Special Educational Needs
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 SEND. 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.
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 evaluations.
The progress of children receiving interventions is reviewed regularly in order to evaluate the impact and effectiveness.
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 curriculum and our school policies address a variety of issues including bullying.
We recognise that some children have additional emotional and social needs that need personalised strategies.
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. A list of agencies can be viwed in our SEND Policy.
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.
Working with other agencies
Educational Psychology Service: 01609 535554
Children’s Therapy Team
Child Development Centre
York Teaching Hospital NHS Foundation Trust
York, YO31 8HE
Speech and Language Therapy Department
NHS Occupational Therapy Service:https://www.nhs.uk/conditions/occupational-therapy/
NHS Specialist Nurses, advice on how to help some pupils
Child and Adolescent Mental Health Service (CAMHS): https://www.tewv.nhs.uk/services/your-camhs-team-scarborough-whitby-ryedale/
Special Educational Needs and Disability Information, Advice and Support Service
Children and Family Services: East (Scarborough, Filey, Ryedale, Whitby) 01609 534852
Special Educational Needs and Disabilities and Inclusion Teams: https://cyps.northyorks.gov.uk/special-educational-needs-disabilities-send-and-inclusion
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- Miss Rachel Mirfin- and explain your concerns to them first.
If you are not satisfied that your complaint has been addressed, speak to the Headteacher- Mrs Kelly Reppold.
If you do not feel that the issues have been resolved, please follow our formal complaints procedure as outlined in the Complaints Procedure policy.
You can also submit a complaint online about council services and see how complaints are dealt with.
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
- 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 by our Leader for Transition, Mrs Carpenter
- 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
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 (tests and diagnostics) 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.
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
- termly report followed by the opportunity to meet staff
- at the beginning and end of the school day
- meetings requested by parents
- class blogs
- review meetings every term if your child is receiving external SEN support
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.
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.
Staff are provided with online and face to face training to support them in their teachiing of pupils with special educational needs and disabilities.
We have several members of staff in school with expertise in teaching pupils with social, emotional and mental health needs.
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.
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. Our school currently provides additional and/or different provision for a range of needs, including: Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties Cognition and learning, for example, dyslexia, dyspraxia Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD) Sensory and/or physical needs, for example, hearing impairments, processing difficulties, epilepsy Moderate/severe/profound and multiple learning difficulties
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 our Special Educational Needs Co-ordinators (SENCo), Miss Rachel Mirfin or Miss Kirsty Smith, 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
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 Leader for Assessment, Miss Jill Anderson, or the SENCos to support the child in the classroom.
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.