Welcome to Malton Community Primary School

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Special Educational Needs

SEN information report

North Yorkshire County Council Local Offer

Our SEND Policy

1 What kinds of SEN do we provide for in our school?
2 Who is the SENCo and how can I contact him/her? What policies do we have for identifying children and young people with SEN? How do we assess their needs?
3 What arrangements do we have in place for consulting parents of children with SEND and involving them in their child’s education?
4 What arrangements do we have in place in school to consult with children and young people with SEND and how do we involve them in their education?
5 What arrangements are in place for assessing and reviewing children’s and young people’s progress towards outcomes? What opportunities are available for parents and young people to work with the school as part of this assessment and review?
6 What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do we ensure that , as young people prepare for adulthood, outcomes reflect their ambitions (which may include higher education, employment, independent living and participation in society)?
7 What is our approach to teaching children and young people with SEND?
8 How are adaptations made to the curriculum and the learning environment of children and young people with SEN?
9 What expertise and training to support children and young people with SEN do we have in school? How do we access and secure specialist expertise?
10 How do we evaluate the effectiveness of the provision made for young people and children with SEN?
11 How do we enable children and young people with SEN to engage with activities (available in school) with children and young people without SEN?
12 How do we provide support for social and emotional development? What extra pastoral support arrangements do we have for listening to the views of children and young people with SEN? What measures do we have in place to prevent bullying?
13 How does our school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?
14 What are the arrangements for handling complaints from parents of children with SEN about the provision made at school?

1 What kinds of SEN do we provide for in our school?

At Malton Community Primary School we embrace the fact that the needs of every child are different. We welcome all children to our school whatever these needs may be. Our commitment to inclusive education means that we use our best endeavours to meet the needs of all children. Where children have special educational needs and disabilities, the school adopts a graduated response in accordance with the SEND Code of Practice 2015.

2 Who is the SENCo and how can I contact him/her? What policies do we have for identifying children and young people with SEN? How do we assess their needs?

We welcome parents and carers into our school and encourage them to talk to us about any concerns they may have.

In the first instance, please talk to the class teacher. If you wish to discuss your child’s needs further, please contact the Special Educational Needs Co-ordinator (SENCo), Miss Mariana Glass, or the Deputy Head Teacher, Mrs Helen Kirk, who will be able to talk to you in more detail about how we can support children with SEND. You can contact them on the school telephone number: 01653 692582.

Identification and Assessment

Quality First Teaching

All children have access to personalised and targeted support in the classroom.

We monitor children’s progress regularly to make sure they are making expected progress. If a child is not making expected progress, the class teacher will discuss possible strategies with the SENCo to support the child in the classroom.

SEN Support

Should the child continue to make less than expected progress, the class teacher will contact parents and carers to discuss the child’s strengths, areas of need and any additional and different provision that should be made for the child, including referral to external agencies. The class teacher and the SENCo may also talk to parents about whether the child should be included on the school’s SEN register. Parents will be invited to regular meetings to discuss the child’s progress.

Parents will be informed from the start of any SEN provision and will be informed of any changes.

Education, Health Care Plans

Sometimes a child will not make progress despite receiving additional support in school. The school will then discuss with parents/carers and external agencies the need to request an Education, Health Care Plan (EHCP). This is usually requested when parents/ carers and professionals feel that the child’s needs cannot be met using resources usually available in mainstream schools. Not all requests for an EHCP result in an actual EHCP.

3 What arrangements do we have in place for consulting parents of children with SEND and involving them in their child’s education?

Our school communicates with parents regularly throughout the year through:

  • parent/teacher consultation evenings twice a year
  • annual report followed by the opportunity to meet staff
  • home/school book where appropriate
  • at the beginning and end of the school day
  • meetings requested by parents
  • open classroom Thursdays
  • Friday Celebration Assemblies
  • class blogs
  • email
  • review meetings every term if your child is receiving SEN support from the Specialist Learning Support Team

4 What arrangements do we have in place in school to consult with children and young people with SEND and how do we involve them in their education?

We consult the children in various ways to involve them in their education.

We ask all children for their views regarding the theme they are working on in class. Other aspects of school life are discussed in school council.

All pupils with SEN are included in discussions about their learning where possible. Other methods of obtaining pupil voice (for example: drawings, symbols, IT) are used when children find it difficult to provide verbal or written feedback perhaps because of age or language needs. Children’s hopes and wishes are respected and we encourage children to discuss things that help/do not help them in school.

5 What arrangements are in place for assessing and reviewing children’s and young people’s progress towards outcomes? What opportunities are available for parents and young people to work with the school as part of this assessment and review?

The progress of all children is regularly monitored and reviewed throughout the year using the school tracking system. SEND assessment is used to show smaller steps of progress for children whose rate of progress is slower due to SEND.

Formal assessment takes place each term and this information is used alongside teacher assessment to gain an overview of each child’s attainment and progress.

This information is shared with parents and young people and their views taken into consideration as outlined above.

6 What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do we ensure that , as young people prepare for adulthood, outcomes reflect their ambitions (which may include higher education, employment, independent living and participation in society)?

