SEN

 

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If you need an impartial advice for special educational needs and disabilities you can contact the Derbyshire Information Advice Service for SEND (formally Parent Partnership)

click here to download their leaflet.

 

SEN information Report 2016-2017

Killamarsh Infant and Nursery School is a fully inclusive mainstream school which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need. Meeting the needs of all pupils including those with Special Educational Needs (SEN) is central to the work of our school. All staff, parents/carers, children, Governors and outside agencies work together to ensure that all children have access to the highest quality teaching and learning.


1. Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

2. What are the different types of support available for children with SEND in our school?

3. How can I let the school know that I am concerned about my child’s progress in school?

4. How will the school let me know if they have any concerns about my child’s learning in school?

5. How is extra support allocated and how do they progress in their learning?

6. Who are the other people providing services to children with SEND in this school?

7. How are the teachers in school helped to work with children with SEND, and what training do the teachers have?

8. How will the teaching be adapted for my child with SEND?

9. How will we measure the progress of your child in school?

10. What support do we have for you as a parent of a child with SEND?

11. How is Killamarsh Infant and Nursery School accessible to children with SEND?

12. How will we support your child when they are joining this school? Leaving this school? Or moving onto another class?

13. How will we support your child’s overall well-being?

14. What is the Local Authorities Local Offer and where is it published??

 

1. Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

The class teacher

Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need and letting the Special Educational Needs/Disabilities Co-ordinator (SENCo) know as necessary.
  • Writing Pupil Progress Targets and Individual Education Plans (IEPs) and sharing and reviewing these once a term and planning for the next term.
  • Ensuring that the schools SEN Policy is followed in their classroom for the pupils they teach with any SEN.

The Special Educational Needs Coordinator (SENCo): Mrs T. Weretelnikow

Responsible for:

  • Developing and reviewing the school’s SEN policy.
  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)
  • Ensuring that you are:

i) involved in supporting your child’s learning

ii) kept informed about the support your child is getting

iii) involved in reviewing how they are doing.

  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
  • Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

The Head teacher: Mrs J. Daine

Responsible for:

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.
  • The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEN Governor: Mrs J. Barton

Responsible for:

  • Making sure that the necessary support is given for any child with SEND who attends the school.

School contact details:

Killamarsh Infant & Nursery School 43 Sheffield Road Killamarsh Sheffield S21 2DX

Tel: 0114 248 58525

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2. What are the different types of support available for children with SEND in our school?

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work

Intervention which may be

  • Run in the classroom or a group room.
  • Run by a teacher or a teaching assistant (TA).

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy, School Support (SS)

SEN Code of Practice 2014:

This means a pupil has been identified by the SENCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from

  • Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Education Psychology Service (EPS).

What could happen?

  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
  • The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

c) Specified Individual support

This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will also need specialist support in school from a professional outside the school. This may be from

  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

For your child this would mean

  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

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3. How can I let the school know that I am concerned about my child’s progress in school?

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially.

If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENCo).

The school SEN Governor can also be contacted for support.

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4. How will the school let me know if they have any concerns about my child’s learning in school?

If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to

  • Listen to any concerns you may have.
  • Plan any additional support your child may need.
  • Discuss with you any referrals to outside professionals to support your child.

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5. How is extra support allocated and how do they progress in their learning?

The school receives funding for pupils with Special Educational Needs and disabilities through the Local Authority.

The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.

The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including

  • the children getting extra support already,
  • the children needing extra support,
  • the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

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6. Who are the other people providing services to children with SEND in this school?

School provision

  •  Teaching Assistants and HLTAs mainly working with either individual children or small groups on literacy and numeracy programs.

Local Authority Provision delivered in school

  •  Autism Outreach Service
  •  Educational Psychology Service
  •  Sensory Service for children with visual or hearing needs
  •  Parent Partnership Service
  •  SALT (Speech and Language Therapy)
  •  SSSEN

Health Provision delivered in school

  •  Additional Speech and Language Therapy input to provide a higher level of service to the school
  •  School Nurse
  •  Occupational Therapy
  •  Physiotherapy
  •  CAMHs

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7. How are the teachers in school helped to work with children with SEND, and what training do the teachers have?

The SENCo’s job is to support the class teacher in planning for children with SEN.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Autism Outreach Team (AoT) service.

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8. How will the teaching be adapted for my child with SEND?

Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.

Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.

Specific resources and strategies will be used to support your child individually and in groups.

Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

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9. How will we measure the progress of your child in school?

Your child’s progress will be continually monitored by his/her class teacher.

His/her progress will be reviewed formally with the Headteacher and SENCo every term in reading, writing and numeracy.

At the end of the Key Stage (Year 2), all children are required to be formally assessed using the Key Stage One Tests. This is something the government requires all schools to do and are the results that are published nationally.

Where necessary, children will have an IEP with specific targets on. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.

The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

Regular book scrutinies and lesson observations will be carried out by the SENCo and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.

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10. What support do we have for you as a parent of a child with SEND?

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

The SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.

IEPs will be reviewed with your involvement every term.

A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.

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11. How is Killamarsh Infant and Nursery School accessible to children with SEND?

Due to several sets of stairs it has not been possible to make the Killamarsh Infants building fully wheelchair accessible. There are certain classrooms in each year group that have one level access with ramps at fire exits. The school also have a disabled toilet. Due to pupil safety the Killamarsh Infant and Nursery site has restricted time access at the beginning and end of the school day. We warmly welcome parents/ carers to visit the schools to enable us assess the needs of your individual child.

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12. How will we support your child when they are joining this school? Leaving this school? Or moving onto another class?

We recognize that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

  •  If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
  •  Your child will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school:

  •  We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
  •  We will make sure that all records about your child are passed on as soon as possible.
  •  If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.

When moving classes in school:

  •  Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.
  •  If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.

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13. How will we support your child’s overall well-being?

The emotional and social development of all children is very important to us at Killamarsh Infant and Nursery School. There are opportunities for all the children in Year Two regardless of additional needs to be a mini leaders and are trained to help include all children in enjoying lunchtime and playtime. They can also take part in the School Council or Eco Committee.

When it is felt that a child needs additional support with their social and/or emotional development then we are able to offer nurture groups, descriptive play, positive play on a 1:1 basis or structured play in small groups.

The school train all staff in administering specialist medication such as EpiPens or epilepsy medication when necessary. If a child requires short term medication from a prescription then arrangements can be made through the school office for the medicines to be administered in school to ensure that children are able to attend school. The school has access to a family resource worker who will meet with parents who have concerns about their child’s emotional, social or behavioural needs either in school or at home and will work with the families directly or with the school to try and resolve these issues.

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14 What is the Local Authorities Local Offer and where is it published?

The Children and Families Bill states Local Authorities are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

Killamarsh Infant and Nursery School supports the local offer published by Derbyshire Local Authority which can be found here:

http://www.derbyshire.gov.uk/education/schools/special_educational_needs/default.asp

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