Special Educational Needs and Disabilities

The Rivers CofE Multi Academy Trust SEND Principles

Cutnall Green Primary School's SEND Information Report 

 

Who is responsible for SEND at Cutnall Green C of E Primary School?

 

Head of School

 

Mrs Emma Rowe

 

 

 

SENDCo

 

Mrs Annette Murray

 

  • Day to day management of all aspects of the school, including the provision made for children with SEND
  • Working with the School Improvement Board (SIB) and SENCO to ensure the school complies with the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • Overseeing the day to day implementation of the SEN policy
  • Coordinating provision and support for children with SEN
  • Working in partnership with parents of children with SEND
  • Working on partnership with early years providers, other schools, educational psychologists, health and social care professionals and independent or voluntary bodies

 

 

 

Class Teachers

 

 

SIB Member responsible for SEND

 

Mrs Nicola Palmer

 

  • Quality first teaching
  • Adapting the curriculum to respond to the strengths and needs of children with SEND
  • Checking on the progress of children with SEND and identifying any additional support required
  • Contributing to assessments or referrals to outside agencies either through conversations with the SENCO and other professionals or through completing assessment forms, questionnaires etc...
  • Ensure the school’s SEN Policy, SEN information Report and Accessibility Plan are reviewed and updated annually
  • Monitor the effectiveness of the deployment of the school’s delegated SEN budget
  • Working with the head of school to ensure the school complies with the Equality Act (2010) with regard to reasonable adjustments and access arrangements

What kinds of SEND are provided for?

 

The SEN Code of Practice identifies four main categories of need: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health and Sensory and/or Physical.  Cutnall Green C of E Primary School supports children with a wide range of needs. Sometimes children may have needs that fall into more than one category below. For example, a child with autism may also experience difficulties with anxiety and would therefore have needs in Communication and Interaction and Social, Emotional and Mental Health.

 

Four Main Areas of Need from SEN Code of Practice (2015)

 

Communication and Interaction

 

  • Difficulties in communicating with others
  • Difficulties with social interactions
  • Difficulty saying what they want to, understanding what is said to them, not understanding social rules of communication
  • Children with Autism are likely to have difficulty with social interaction

 

 

 

Cognition and Learning

 

  • Learning at a slower pace than their peers
  • Moderate Learning Difficulties (MLD)
  • Severe Learning Difficulties (SLD)
  • Profound and Multiple Difficulties (PMLD)
  • Specific Learning Difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia

 

 

 

 

Social, Emotional and Mental Health

 

  • May demonstrate challenging, disruptive or disturbing behaviour
  • Anxiety or depression
  • Self-harming
  • Eating disorders
  • Attachment disorder
  • Attention Defecit Hyperactivity Disorder (ADHD) or Attention Defecit Disorder (ADD)

 

Sensory and/or Physical

 

  • Disability that prevents a child from accessing the educational facilities
  • Vision Impairment (VI)
  • Hearing Impairment (HI)
  • Multi-sensory Impairment (MSI)
  • Physical Disability (PD)

 

How does the school identify and assess children with SEND?

The Code of Practice states that a child or young person has SEND if they have “a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

 

a) Have significantly greater difficulty in learning than the majority of others of the same age

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 schools.”

 

The Equality Act 2010 definition of a disability is:

 

“A person has a disability for the purposes of this act if (s) he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.” Section 1 (1) DDA 1995

 

Early identification of pupils with SEND is a priority. Children are identified as having SEND through a variety of ways, (usually a combination), which may include some of the following:

 

  • Liaison with previous school or pre-school setting
  • Child performing below age related levels (or equivalent e.g. percentile rankings)
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with external agencies such as Educational Psychologists, Speech and Language Therapist, Occupational Therapist, Learning Support Teacher, Complex Communication Needs Team, School Nurse,
  • Tools for assessing difficulties e.g. standardised tests, Dyslexia Pathway, Dyspraxia Pathway, Strengths and Difficulties Questionnaire

 

If there are concerns about a child’s progress, the class teacher would discuss this with the SENCO to try and identify what specific difficulties the child is having. The teacher may be advised to make adaptations to the learning environment, lesson planning and resourcing to try and remove any barriers to learning. Quality First Teaching (QFT) is often enough for most children to make good progress.

