom.  For example, in our in-house alternative provision – The Kingsfield Kites.

The approach to teaching pupils with SEN:

We are an inclusive school.  Through in-house or external expertise, we will do our absolute best to ensure – either by way of resources, staff training, sharing of strategies – that children with SEN are not left behind.  The following sub-sections will further explain this:

What should I do if I think my child has SEN?

If you are concerned about your child’s progress or attainment, then you should consult the class teacher or contact the SENDCo, Mr Abbs, via the school office.

What arrangements are there for supporting my child if they are ‘Looked After’ and have SEND?

The school will assign a designated person with responsibilities for Looked After children (LAC).  This person will attend PEP meetings, PEP reviews, Childcare reviews and will complete the necessary Virtual Schools for children in care forms.

How will I know that the school will support my child’s needs?

We encourage parents to speak to us with any concerns, at any time.  You can catch your child’s class teacher informally for a quick chat at the start, or end of each day.  If you would like a more formal, private opportunity to discuss your child, then do not hesitate in requesting this, either through the class teacher, SENDCo, Head Teacher, or the office, and we will endeavour to setup a meeting. 

In addition, your child’s class teacher will report on your child’s progress, attainment and general wellbeing at each of the two Parents’ Evenings during the Academic Year.  If the school identifies a concern at any point during the year, we will ask your views and discuss with you what we will do to support your child.

What support will there be to support my child’s overall emotional and social development?

  • Staff that care about all children
  • Dedicated Family Care Manager
  • Access to a family worker
  • PSHCE lessons
  • School Council to represent the pupil voice
  • A revised and robust Behaviour, Rewards, Discipline and Anti Bullying Policy

All staff in school work together to help to improve the social and emotional development of all children, including those with SEND. Staff are available to both support and to listen to views of children. The school takes pride in caring for children’s well-being and ensures that values such as respect, equality, fairness and kindness are followed consistently.

The Family Support Manager plays a crucial role as they are able to work with individual children, and their families, to support them with both social and emotional issues.

What specialist services or expertise are available at, or accessed by the school?

We have a qualified SENDCo, a team of experienced teachers, and TAs who support children with a range of needs.  In addition, we have an in-house alternative provision (The Kingsfield Kites) for children with more complex needs.

We have access to a range of professionals and agencies. There is a referral process and criteria to be met in order to access these services.  If we think that children would benefit from this support, we would discuss it with parents first.

We work with parents and use the CAF process to access services.  All SEND information is protected by the Data Protection Act.  It will not be shared without parental permission.

Specialist Teaching Team: for learning and language support, behaviour support and Educational Psychology services.

Health and Medical: Speech and Language Therapy, Child and Adolescent Mental Health, Occupational Therapy, Physiotherapy.

Locality Services: Family worker

Parent Partnership SENDIASS

Social Services

What training has the staff supporting pupils with SEND had, or receiving?

All new support staff advertisements specify a minimum standard of GCSE grade A-C in Maths and English.  TAs undertake monthly training (in school) around specific areas of need as well as being trained in delivering & monitoring interventions and supporting pupils.  An appropriate selection of TAs are TeamTeach© trained.

All teachers are teachers of SEND.  Most staff have accessed training on dyslexia awareness and creating a dyslexia-friendly classroom. A bank of TAs have had training in Communicate in Print.  In the Academic Year 2016 – 2017, all staff have had training in our new Behaviour, Rewards and Anti-Bullying Policy; new-look SEND targets and assessment training and the culture of The Kingsfield Kites (in-house alternative provision).  At the request of the teachers and teaching assistants, refresher training in Communicate in Print has been sought for February 2017.  Autism strategy training has also been booked for February 2017.

How pupils with SEN are enabled to engage in activities available with those in the school who do not have SEN.

As already discussed, we are an inclusive school.  Every classroom has a small percentage of children with SEN.  These children integrate fully with all other children, across the curriculum and subjects. This is enabled through deployment of additional resources within lessons.  These resources may take the form of extra teacher, teaching assistant or peer support, or be tangible resources to scaffold learning.  For example, special pens, pencil grips, ipads, computers, writing slopes, wobble seats or overlays – to name but a few.  There will, of course, be occasions where children with SEN work with other children with SEN or a one-to-one basis in order to give them access to the rapid development they may need. We recognise that this is great for our children with SEN and their self-esteem. 

Our aim is for all children to have the opportunity to access learning outside the classroom e.g. swimming with the school, school trips and residential trips.  All trips and activities out of school require a risk assessment.  Children with significant needs may require an individual risk assessment to ensure that they can access school visits successfully. 

How will the school support my child moving between phases of education and preparing for adulthood?

We recognise that children with SEND may find transition (of any kind) difficult, so here are a few things that we do in order to ease this process:

If your child is moving to another school, we will endeavour to contact the school SENDCo and ensure he/she knows about any special arrangements or support that may need to be made for your child. We will make sure that all records about your child are passed onto the new school in a timely manner.

When moving classes within the school, teachers will be given the opportunity to meet with receiving teachers in order to share class information.  All receiving class teachers should also visit the school SENDCo in order to access their pupils’ SEND files and discuss possible current or future provisions. 

