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Normanby by Spital Primary – SEND Information Report

Special Educational Needs and Disabilities at our school

We believe that each child is an individual and strive to ensure that all children receive challenge and support to achieve at school and be happy in their learning.

How does our school know if children need extra help?  

  • At Normanby by Spital Primary School children are identified as having SEND through a variety of ways including the following;
  • Liaison with parents/carers prior to the child starting school
  • Liaison with other schools prior to the child transferring to our school
  • Daily assessment of learning in class (a child may also express their concerns in a particular subject)
  • Half termly reviews of child’s attainment and progress which indicates if the child is performing below age related expectations
  • Concerns raised by parents
  • Concerns raised by adults in school, for example behaviour or self-esteem is affecting performance
  • Liaison with external agencies
  • Health diagnosis through a paediatrician

How can parents/carers raise concerns?  

  • Please come in and talk to us – your child’s class teacher will usually be the first person in school who you could contact or Mrs Reeve, our SENCO, who is in school every Thursday afternoon.
  • We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

Who will oversee, plan, work with and review my child’s support and how often? 

  • The class teacher will oversee, plan and assess your child’s learning and work with each child with SEND in class to ensure that good/outstanding progress is made.
  • Our SENCo oversees all support and achievement of any child requiring additional support across the whole school.
  • Our SENCo, a Higher Level Teaching Assistant (HLTA) or a Teaching Assistant (TA) will work with your child either individually or as part of a group in class during the morning as well as individually during intervention sessions which take place during the afternoon. The regularity of these sessions will be explained to parents when the support starts.

Who will explain this to me?  

  • The class teacher will meet with parents at least on a termly basis (this could be as part of parents’ evening) to discuss your child’s achievement, needs, support and next steps.
  • For further information the SENCo is available to disuss support in more detail.

How are the School Governors involved and what are their responsibilities?  

  • The SENCo reports to the Governors termly to inform them about the achievement of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
  • One of the Governors is responsible for SEND and meets with the SENCo. They also report to the Governors to keep them all informed.
  • The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support and challenge they need in order to achieve.

What are the school’s approaches to differentiation and how will that help my child?  

  • All learning within class is pitched at an appropriate level to accurately match each child’s individual needs. Typically this might mean that in a lesson there would be four different levels of learning for the class, however, on occasions this can be individually differentiated. Intervention sessions are individually differentiated.
  • The benefit of this type of differentiation us that all children can access learning at their level.

What opportunities will there be for me to discuss my child’s achievement?  

  • We have an open door policy where you are very welcome to come in at any time to make an appointment to meet with either the class teacher or SENCo to discuss how your child is getting on. We can offer advice and practical ways that 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.
  • If your child is on the SEND register they will have a Pupil Profile which will include an additional support plan for your child. This is discussed on a termly basis and parents are given a copy of the Profile. The targets are set with the expectation that your child will achieve the target by the time it is reviewed.
  • If your child has complex SEND they may have an Education, Health Care Plan (EHC) which means that an Annual Review will be held in addition to the usual review meetings. This will check that the content of the EHC Plan is kept updated.

How does the school know how well my child is doing?  

  • As a school we measure children’s achievement in learning against National age related expectations.
  • The class teacher continually assesses each child’s strengths and any areas where further support or challenge is needed. As a school, we track children’s progress from entry to end of KS1 and to end of KS2, using a variety of methods including standardised testing, such as reading ages.
  • Children who are not making expected progress are identified through daily assessment for learning in class, as well as regular pupil progress meetings which take place between the class teachers, teaching assistants and the head teacher. In this meetings, a discussion takes place regarding all individual children and what further support and challenge can be given to aid their progress.
  • Any children may receive extra challenge or support at the point of their need, but this does not always mean they will require entry on the SEND register.
  • When the child’s Pupil Profile is reviewed, the discussion is noted to record any change in their needs and progress made towards the desired outcomes set at the last review. If the child’s progress is not as expected, the reasons for this will be discussed. Then, the outcomes may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

What is the pastoral, medical and social support available in the school?  

  • We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore, this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Care and/or Pathways Behaviour Support.
  • We have a member of staff trained as an Emotional Literacy Support Assistant to provide social and emotional support to children who require extra support at different points in their school life.

  • We work with the Child and Mental Health Service (CAMHS) team to promote positive mental health for children.
  • We also work with our Local Authority Educational Psychologist and The Working Together Team for children with Social Communication Difficulties.