 

Should the changes made to QFT not have the desired effect on the child’s progress, the model of Assess, Plan, Do, Review will be followed by the school to assess the child’s needs, plan interventions / provisions to support them, do the actions in the plan and then review the impact. This is a cyclical model which is shown in the diagram below

Where, despite the school taking relevant and purposeful action to identify, assess and meet the special educational needs of the child, the child has not made expected progress, the school may decide that it is necessary to request an Education, Health and Care (EHC) needs assessment. This is the first step to getting an Education, Health and Care Plan (EHCP). Parents can request an EHC assessment at any time if they feel that their child needs a full assessment of their needs. Parents can find more information about the process at https://www.ipsea.org.uk/ehc-needs-assessments.

Further information is also available on the Worcestershire SEND Services website: http://www.worcestershire.gov.uk/info/20613/send_school_provision_and_education_health_care_plans_ehcp 

How will the school let parents and children know how their child with SEND is getting on?

 

Parents:  At Cutnall Green C of E Primary School we value the contribution that parents can make to their child’s education. Parents are experts when it comes to their children and we will always listen to any concerns you may have about your child’s progress. In the first instance, the class teacher is the main contact as they work with your child every day. Class teachers are available for a brief, informal discussion at the end of each school day, or you can make an appointment to see your child’s teacher if you feel you need more time to discuss any concerns. Over the course of the year there are two parents’ evenings (October and February/March) and you will receive a detailed end of year report in the summer term. For children on the school’s SEN Register you are offered a third meeting in the summer term to review and discuss your child’s targets in preparation for the following year. In addition, you are offered a termly meeting with the SENCO, usually around the same time as parents evening, and can make this appointment through the office. Children on the SEN register and those with complex needs have Pupil Passports which will be shared with the child, parents and school staff who work closely with your child. The Pupil Passport contains information about how everyone involved in your child’s education can support them effectively and how they will help themselves.

 

Children:  School staff aim to include your child’s views wherever possible when planning provision to meet their needs. Children are given regular verbal and written feedback and have daily conversations with their teachers about their learning. As a school we encourage parents to bring their child to their parents’ evening appointment so that the teacher can share their successes and targets with the child together with their parents. Children contribute to their end of year report and we would encourage you to discuss your child’s report with them. Pupil Passports are created with the child and they have a say about what information the passport contains. Through circle time, pupil conferences and questionnaires, children have an opportunity to say what helps them with their learning which is then shared with all staff who work with the child.

What does the school do to prepare children with SEND for transition to their next school?

 

 

What approach does the school take to teaching children with SEND?

Our teachers are skilled in adapting teaching and learning to meet the diverse range of needs in class. When planning lessons, teachers consider individual children’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. Grouping arrangements are organised flexibly with children with similar attainment grouped together sometimes and at other times mixed attainment grouping is used to maximise learning opportunities for all. This also includes extension / deepening activities for higher attaining pupils. Additional adults are used appropriately to help groups and individual pupils with a long-term aim of developing independent learning skills. Teachers and teaching assistants work with a range of groups over the course of the week to ensure that children don’t become reliant on adult support. This support is monitored through book scrutiny, learning walks and lesson visits.

 

Quality First Teaching (QFT) strategies are used to ensure all children have access to the curriculum alongside their peer group. This includes, but is not limited, to the following strategies:

 

  • Differentiated lesson planning by level / outcome / pitch / pace and support
  • Ongoing assessment
  • Clear learning objectives and success criteria
  • Adjusted lesson pace
  • Visual supports
  • Learning Partners
  • Visual Timetables
  • Word banks
  • Multi-sensory approach to teaching

Auditory – through the sense of hearing

Visual – through the sense of sight

Tactile – through the sense of touch

Kinesthetic – through body movement

eg: use of colour coding for word building, write in sand/foam, using manipulatives – counters, read aloud, act out their learning

  • Differentiated homework tasks
  • Access to online learning

at home e.g. IXL, Lexia

 

  • Targeted catch-up interventions
    Small group teaching
    Mixed attainment

Quiet area to work
Pre and post-teaching of concepts

  • Fiddle toys
  • grouping
  • Daily Word Aware
  • vocabulary teaching
  • Wobble cushions /
  • sensory equipment
  • Facilities in school to

address personal care, dietary, toileting, medication needs and mobility support

  • Access to ICT to support learning
  • Additional adults deployed effectively
  • Clear routines, structured tasks and rewards
  • Engagement with parents
  • Liaison with the SENDCO
    Teacher repetition /
  • reinforcement

What expertise and training do the staff who support children with SEND have?

