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SEND

Berkeley Primary School

SEND Information Report

September 2016-17

 

 

SENCO: Mrs Suddaby      

SEN Governor: Samantha Hazelden

Contact:  01724 867065   admin.berkeleyprimary@northlincs.gov.uk 

Local Offer Contribution: http://www.northlincslocaloffer.com

 

Berkeley Primary School is an inclusive school; we welcome all with disabilities or special educational needs.  Every child has the right to equal access to and participation in the school community and to an education which will enable them to access the curriculum and achieve their full potential.

 

The SEND Code of Practice 2014 defines a child as having a special educational need if they have “a significantly greater difficulty in learning than the majority of others of the same age.”

Or

“has a disability which prevents of hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream school.”

We provide Special Educational Needs and Disabilities (SEND) support for pupils with significant needs in the following areas:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

 

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

Where concern is expressed that a child may have a special educational need, the class teacher takes early action to assess and address the difficulties. Discussions about the child’s progress take place at termly Progress Meetings where strategies are amended and adaptations suggested.  This means the pupil’s progress will be more closely monitored and extra help will be given as necessary within class or as an intervention.  The SENDCO is part of the Progress Meetings for all year groups, and will be aware and make recommendations.

If parents/carers have concerns about the progress or attainment of their child they should in the first instance make an appointment to speak to the class teacher to discuss their concerns, who will then liaise with our Special Needs and Disabilities Coordinator (SENDCO) as appropriate.

 

How will the school staff support my child?

All teachers are responsible for every child in their care, including those with special educational needs. Where the difficulty appears more severe, the teacher will seek guidance from the SENDCO as appropriate.  The teacher will assess the pupil further and the SENDCO may decide to place the child at School Support. At this point a SEND Support Plan will be written and the teacher will share it with parents, other agencies and the SENDCO. This will then be reviewed on a termly basis.

 

The teacher will work on the targets set within the classroom and the child may also access intervention sessions with a Teaching Assistant as appropriate.

 

Underpinning all our provision in school is the graduated approach cycle of:

 

Assess: The class teacher will carry out observations, hold discussions with the SENDCO, key staff and parent/carers to identify the child’s needs.  Assessments from outside agencies may be involved with the consent of the parents.

Plan: The class teacher will hold meeting with the child, parents/carers, colleagues or any specialist who are involved to plan what support will be put in place. Interventions and support required will be identified.  

Do: The plan will be implemented by the class teacher, support staff, with the support from the SENDCO.

Review: The plan will be reviewed with the child, parents and key staff members to assess the impact the plan has had.

 

How will the curriculum be matched to my child’s needs?

When a pupil has been identified with special needs their work will be differentiated across the curriculum by the class teacher to enable them to access the curriculum. Where a child’s needs are more complex, we will work closely with the appropriate outside agencies in order to create a relevant and purposeful curriculum for that child.

 

Teaching assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.

 

If appropriate, specialist equipment may be given to the pupil such as writing slopes, pencil/pen grips, coloured exercise books, coloured overlay or easy to use scissors.

 

How will I know how my child is doing and how will you help me to support my child’s learning?

Parents are able to meet with the teacher at least once a term and at other times as requested. Parents are supported to make sense of attainment and progress in relation to their individual child and in comparison with national standards.

 

Children’s progress is analysed regularly and the Leadership Team discuss this progress with teachers termly, to ensure that gaps in learning are addressed. Interventions are monitored on a regular basis and designed to meet individual’s needs.

 

Parents are made aware of how best to support their child’s learning at home. Training for parents around the curriculum is offered regularly, including phonics and the teaching of reading.

 

Children’s views are taken into account, particularly as they get older and become more able to share their opinions.  They are involved in setting and reviewing their targets and writing the any support plans.

 

What support will there be for my child’s overall well-being?

All staff are fully aware of the need to meet a child’s overall well-being.  Staff are extremely caring and make time to talk to and listen to children throughout the school day. Those deemed as being vulnerable for a variety of reasons are given particular attention and may be part of a nurture group or access an intervention targeted to meet their pastoral and social needs.

 

Staff and in particular the SENDCO liaise closely with key professionals regarding medical needs. Staff are trained in supporting personal care. Individual Healthcare Plans are used to support children with medical needs (see policy). Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.

 

Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.

 

Pupils’ views are sought through school council and other forums.

 

What specialist services and expertise are accessed by the School?

 Staff currently consult with the following professionals as needed:

  • Educational Psychologists
  • Occupational Therapists
  • School Nurse
  • Speech and Language Therapists
  • Physiotherapists
  • Autism Outreach
  • St. Luke’s Outreach
  • Behaviour Support Team and EPU
  • IPASS
  • CAMHS/Clinical Psychology Service
  • Hearing/Visual Support Service
  • Other medical support

 

If advice from elsewhere was needed, the school would not hesitate to consult with the appropriate body.

 

What training have the staff had recently and what training is planned for the future?

We regularly invest time and money in training our staff to improve Wave 1 provision for all pupils, to develop enhanced skills and knowledge to deliver Wave 2 (short term support interventions) and Wave 3 (individualised support and interventions).

 

Our SENCO is a qualified and experienced teacher and holds the National Qualification in Special Educational Needs, as well as receiving ongoing SEN training in specific areas.

 

All our teachers hold qualified teacher status and all staff members, including TAs, receive regular training to best support our pupils with SEND, for example in dyslexia, Autism, speech and language needs.

 

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

At Berkeley Primary School, a variety of after school clubs are offered to all children. The school’s aim would always be for all children to participate in trips. 

We ensure inclusion, and will seek advice from parents to help plan activities and trips around children’s needs.  

 

How accessible is the School’s environment?

Berkeley Primary School has several buildings based on the same sight.  All buildings are single-storey and wheelchair friendly. There are disabled parking spaces, disabled changing and toilet facilities, including shower.

 

How will the School prepare and support my child to join the school or to transfer to a new school?

Staff will prioritise meetings with parents and key professionals to ensure a smooth transition to and from our School. A transition programme will be set up to cater for a child’s individual needs to ensure they are prepared to move onto the next stage.                       

 

How are the School’s resources allocated and matched to children’s special educational needs?

The School ensures we meet the requirements of statements, allocating TA hours to support individual children and ensure we have a SENDCO in place.  A team of support staff are employed to meet the needs of individuals, to provide learning, nurture and wellbeing support.

 

Funds are allocated to purchase necessary resources (i.e. BSQuared, Dyslexia Assessments).  Funds are also allocated to purchase external support to advise (i.e. Behaviour support, Educational Psychology).

 

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

The school will adhere to recommendations made within an Education and Health Care Plan or a Statement. Other additional support is allocated according to need, which is decided by the SENDCO and Leadership Team, often based on recommendations and advice from external support.  Parents will be involved in this.

 

Who can I contact for further information?

The child’s class teacher would be the first point of contact, but parents are also able to speak to the SENDCO or a member of the Leadership Team if they wish. If a parent is considering whether a child should join the School, the Business Manager, Wendy Shaw should be contacted initially.

SEND Information Report

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