How does the school manage the administration of medicines?  

  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Parents should contact the class teacher or Head teacher on the door if medication is recommended by Health Professional to be taken during the school day. A medical consent and administration form should then be completed by the parents and staff in school.
  • On a day to day basis our Senior Administrator and/or Head teacher generally oversee the administration of any medicines.
  • As a staff we have regular first aid training and updates of conditions and medication affecting children so that the vast majority of staff are able to manage medical situations.

What support is there for behaviour, avoiding exclusion and increasing attendance?  

  • As a school we adopt a positive approach to managing behaviour, with a clear reward system that is followed by all staff and pupils.
  • All children are involved in writing behaviour expectations and effects which is published in all classes and for the playground.
  • If a child has a behavioural difficulty a Behaviour Support Plan is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
  • After any behaviour incident we expect the child to reflect upon their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
  • The attendance of every child is monitored on a daily basis by the Senior Administrator and Bursar. Lateness and absence are recorded and reported upon to the Headteacher and Governors. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school.

How will my child be able to contribute their views?  

  • We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
  • Children who have Pupil Profiles discuss and set their desired outcomes with their class teacher and/or Teaching Assistant. The SENCo will also meet with children before their reviews, so that they have an opportunity to discuss what is going well and what they need more help with.
  • Children have targets in their reading, writing and mathematics books to which they contribute and are involved in reviewing these and setting next steps on at least a weekly basis.
  • There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
  • Subject leaders involve children in discussions about particular subjects in school, what they like about these subjects and how they could be improved.

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

  • Our SENCo holds the National Award for SEND Coordination and is qualified to teach and assess children with dyslexia (AMBDA). She also holds an Assessment Practising Certificate.
  • As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including; GPs, school nurse, paediatricians, Speech and Language Therapists and Educational Psychologists.
  • All our staff have received Team Teach training for managing behaviour
  • All our teaching assistants have had training on delivering intervention sessions
  • Teaching assistants and the SENCo have had training on Nessy Learning and Precision Teaching for literacy difficulties.

How will my child be included in activities outside the classroom including school trips?  

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised.

How accessible is the school environment?  

  • The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level with ramps at specific fire exits.

How will the school prepare and support my child when joining the school and transferring to a new school?  

  • We encourage all new children to visit our school prior to starting when they will meet some children in their class and be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
  • We write social stories with children if transition is potentially going to be difficult.
  • When children are preparing to leave us for a new school, typically to go to secondary education, we arrange visits. At our partner secondary schools they may run a specifically tailored programme to aid transition for the more vulnerable pupils.
  • In our school, we spend one morning per week with children in their September classes from June to July so that children have had some experience of their new class and are not worrying through the summer holidays. Y6 children will work with our EYFS teacher on learning which has been set by our partner secondary schools. This learning is then shared with the secondary schools to aid transition.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

How are the school’s resources allocated and matched to children’s SEND needs?  

  • We ensure that all children who have SEND are met to the best of the school’s ability with the funds available.
  • We have a team of teaching assistants who are partly funded from the SEND budget and deliver small group learning in class or individual intervention programmes designed to accurately meet the needs of individual children.
  • The budget is allocated on a needs basis.

How is the decision made about what type and how much support my child will receive?  

  • The class teacher alongside the SENCo will discuss the child’s needs and what support who be appropriate.
  • Different children will require different levels of support in order to close the gap between expected levels.
  • This will be through on-going discussions with parents.

How do we know if it has had an impact?  

  • By reviewing the children’s outcomes on their Profile and ensuring they are making progress.
  • The child is making progress academically against national expectations and the gap is closing – they are catching up with their peers or age related expectations.
  • Monitoring verbal feedback from the class teacher, parent and pupil.
  • Children may move off the SEND register when they have made sufficient progress, or when their needs have been met, or their medical condition/illness has been resolved.

Who can l contact for further information?  

  • The first point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet Mrs Negus-Hill (Headteacher) or Mrs Reeve (SENCo)
  • You could look at our SEND policy on our website
  • You could contact LIAISE at the Local Authority, who are an Independent organisation set up to support parents

Who should l contact if l am considering whether my child should join the school? 

  • Contact our school office (01673 878216) to arrange to meet our Headteacher, Mrs Negus-Hill and SENCo, Mrs Reeve who would willingly discuss how our school could meet your child’s needs.

The SEND Information Report will be updated annually.

C Flintham May 2019