SEND Information Report
SEND at Charnwood
At Charnwood Primary School we believe that each and every child is an individual with unique talents and the ability to excel in all that they do. We believe that with the support from our dedicated staff, our parents/carers and outside agencies all of our children will be able to reach their full potential.
As a school we comply with statutory guidance when it comes to supporting our children in class. We are mindful of the SEND Code of Practice (2015), which has been incorporated in our updated SEND Policy (February 2017).
We use a range of interventions to address specific areas of need and at different stages of children’s development. The interventions we use have been subject to educational research and have been shown to have a positive impact on children’s learning. A full list can be found at the end of this report.
Please do not hesitate to contact your child’s class teacher or Mrs. Monika Norman, our Special Educational Needs Coordinator (SENCo), should you wish to discuss any aspect of your child’s learning or any information contained in this document.
Identifying children, assessing and reviewing children’s progress
All of our children are assessed informally on a day to day basis against learning objectives and success criteria. At different stages during the year more formal assessments take place in KS1 and KS2. As a result of these formal and informal assessments, targets are set for all children in the core learning areas. Children are involved in assessing their own progress towards targets through target setting discussions and self-assessment of their work against success criteria set by the teachers. (WILFs – What I am looking for).
Pupil Progress Meetings are carried out on a termly basis between the class teachers and the senior leaders to assess which children progress according to expected levels and which children may be falling behind. We gather information, assessments and evidence about all areas of children’s progress including reading, writing and maths. From information obtained, teachers consider the children’s areas of strength and also areas where they may benefit from additional support.
You can find more details about Assessment at Charnwood on this website under the tab: Curriculum, “Assessment Principles” and “Assessing Beyond Levels”.
Adaptations to the curriculum and the learning environment
Through quality first teaching our staff will help children to progress by providing carefully planned activities using differentiated teaching and learning materials to meet their needs as part of daily class teaching. We use visual time tables, small group work, additional resources, pre-teaching of language or concepts, paired work or 1:1 work with dedicated teaching assistants either within or outside the classroom, depending on the needs of the individual. We provide a neutral, clutter free environment and an individual work station for children diagnosed with ASD.
Expertise and Training of staff
All our staff receive training through our continuing professional development including areas of SEND as well as annual updates for medical conditions such as Asthma, Diabetes, Anaphylaxis and general First Aid Training. Individual staff may attend further training which will be focused on the needs of a particular child they are teaching. In addition, staff may receive informal training around the needs of individual or groups of pupils. Through stringent recruitment systems and processes the school ensures that all staff have the relevant skills and qualifications to work with our pupils.
Children with a specific educational need will have an IEP (Individual Education Plan), detailing specific targets which will be reviewed three times a year and discussed at review meetings between the class teacher and parent/carer in the presence of, or with guidance from the SENCo. Where a child has a statement of Special Educational Needs/Education Health Care Plan an annual review will be held to discuss the child’s needs.
Different kinds of SEND
The SEND Code of Practice (2015) outlines that a child has a special educational need “if they: (a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) 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 school or mainstream post – 16 institutions.”
We cater for children with: speech, language and communication needs, social, emotional and mental health needs, specific learning difficulties, moderate learning difficulties, ASD and physical needs.
Evaluating our provision
.Children with a specific educational need will initially be monitored by the class teacher with support from the SENCo. If the pupil has significant difficulties in one / more areas, with parental agreement, they will be placed on the SEND Register and supported through appropriate targeted interventions. We will closely monitor their progress and and additional ways to support them may be considered, e.g. enlisting the support of outside agencies. We will invite the parent(s)/carer(s) to termly meetings to review their child’s progress and set new targets.
We work closely with the following agencies who will support children through observations and assessments during visits to school, or intervention programmes. They will provide advice to both teachers and parents/carers of how to support the child most appropriately. These services can be contacted via the Local Authority’s local offer, see website link at the bottom of this report.
This is a list of SEND support services we work closely with:
. Educational Psychology Service
. Early Years Support Team (EYST)
. Primary School Social, Emotional and Mental Health Team (SEMH)
. Learning, Communication and Interaction Support Team (LCI)
. Speech and Language Therapy Service (SALT)
. Vision Support Team (VS)
. Hearing Support Team (HS)
School Nurses Service
Twice a year (in September and February, approximately) joint planning meetings take place between the SENCo and members of these agencies to outline an action plan for the forthcoming 6 months.
In addition to working with the above services, the SENCo is able to contact social services bodies, e.g. Early Help, local voluntary organisations, e.g. VISTA, in order to meet the needs of pupils with special educational needs and to support the families of such pupils.
Moving between classes
During the last 3 weeks of the summer term, we put together a comprehensive transition programme for children with SEND which includes visits at different times of the week and school day to their new class teachers. In addition, new class teachers / teaching assistants will also visit children in their existing classrooms.
Special curriculum activities are planned to prepare all children for the possible impact of the change. Some children have photographs of their new classroom as well as teaching and support staff sent home over the summer holidays so the parents / carers can continue with this familiarization process. Our aim is to minimise any anxiety at the start of the new academic year.
SEN children engaging in all activities
Our school is fully accessible for pupils and staff with disabilities and school has a disability and equality plan in place.
We ensure that every child can access all activities and trips. We make reasonable changes and adaptations wherever we can. However, our main concern is always for the safety and well-being of all our pupils and sometimes we may consider it unsafe for a child to take part in a specific activity. This will always be discussed with the child’s parents / carers.
We use the following interventions to support children with additional needs:
Cognition and Learning
Writing booster groups
Any child may be taken for a writing booster group,
Reading / Inference Training
For children who are making slow progress with reading and comprehension exercises.
A one-to-one intervention that is designed to develop reading skills and enable
pupils to read with confidence, understanding and enjoyment.
To develop good language and communication skills
Maths booster groups
Communication, Interaction, Social and Emotional Difficulties
Meet and Greet Sessions
How was your day
For younger children who find it difficult to engage with others.
In case of grievance or difficulties, parents of children with SEN are in the first instance referred to the Guidance leaflet issued in Jan 2014 by the Leicester City Council: Complaints Procedure for Schools in the City of Leicester – Guidance for Parents and Others.
Additional Information is available via the Family Information Directory Complaint Procedures:
Please find more details about the Local Authority SEND offer via:
Link to SEND Code of Practice: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf