Canada Hill Primary School

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SEN report

 

Canada Hill Primary School Special Educational Needs Information Report

 

 

“All that counts cannot be counted”

Our Vision…..

Do we have a statement?

 

Canada Hill Primary School will do its best to ensure that the required provision is made for any pupil who has special educational needs or disabilities. We will ensure that all staff in the school are able to identify and provide for those pupils who have special educational needs or disabilities to allow pupils with SEND to join in the activities of the school.

 

What kinds of special educational needs provision is made at the school?

We are a mainstream Primary School with pupils aged from 5-11. There are 11 classes within the setting and we have 344 on role. Canada Hill Primary school has additionally resourced provision for children with complex special educational needs, including children with Downs syndrome, global developmental delay and Autism.

Within our provision we:

     §   Monitor the progress of all pupils; some children and young people with SEN can be identified at birth. Other difficulties only become evident as children grow and develop

     §   Listen to the pupil

     §   Listen to parent/carers

     §   Are able to distinguish between pupils who may need some support within the classroom and within the differentiated curriculum, and pupils with Special Educational Needs

     §   Identify barriers to learning using their knowledge and understanding of the four primary areas of need; the areas of need are:                                                                                  

        §   Communication and interaction

        §   Cognition and learning

        §   Social, emotional and mental health difficulties

        §   Sensory and/or physical needs

 

 

 

How does your school ensure that children who need extra help are identified early?

All pupils’ attainment and achievements are monitored by their teacher who is required to provide high quality teaching and learning opportunities differentiated for individual pupils. Where a pupil is making inadequate progress or falls behind their peers, additional support will be provided under the guidance of the class teacher.

We have clear processes for staff and parent / carers to raise concerns regarding pupil progress and learning and provide teaching and support staff with comprehensive guidance in relation to identification processes.

 

Children are identified as having special educational needs through a variety of ways including the following:-

·        Child performing below age expected levels

·        Concerns raised by teacher, for example behaviour or self-esteem is affecting performance

·        Concerns raised by parent

·        Consultations between class teachers and members of the leadership team where progress data is discussed.

·        The use of a range of appropriate screening and assessment tools to identify needs

·        Liaison with external advisory services and outside agencies including the Educational Psychology Service, CAMHS, Speech and Language Service, Babcock LDP SEN support services etc. in order to gain a better understanding of a pupil’s needs

·        Health diagnosis through a paediatrician

 

Where a pupil is identified as having SEN, we will take action to support effective learning by removing barriers to learning and put effective special educational provision in place. This SEN support will take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach – assess, plan, do, review.

 

What should a parent do if they think their child may have special educational needs?

Talk to us – in the first instance contact your child’s class teacher; if you still have concerns you can contact the SENCO, Vicky Tarran or Headteacher Delphine Knott. We pride ourselves on building positive relationships with parents.   We are open and honest with parents and hope that they are able to do the same with us.

 

Who will explain my child’s progress to me?

 

·        If your child is on the special needs register they will have an Individual Educational Plan (IEP) which will have individual / group targets. This will be discussed with you on a termly basis and you will be given a copy of the IEP. The targets set are SMART (specific, measurable, achievable, realistic, time scaled) targets, with the expectation that the child will achieve the target by the time it is reviewed.

·        If your child has a DAF My Plan, half termly meetings where appropriate will be held to discuss and review support in more detail with the SENCO and any other professionals involved in supporting your child.

·        These meetings along with tracking and monitoring children’s progress will help to assess whether the additional support provided has had an impact on the pupils educational progress.

·        If your child has complex special educational needs or a disability they may have a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress.

 

 

 

 

 

How will the school staff support my child?

 

·        Our SENCO oversees all support and progress of any child requiring help across the school.

·        The class teacher will plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.

·        The class teacher will use a provision map, Individual Educational Plan (IEP) or DAF (Devon Assessment Framework) My Plan to set out the support your child is receiving and evaluate the success of any interventions.

·        There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher sees this as necessary. The regularity of these sessions will be explained to parents when the support starts.

·        Some of the teaching assistants in school specialise in a specific area, these staff may work with the class teacher to plan a specific intervention to meet a child’s needs or they may work with the child themselves.

 

 

 

How will the curriculum be matched to my child’s/young person’s needs?

 

“All teachers are teachers of Special Educational Needs.

Every teacher is responsible and accountable for the progress and development of all pupils in their class even where pupils access support from teaching assistants or specialist staff.”

 

§  Class work is differentiated to match the pupil’s level of learning as part of the schools universal provision so that all children are able to access it according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however where appropriate this is individually differentiated for a specific child.

·        The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

 

We will:

§   Ensure all pupils access high quality teaching which takes account of pupil’s differing needs

§   Provide a bespoke, tailored and personalised approach for individuals with complex needs

§   Use our best endeavours to secure the special educational provision required for the pupil needs

§  Identify early a pupil’s lack of adequate progress and review individual needs. Recognise that some children may only need modifications to the teaching approaches, classroom organisation or provision of ancillary equipment or resources as part of the differentiated curriculum

§  Have a consistent graduated approach to meeting pupil need by reviewing class teaching, access strategies and removing barriers to learning before developing a more personalised approach

§  Use our knowledge and understanding of the four primary areas of need to plan provision and to focus on interventions that are relevant and evidence-based.