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

If your child is joining us from another school

Early Years

  • the SENCO may visit the pre-school with the Foundation Stage Leader

Key Stages 1 and 2

  • your child can visit our school and stay for a taster session

If your child is moving to another school

  • we shall contact the school SENCo and ensure that he/she knows about any special arrangements of support that your child needs
  • we shall ensure that all records about your child are passed on as soon as possible

When changing classes within school

  • information will be passed on in advance to the new class teacher and a planning meeting will take place with the new class teacher when possible

Transition to secondary school

  • the SENCo will contact the secondary school to discuss the specific needs of your child and a meeting will be arranged so that parents, the school SENCo and the SENCo from the secondary school can plan a smooth transition for your child
  • your child will be supported in understanding the changes ahead
  • where possible, your child will have extra visits to the new school and, with your permission, staff from the new school may visit your child in this school

7 What is our approach to teaching children and young people with SEND?

We are committed to working together with all members of the school community. Parent partnership is particularly important to us.

Our commitment to Quality First teaching means that we have the highest expectations for your child. Teaching is built on what your child knows, can do and understand. We use different ways of teaching in order to fully involve each child in classroom learning.

Your child may get extra support through extra support in the classroom, in a small group or individually. We shall keep you informed if this happens.

8 How are adaptations made to the curriculum and the learning environment of children and young people with SEN?

All classroom teachers are responsible for children with SEND in the classroom and make changes to the curriculum and the learning environment to ensure that all children are able to achieve their full potential. All staff have high expectations and put into place adaptations which are necessary to achieve these.

Classrooms are dyslexia-friendly and contain Learning Toolboxes as part of the provision for children with different needs.

Further adaptations are made for more specific needs when necessary for an individual child.

Education, Health Care Plans, Health Care plans and risk assessments are implemented in discussion with parents and relevant professionals.

9 What expertise and training to support children and young people with SEN do we have in school? How do we access and secure specialist expertise?

 

The school provides training and support to enable all staff to improve teaching and learning of all children, including those with SEN. This includes whole staff training on SEN as well as training courses run by outside agencies.

The school employs a learning support assistant to work with children who have speech and language needs. Mrs Collins is able to support parents with referrals and has recently completed the ELKLAN qualification. 

The school is an Enhanced provision for pupils with SEMH. Some staff have specialist training in Social, Emotional and Mental Health (SEMH) difficulties.

After discussion with parents, we may refer a child for other specialist assessment, for example, the Speech and Language Therapy service. We may also refer a child through the NYCC Single Point of Referral. A panel will then decide which local authority services, such as the Educational Psychologist, will provide advice to the school regarding the child.

10 How do we evaluate the effectiveness of the provision made for young people and children with SEN?

Progress of children with SEND is monitored through analysis of data, teacher reports on progress, pupil progress meetings and intervention records.

The progress of children receiving interventions is reviewed every half term to ensure that the intervention is effective.

11 How do we enable children and young people with SEN to engage with activities (available in school) with children and young people without SEN?

All children with SEN have the same opportunities in school as children without SEN. Provision is made for all children to take part in extracurricular activities, trips and other events. Children with SEND have the same positions of responsibility within school as children without SEND.

12 How do we provide support for social and emotional development? What extra pastoral support arrangements do we have for listening to the views of children and young people with SEN? What measures do we have in place to prevent bullying?

We endeavour to support all children emotionally. All children follow a structured PSHE (Personal, Social, Health and Economic) curriculum and our school policies address a variety of issues including bullying.

We recognise that some children have extra emotional and social needs that need personalised strategies. As an Enhanced Mainstream School for Social, Emotional and Mental Health, we have access to the expertise of our specialist staff who are led by Mrs Helen Kirk, our Child Protection Lead, and Acting deputy headteacher with responsibility for Personal Development, Behaviour and Well-being.

13 How does our school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

We have access to a wide range of professionals and outside agencies which we can consult regarding meeting children’s needs and supporting families. If we feel that referral to an outside agency would be beneficial for your child, we shall contact you to discuss this.

We can refer children through NYCC provision to

  • Enhanced Mainstream Schools for specific learning, communication and interaction, social emotional and mental health and sensory difficulties
  • Educational Psychologist service
  • Specialist Autism Support
  • The Prevention Service
  • Social care

We can also access health provision such as

  • Speech and Language Therapy
  • Occupational Therapy
  • School Nurse
  • Child and Adult Mental Health Service (CAMHS)

We can help parents to obtain independent advice and assistance from the SEND Information, Advice and Support Service (SENDIASS). SENDIASS provides confidential and impartial information, advice and support to parents and carers of children who have special educational needs, learning difficulties or disabilities.

14 What are the arrangements for handling complaints from parents of children with SEN about the provision made at school?

If you are not happy with the provision made for your child, please contact the class teacher or SENCo and explain your concerns to them first.

If you are not satisfied that your complaint has been addressed, speak to the Acting Deputy Head Teacher or the Head Teacher.

If you do not feel that the issues have been resolved, please follow our formal complaints procedure as outlined in the Complaints Procedure policy.

What other Information is available?

Equality Scheme 2015-2018

Accessibility Plan 2015-2018

Equality and Accessibility Policy 2015 - 2018

 

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Saturday, 16 December 2017