If, for whatever reason, your child needs additional transition visits to a particular class (on top of those ‘Moving Up’ days with the class already timetabled) we would be happy to accommodate this on a needs basis.  Please just come and see us.  We will, quite often, give pupils with additional needs private tours; allow them to make special books, take photographs; meet their new teacher on a one-to-one basis, for example.

Children starting in Reception will have home visits and a new parent, Parents’ Evening.  Children have a graduated start over the first few weeks.  There are good transition links between feeder preschools and our reception teachers.  Our pre-school workers, work collaboratively between schools to share best practice.  In addition, pre-school children join the reception class twice a week from as early as September in order to ensure a smooth transition and familiarity with the setting.  Any parents who have additional concerns, or requests, will – again – be accommodated by the EYFS Lead and class teacher on a needs basis.

Children in Year 6 are given the opportunity to meet with Cromwell staff throughout their final year and regular visits to Cromwell are planned for transition.  Parents and children are invited to attend an Open Evening with the Cromwell staff in the Autumn Term.  An enhanced transition, or special visits, can be arranged on a needs basis and in consultation with the school SENDCo.  Children with Education Health Care Plans will have early Annual Reviews in order to prepare them for this step in their education.

Through our PSHCE curriculum, as well as other subjects, the importance of having the right ‘Behaviours for Learning’ is linked to what makes good learners…therefore pupils… therefore adults, especially when it comes to children getting their first job.  Through our Behaviours for Learning (The Kingsfield Code) we are habitually preparing them for adulthood.

How accessible is the school environment?

Kingsfield Primary School is a single-storey, wheelchair friendly school and there is easy access to all areas of the building and school grounds with the exception of one mobile classroom without wheelchair access. 

We have a disabled parking place close to the school office.

We have a designated toilet which can accommodate wheelchair access.

Most doors are fitted with protection to prevent trapped fingers although we aim to have these in place on all classroom doors.

Accommodating a child’s needs is carefully considered before annual transitions

How the effectiveness of the provision made for pupils with SEN is evaluated

One of the biggest indicators of effective provision for SEN will be evidenced in the progress and attainment of children with SEN.  This will be captured using our school’s assessment platform – Classroom Monitor.  In order to demonstrate smaller steps in progress, we may use reading age, phonic assessments maths age test.  We can also assess self-esteem and working memory, for example.

The school SENDCo, as well as class teachers will have a list of provisions that are currently in place for children with SEN. This may be as part of a ‘focussed provision’ (linked to learning) or it could be in terms of specialist equipment/resources children use.  We speak to our children to find out if they are being well catered for. Of course, this extends to their parents whom we encourage to let us know if they are happy, or feel we can be doing anything else to support their children.

The governing body use a range of evidence to act as a critical friend and hold the school to account.  Governors write an annual report on their work which can be found under the governors section of the website.

Who can parents contact for further information?

Your child’s teacher is available for appointments after school.  Please speak to them directly or call the school office for an appointment.

The SENDCo (Mr Abbs) and our Family Worker (Mrs Stephens) may be contacted via the school office.

The Head teacher may be contacted via the school office too on 01354 692323.

The Governor responsible for SEND is Mr West and he may be contacted by letter addressed to the school.

Complaints:  if you are unhappy with the provisions that your child with SEN has received and wish to make an official complaint, you must specify in writing that this is what you are doing and write directly to the Head Teacher.  Before you do this, please ask the school office for a copy of its Complaints Procedure Policy.

SEN Related Documents

Useful links:

Cambridgeshire County Council’s Special educational needs and disabilities (Local Offer): http://www.cambridgeshire.gov.uk/info/20136/special_educational_needs_and_disabilities_local_offer/549/about_cambridgeshires_local_offer

Parent Partnership Service providing Cambridgeshire SEND information, Advice and Support Services:

http://www.cambridgeshire.gov.uk/site/custom_scripts/fid_details.aspx?ID=94170

Cambridgeshire Community Child and Adolescent Mental Health Services:

 http://www.cpft.nhs.uk/training/cambs-primary-care-camhs-south-team.htm

Cambridgeshire Statutory Assessment and Resources Team (START):

 www.cambridgeshire.gov.uk/ehcplan

 Children's Occupational Therapy:

www.cambscommunityservices.nhs.uk/what-we-do/children-young-people/specialistservices/children's-occupational-therapy

 Children's Speech and Language Therapy – Cambridge:

 www.cambscommunityservices.nhs.uk/what-we-do/children-young-people/specialistservices/children's-speech-and-language-therapy

Community Educational Psychology Service

www.cambridgeshire.gov.uk/send

Early Years Support for learning team

 www.cambridgeshire.gov.uk/send

 Family Workers

www.cambridgeshire.gov.uk/localityteams

 Hearing Support Team

www.cambridgeshire.gov.uk/hearingsupport

 Pinpoint - Information and support for parents

www.pinpoint-cambs.org.uk

 Specialist Teaching Team

www.cccschoolservices.org.uk/services/service/90/A

Paediatrics

http://www.cambscommunityservices.nhs.uk/what-we-do/children-young-people/community-basedcare/communitypaediatrics




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