St. Andrew’s CE Primary School SEND Information Report
All Shropshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need and or disability being met in a mainstream setting wherever possible, where families want this to happen.
Shropshire’s SEND Local Offer has lots of information, support and resources for parents/carers of children with SEND including education, EHCPs, health and wellbeing, early help, family support, financial support, transport, things to do and lots more. The local offer website can be found on the following link: www.shropshire.gov.uk/the-send-local-offer
The information below details the offer within the school and ways in which parents and children may access the support required.
What types of Special Educational Needs do we provide for?
At St. Andrew’s CE Primary School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils. Not all pupils with disabilities have special educational needs and not all pupils with Special Educational Needs (SEN) meet the definition of disability. We believe that with proactive partnership working with all stakeholders: children, their families and partner agencies, all children can achieve their full potential, in an environment that stimulates a love for learning.
What should you do if you believe your child has Special Educational Needs?
We encourage open channels of communication between the class teacher and parents and provide a visible presence for parents to seeks out staff as we recognise the positive impact that a close parental partnership has on the education of our children. We would encourage any parent with any concerns about their child to seek out the class teacher in the first instance. If required, advice and support can then be sought from the Special Educational Needs and Disabilities Coordinator (SENCo) who can make any appropriate referrals to support your child.
Below are the contact details of our SENCo and SEND Governor.
Special Educational Needs Co-ordinator (SENCO): Mrs Diane Johnson
Nominated Special Educational Needs Governor: Mrs Donna McNaughton
Address: St. Andrew’s CE Primary School, Park Lane, Shifnal, Shropshire. TF11 9HD
Telephone Number: 01952 460226
How do we identify children with SEND within our school?
The early identification of pupils at St. Andrew’s is a priority. There are a variety of approaches that we use in order to ascertain whether your child is displaying any SEND tendencies and if it would be appropriate to add your child to the SEND register.
These approaches include but are not exhaustive to:
- The rigorous tracking of termly progress and identifying any specific areas of concern.
- Teacher observations and ongoing teacher assessments.
- Discussions during pupil progress meetings.
- Specialist Advisory Service identification.
- Educational Psychologist identification.
- Liaising with any previous settings or other agency involvement.
At the heart of the identification process is the parent, school partnership and the open lines of communication between all stakeholders.
We follow the Graduated Approach of identification and support for children with SEND. Children who require educational provision that is additional to or different from that made generally for other children or young people of the same age or have a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities, are placed on the SEND register. Children registered as SEND Support can move from this status if the actions taken by the child, parents/carers, school staff and outside agencies enable the child to make enough progress in their area of needs. However, some children, dependent on their need, may stay on SEN Support or progress to an Education Health and Care Plan.
What policies are in place to support children with SEND?
Our SEND Policy and Local Offer will give you the information you need about how we organise provision for all pupils with SEND and are available to view on the school website.
If you would like to discuss our SEND provision or find out more, please contact our SENCo who will be happy to discuss it further.
The following policies are available for viewing on the website:
- SEND Policy - click here
- Behaviour & Anti-bullying Policy
- Health and Safety Policy
- Safeguarding Policy
- Disability, Inclusion and Accessibility Plan
- The School’s Local Offer - click here
How are arrangements made to consult with parents?
St. Andrew’s has a strong commitment to work closely with parents/carers and has an open door policy to ensure information is always accessible to parents and staff. We value the contribution of information from parents/carers and consult them at many opportunities throughout the academic year. In addition to parents’ evenings, where the progress and attainment of pupils is discussed, termly personalised learning plans will be reviewed 3 times a year.
Parents are able to ask questions and find out information through various means:
- Initial support from the teacher
- Liaison with the SENCo
- Information is on the school website showing links to school, support services such as SENDIASS.
- Access to support from the Head teacher.
- Meetings with the Pastoral Lead are held to offer support where necessary.
- Pre transition meetings to ensure smooth entry to school.
- Visits to nursery children new to the school.
How are the children’s voices heard in the process?
Pupils are consulted and their views are sought throughout their educational journey whilst at St. Andrew’s. We ensure that all pupils are asked about their own strengths and areas for development. They are involved in termly personalised learning plans and we share with them the progress that they have made. Pupils are actively encouraged to contribute their views throughout their educational journey.
How does school assess and review the progress of pupils with SEND?
We ensure that SEND pupils are closely assessed through monitoring of classroom practise by the SENCo and Senior Leadership Team. Assessment of children is ongoing with more formal assessments being undertaken at specific time periods during the academic year. Outcomes are discussed with the Headteacher and the SENCo during Pupil Progress meetings at the end of each term.
During intervention sessions, pupils’ progress is monitored and followed up by constant liaison with the class teacher. Teachers are expected to identify barriers to learning and analyse outcomes to measure the effectiveness of any intervention. At the end of more formal 1:1 or small group work, data is gathered to measure the impact. Formal pupil progress meetings for pupils with SEND are held termly to review their Termly Support Plan.
How do we prepare children with SEND to transition into a new phase of education?
We recognise that ‘moving on’ can be difficult for a child with special educational needs and we take steps to ensure that any transition is as smooth as possible. If a child is joining us from pre-school, the SENCo will visit pre-schools when appropriate. Children will be able to visit our school and stay for a play session, both with and without primary care givers. If a child is moving to another school, we will contact the school SENCo and ensure that any special arrangements or support that needs to be made for the child are passed on. Where possible, a planning meeting will take place with the SENCo from the new school. We will ensure that all records about the child are moved onto the new school in a timely manner.
When transitions take place within school, such as moving into a new class there are various procedures in place to ensure all our children integrate well into their new learning environment. Transition meetings are built into the school calendar and a child centred approach is adopted. All information on the child will be shared with the new teacher and various opportunities to observe the child in their current class, and work 1:1 or in small groups can be planned for.
