School information report

1. What are special educational needs (SEN) or a disability?

At our school we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:

Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.

Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.

2. The kinds of special educational needs (SEN) for which provision is made at the school

Children and young people with SEN have different needs, but the general presumption is that all children with SEN but without an Education, Health and Care Plan (EHCP) are welcome to apply for a place at our school, in line with the school admissions policy. If a place is available, we will undertake to use our best endeavours, in partnership with parents, to make the provision required to meet the SEN of pupils at this school.

For children with an EHCP, parents have the right to request a particular school and the local authority must comply with that preference and name the school or college in the EHC plan unless:

  • it would be unsuitable for the age, ability, aptitude or SEN of the child or young person
  • or the attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources.

Before making the decision to name our school in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and then consider their comments very carefully before a final decision on placement is made. In addition, the local authority must also seek the agreement of school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget).

Parents of a child with an EHCP also have the right to seek a place at a special school if it they consider that their child’s needs can be better met in specialist provision.

3. How does our school know if children need extra help?

We know a pupil needs help if:

  • Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to inadequate levels of progress or inclusion.
  • Screening, such as that completed on entry or as a result of a concern being raised, indicates gap in knowledge and/or skills.
  • Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
  • Observation of the pupil indicates that they have additional needs.

4. What should you do if you think your child may have special educational needs?

  • If you have concerns relating to your child’s learning or inclusion then please initially discuss these with your child’s form teacher, or subject teacher if the concern is specific to one subject area. This may result in a referral to Mrs Lisa Proudlock (SENCo).
  • Parents may also contact Mrs Proudlock or Mrs Webb (Headteacher) directly if they feel this is more appropriate.
  • All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.

5. How will the school support a child with SEND?

All pupils will be provided with high quality teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:

  1. classroom observation and sharing of good practice
  2. ongoing assessment of progress made by pupils with SEND
  3. work sampling and scrutiny of planning to ensure effective matching of work to pupil need
  4. teacher meetings with the SENCo to provide advice and guidance on meeting the needs of pupils with SEND
  5. pupil and parent feedback on the quality and effectiveness of interventions provided
  6. attendance and behaviour records.

Pupils with a disability will be provided with reasonable adjustments (such as writing slopes, enlarged text) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.

All pupils have individual curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and also at events such as Parents’ Evenings.

Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified very quickly. In English and mathematics these pupils are then discussed in half termly progress meetings that are undertaken between the subject teacher and Miss Laing (Head of English) or Mr Russell (Head of maths).

Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.

Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments.

Action relating to SEN support will follow an assess, plan, do and review model:

Assess: Data on the pupil held by the school will be collated by the form teacher or SENCo in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.

Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified and recorded by the form teacher with advice from the SENCo. Interventions may be implemented by teachers and or support staff.

Do: SEN support will be recorded on a pupil support plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets (this may include for young people, targets around preparing for adulthood) that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and reviewed termly.

Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil. If progress rates are judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:

  • Local Authority Support Services (SENTASS),
  • the Educational Psychologist,
  • Kalmer Counselling (in school)
  • or health partners such as School Nurse, and Children and Young Peoples’ Service (CYPS).

For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.

6.How will pupils be involved in decisions regarding provision that can better meet their needs?

One-page pupil profiles are completed with the pupils and shared with all teaching and support staff. The purpose of the profiles is to encourage the pupils to identify and share their strengths, personal interests, and the action they require to be taken by the school to reduce barriers to their learning and social success. The pupil’s views gained on the effectiveness of the action taken so far to meet their needs is reviewed termly and recorded on their support plan.

7. How will the curriculum be matched to each child’s needs?

  • Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.
  • When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
  • These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENCo) and/or external specialists e.g. SENTASS, Visual Impairment team, Occupational Therapy.
  • In addition, if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be recorded and shared with parents through the pupil support plan and at review meetings.

8. How will you know how your child is doing?

  • Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.
  • Parents may also find the home-school diary a useful tool to use to communicate with school staff on a more regular basis.
  • Parents will be invited to a review meeting, usually with their child’s form teacher or the SENCo once a term to discuss their child’s progress. However, if there are other times when you have concerns about your child we would encourage you to contact the school directly to discuss the situation.

9. How will you be helped to support your child’s learning?

Please look at the school website. It includes links to websites and resources that we have found useful in supporting parents to help their child learn at home.

  • The class teacher, subject teacher or SENCo may also suggest additional ways of supporting your child’s learning.
  • The school organises a number of parent workshops during the year focussing on areas such as how best to support your child in mathematics and e-safety. You will receive invitations to these through email / letter; they will also be advertised on our website. They aim to provide useful opportunities for parents to learn more about how to support your child’s learning.
  • If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact Claire Scott (Parent Support Partner) or Lisa Proudlock (SENCo) who will locate information and guidance for you in this area.

10. How will the school evaluate the effectiveness of the SEN provision made for pupils?

The effectiveness of SEN provision will be measured using both qualitative and quantitative data.

  • Qualitative data will gather the views of parents and pupils on how successful the provision has been in enabling them to attain their outcomes. This may include pupil comments, photographs or video clips of your child working or accessing an intervention which can be shared with you at review meetings.
  • Quantitative data will examine both progress and attainment levels compared to those achieved nationally for pupils with the same level prior learning level. This data will be shared with governors and be judged by external moderators such as Ofsted.