 

All staff working at Cutnall Green C of E Primary School have receive regular training in school during staff meetings, ‘twilights’ and at 5 x Teacher Education Days (TED) across the year. Training is carefully planned to address areas of expertise that require development and to ensure ongoing updates to training previously covered. Training is delivered by school staff and outside professional agencies which may include Speech and Language Therapists, Babcock Complex Communications Team. Recent training focusing on special educational needs has included, Word Aware (vocabulary development), Signalong – a key word signposted communication system, the Graduated Response, Provision Mapping, Safeguarding and Individual Education Plans.

 

Staff delivering tailored interventions to children with additional needs receive in-house training and support and, if necessary, training is arranged with the outside agencies who have recommended the intervention. For example, where a Speech and Language intervention has been recommended, staff work with our Speech and Language Therapist to ensure they understand the specific needs of each child and deliver the intervention successfully.

How does the school involve others in meeting the needs of children with SEND and their families?

 

In some cases, outside professionals from health or social services may already be involved with the child. Where these professionals have not already been working with the school staff, the SENCO may contact them should the school and parents feel this is appropriate. Any involvement of outside agencies is with the consent of parents and following ongoing discussions with the class teacher. The SENCO will support the further assessment of the child, coordinating the completion of referral paperwork and assisting in planning future support for them in discussion with colleagues and monitoring the action taken. The child’s class teacher will remain responsible for working with the child on a day to day basis and for planning and delivering an individualised programme. The class teacher is the first port of call if you have concerns about your child’s development. Parents will always be consulted and kept informed of the action taken to help the child and of the outcome of this action.

As a school we have developed close working relationships with a number of outside agencies and work closely with the following organisations / agencies (and others where appropriate) in order to identify areas of need and make recommendations for any adaptations to provision:

What does the school do to ensure children with SEND can access all activities available?

 

School staff are experienced at developing appropriate adaptations to both the curriculum and to the resources used in order to enable all children to fully access the opportunities available to them. When planning the curriculum, school staff consider access for all children to ensure that they can take part in all activities. Quality First Teaching (see section 6) ensures that children’s individual needs are planned for with additional adult support, differentiated tasks or additional resources put in place where necessary. Where an activity is taking place off-site, consideration is given to ensuring access for all children and any required adaptations or additional staffing requirements are accounted for. Adult to child ratios are carefully planned to ensure adequate staffing at all times whilst off-site. A Risk Assessment is carried out by the lead teacher in consultation with senior leaders, and the SENCO if necessary, to ensure adaptations or additional support required to ensure inclusion of children with SEND.

 

What support is there for improving emotional and social development?

 

We take a whole school approach to improving emotional and social development at Cutnall Green C of E Primary School.   Through our Christian values, we ensure a holistic approach to developing positive emotional wellbeing and social development. School staff are skilled in identifying social and emotional difficulties in children and we have a dedicated, trained Youth Mental Health First Aider( who?) . Children are encouraged to discuss any worries or concerns with the adults in school so that they can be dealt with promptly so that they do not manifest into more serious difficulties. We are developing a number of interventions in school to support the development of positive social skills such as Talkabout for Children-, lunchtime club, and offer tailored transition support programmes, social stories and home/school contact books where appropriate. In addition, the school calls on the expertise of outside agency support such as the Early Intervention Family Support Workers and the Behaviour Support Team who offer small group interventions that support children with self-esteem difficulties and / or anxiety. In addition, we work with a local charity who offer a 1:1 mentoring programme for identified children. We are also able to offer play therapy and drama therapy for children who may have experienced trauma or bereavement. Should a child’s emotional needs affect their mental health, we may make a referral to the Childhood and Adolescent Mental Health Service (CAMHS) in consultation with parents / guardians. (Parents can refer to CAMHS too). The school participates in Anti-Bullying Week every year and takes any reports of bullying very seriously. For further details, please see our separate Anti- Bullying Policy which is available on our website.