Before a move to secondary school, the receiving SENCo is invited to attend a transition meeting and detailed records are passed on to the school. Arrangements are made for children to have additional visits to their new school.
How do we support child with SEND?
Access to quality first teaching (QFT) is a priority for all pupils at St. Andrew’s. All children benefit from ‘Quality First Teaching’: this means that teachers assess, plan and teach all children at the level which allows them to make accelerated progress with their learning. Through Quality First Teaching, we ensure that the curriculum and teaching sequences are adapted to meet the individual needs of all children.
We support pupils with SEND through various means:
- Adaptation of learning in class by the class teacher through quality first teaching (QFT).
- Specialist advice and support from external agencies
- Implementation of various strategies so every child can access the curriculum at a level appropriate to their specific needs.
Communication and interaction difficulties:
- Speech and language therapy support (NHS).
- Nurture groups
- Outreach Support Service for Autism
- Advice from the Local Authority
- Meetings with Headteacher/SENCo /Pastoral Lead for parents to support behaviour management at home.
- Adaptation of the school building to facilitate access and give expert knowledge of specialist equipment needed.
- Risk assessments are completed.
- Individualised Health Care Plans.
- Emergency evacuation plan.
- Occupational therapy advice and support.
How does the school adapt the curriculum and learning environment for pupils with Special Educational Needs and Disabilities?
We deliver a creative curriculum that is engaging and accessible for all. Through Quality First Teaching, appropriate planning and delivery, close monitoring and assessment, we ensure that the curriculum and teaching sequences are adapted to meet the needs of the individual.
We deliver a highly differentiated curriculum to meet the needs of all our pupils. Class teachers plan on a weekly basis, but the pupils are assessed formally and informally throughout all lessons. Plans are adapted accordingly to ensure all pupils can reach their full potential. Pupils are provided with real life experiences to enrich their understanding of different aspects of the curriculum and we try to inspire pupils with wonderful topic stimuli across the school. Where possible, they also have opportunities to participate in educational visits to further broaden their understanding, enrich their language and develop their confidence.
How do we ensure that teachers and support staff are well informed and trained about the specialist needs of children with SEND?
All teachers recognise that they are teachers of ALL pupils and are responsible for SEND provision in the school.
- All teaching staff can access all children’s reports
- Termly Personalised Learning Plans are created to ensure the child’s needs and voice is at the heart of their education. These are discussed directly with parents and all staff working with the child.
- Structured end of year transition meetings are held between all staff.
- Training for specific learning difficulties is offered as required e.g. dyslexia, autism.
- Regular first aid training and updates take place.
- Medical training in the use of Epipens etc. is offered as required.
- Training is offered to lunch supervisors as needs arise.
How does the school evaluate the effectiveness of its provision for pupils with SEND?
All interventions and additional support is recorded on Provision Maps. These clearly state what additional support is being provided, by whom and when. Detailed documentation is kept on the targets being addressed, the work undertaken, and the progress made. Targets and progress are reviewed at the end of a block of work and information will be shared with parents/carers termly at parent evenings and through their Personalised Learning Plans.
What activities are available for children with SEND above and beyond those in the curriculum?
The school’s policy is designed to be fully inclusive for all pupils. Measures are put in place to ensure that children with SEND can access fully the curriculum and opportunities such as extra-curricular clubs are able to meet their specific needs. For example, all educational visits are risk assessed to ensure that there is full access for children with SEND. Lunchtime supervisors are all briefed on any children who have SEND.
What support that is available for improving the emotional and social development of pupils with special educational needs?
We are a very caring and nurturing school. All staff support children in their emotional and or social development throughout their time here with us at St. Andrew’s. However, we are also fortunate enough to have a highly skilled Pastoral Lead who can provide extra support to individual children, supporting them through issues such as bereavement, family separation, friendship issues or confidence and self-esteem development.
Classroom based teaching assistants are often well placed to also support children within that class as they have developed secure relationships with them and can tailor support to their individual needs. We have a School Council which is made up of representatives from each class who encourage the children to have a voice. Children with SEND are encouraged to participate in all areas of school life including the school council.
For all children with SEND, support and advice is available from the school SENCo and Headteacher. The school seeks advice and guidance from other professionals and involves them in the planning and delivery of support for pupils with SEND.
The school has an administration of ‘medicines’ policy which is available from the school on request. When pupils do need to have medicine given at school, parents fill in a ‘parental agreement for medicine’ form. The medicine is kept in a locked cupboard or stored in a secure fridge.
How does the school and governing body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils?
Any additional staff working with vulnerable children requiring support during the school day will work under the direction of the SENCo. These could include:
- Educational Psychologist
- NHS Speech and Language Therapy
- Occupational therapy
- School Nursing Team
- Sensory Inclusion (Educational Service for Hearing and Vision)
- Learning Support Advisory Team
- Woodlands Outreach
Outside agencies working with our school will normally only work directly with pupils whose needs are felt to be considerable and have not responded well to the interventions previously put in place for them. This involvement is planned for in consultation with the parents/carers, class teacher and SENCo. In order to help with the pupil’s educational needs, agencies will generally meet with the parent and give feedback after the assessment has been completed. Advice will be offered to the school and parent/carer on how to best support the pupil and take their learning forward.
What arrangements are made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?
The first point of contact for a parent if they want to discuss something about their child would be the child’s teacher. Parents can also talk to the Mrs Johnson (SENCo) to discuss their child’s individual needs or any concerns that they may have. Parents may wish to talk to the Headteacher Mrs Aileen MacMillan. If parents feel that they cannot discuss a matter with a member of staff, they can contact the SEND Governor Mrs Donna McNaughton.