 

Glossary/ abbreviations

 

The SEN process can be full of acronyms which can make understanding it even more difficult. Here is a set of the most common acronyms:

 

Attention deficit hyperactivity disorder (ADHD)

Autistic spectrum disorder (ASD)
Cerebral palsy (CP)
Child and Adolescent Mental Health Service (CAMHS)

Cystic fibrosis (CF)
Education, Health and Care Plan (EHCP)

 Educational psychologist (EP)
Education Welfare Officer (EWO)
Early years foundation stage (EYFS)
Hearing impairment (HI)
Local authority (LA)
Local Offer (LO)
Moderate learning difficulties (MLD)
Obsessive compulsive disorder (OCD)

Occupational Therapist (OT)
Pathological demand avoidance (PDA)
Profound and multiple learning disability (PMLD)

Pupil Referral Units (PRU)
Physiotherapists (PT)
Speech and Language Therapists (SALT)
Special educational needs (SEN)
Special Educational Needs Co-ordinator (SENCO)

Visual impairment (VI)

 

Further Information

Sometimes parents may wish to access information independently and find websites a useful source of information. Whilst Cutnall Green C of E Primary School does not recommend or endorse any sites or the views expressed within them, the following links may prove useful:

https://www.hacw.nhs.uk/our-services/speech-language-therapy/childrens/ - Worcestershire NHS Speech and Language Service

http://www.wmydmyb.co.uk – What Makes Us Different Makes Us Beautiful

https://www.ipsea.org.uk - A useful site for free, legally based Special Education advice

http://www.worcestershire.gov.uk/sendiass SEND Information, Advice and Support service offering impartial and neutral advice.

http://www.autism.org.uk The National Autistic Society website, the main UK charity for supporting people with ASD and their families

https://www.widgit.com/resources/ Symbolled resources for different topics and areas of life, including resources for fire safety and about visiting the doctors/dentists

  https://autismuk.com Lots of information on ASD

https://www.downs-syndrome.org.uk Advice and support, including booklets to help with independent toileting, sleeping and managing behaviour

https://www.autismspeaks.org A comprehensive site, with a useful resource library

What should I do if I have a complaint about the provision for children with SEND?

 

At Cutnall Green C of E Primary School, we are proud of our provision for children with SEND. All staff share a commitment to ensuring every child’s needs are met and strive for excellence in the provision for all children that we work with. If a parent feels that the provision that their child receives falls short of our very high expectations, this should be raised with the class teacher in the first instance. Should the matter remain unresolved, parents are able to make an appointment with the SENCO via the school office either for a telephone call or a face to face meeting. In addition, any concerns can also be raised with the Head of School or Executive Headteacher.   In the unlikely event that a parent feels that the matter is not resolved in a satisfactory way they should follow the school’s policy for complaints which can be found on the school website or a paper copy can be requested from the school office.

Parents are also able to contact the Herefordshire and Worcestershire Special Educational Needs Disabilities (SEND) Information Advice and Support service (SENDIASS).

 

http://www.hwsendiass.co.uk/sendiassworcestershireandherefordshire/info/1/us

 

They provide free, accessible, impartial information, advice and support on all matters relating to children and young people with SEND. Every Local Authority has this type of service, what they provide is shaped by chapter 2 of the SEND Code of Practice (opens in a new window) and the National Minimum Standards for IAS Services (opens in a new window). It is a confidential service and provided at arm’s length from the Local Authority. They offer Information, Advice and support about the law on Special Educational Needs and Disabilities and related health and social care.

 

  • They offer to help parents understand how to get the services and support that they need, such as asking for an EHC plan needs assessment
  • They also help parents prepare for meetings with schools and the Local Authority such as annual reviews.
  • They can help parents get their views across
  • They can sign post you to other organisations for support