 

 

How is the decision made about the type and how much support my child will receive?

 

 

Pupils identified as having special educational needs through the ‘graduated approach’ which involves school staff and parents, will be recorded on the register. We ensure that all children with special educational needs are provided for to the best of the school’s ability with the funds available.

The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

We have a team of teaching assistants and part of their responsibility is to deliver programmes designed to meet individual or groups of children’s needs.

 

 

 

How does the school judge whether the support has had an impact?

 

 

•       By reviewing children’s targets termly on IEPS and ensuring they are being met. Parents will be involved in the review meeting and the setting of new targets if necessary. A copy of the targets will be given to the parent.

•       By reviewing DAF outcomes at DAF reviews every 6-8 weeks. Parents will be involved in the review meeting and the setting of new targets if necessary.

•       The child is making progress academically against national/age expected levels monitored by class teacher, Senco and head teacher.

•       Verbal or written feedback from the teacher, parent and pupil.

•       Comparing data at the start and end of any interventions.

•       Children may be taken off the Special Educational Needs register when they have madesufficient progress.

 

How will you help me to support my child’s learning?

 

·        We believe that your child’s education should be a partnership between parents and teachers therefore we aim to communicate with you regularly.

·        The class teacher and SENCO can offer advice and practical ways that you can help your child at home.

·        Parents are fully involved in the process of setting and reviewing outcomes and discussions about how these can be supported at home are recorded on the IEP or DAF My plan.

·        Where needed, daily communication in the form of a book or email takes place in order to allow parents to continue to support their child’s learning/understanding at home and comments from teachers and parents can be shared.

·        Recommendations from external agencies e.g. a speech and language therapist, will be shared with you so that strategies can be implemented at home and school.

 

 

 

How do you measure my child’s progress?

 

 

·        As a school we measure children’s progress in learning against national age related expectations.

·        The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. We track children’s progress from their admission through to Year 6, using a variety of different methods, including National Curriculum levels and some standardised tests, as appropriate.

·        When a child’s IEP or DAF My Plan is reviewed, comments are made against each target to show what progress has been made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

 

 

What specialist services and expertise are available at or accessed by the school?

What training have the staff supporting SEND had or what training are they having?

 

 

§   As a school we adhere to the principle that ‘All teachers are teachers of children with special educational needs’; to ensure that all teachers and staff are equipped to deal with a diverse range of needs.

§  The SENCO who has been in post for 8 years has completed the National Qualification for SEN Coordination and has a key role in providing professional guidance to colleagues and contributing to professional development of all staff and providing staff with information about effective strategies to use within their class.

§   The SLT and SENCO audit and review staff training needs as part of performance management and provide relevant training to develop whole school staffs understanding of SEN and strategies to support inclusion and high quality teaching.

§   Through performance management provision is evaluated by reviewing staff expertise through classroom observations, and pupil progress through book / work scrutiny and pupil observations.

§   The school is currently working towards the Devon Inclusion Award for Dyslexia (DIA) This is a whole school approach led by the SENCO but requires the involvement of all staff in order to qualify.

 

What is the pastoral, medical and social support available in the school to ensure my child’s overall

well-being?

We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.

We aim to promote the health and wellbeing of each child or young person by providing them with a safe environment recognising that the well-being of all children and young people includes physical, mental and emotional well-being as well as protection from abuse. We are aware that children may experience a wide range of social and emotional difficulties which manifest in many ways and will ensure appropriate provision is in place, such as additional pastoral support for those pupils identified with social, emotional and mental health difficulties.

·        The school entrances are staffed with adults who greet and welcome pupils and their families each morning. This ensures a smooth transition between home and school each day.

·        The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this should be your first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as the Behaviour Support Service or Child and Adult Mental Health Service (CAMHS)

·        We have 3 members of staff who are THRIVE trained and designated THRIVE time is planned in over the week. Teachers use the THRIVE approach in class and parents are encouraged to use it at home.

 

How does the school manage the administration of medicines and personal care?

• We have a policy regarding the administration and management of medicines on the school site.

• Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.

• The school welfare staff administer medicines. If a child requires medication in school, this will be managed through an individual care plan written by the welfare assistant in conjunction with parents.

• Staff have regular training regarding conditions and medication affecting individual children so that all staff can manage medical situations if the need arises.

• If a child requires personal hygiene care this will be managed through an individual care plan.

 

How will my child be able to contribute their views?

 

We value and celebrate each child’s views on all aspects of school life. This is usually carried out through the School Council.

·        Children who have IEPs discuss their targets with their class teacher.

•       If your child has a Statement of Special Educational Needs or an Education, Health Care Plan their views will be sought at the review stage, if appropriate.

 

 

How will my child be included in activities outside the school classroom including school trips?

 

 

At Canada Hill we offer a wide range of extra-curricular activities which are open to all pupils. Information about how to support particular children is shared with the member of staff running the club to enable participation for all.

 

We aim for all children to be included on school day trips and residential stays. We will provide the necessary adaptations, having consulted with you, to ensure that this is successful.

 

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities, which will cover the same curriculum areas will be provided in school.

 

We will:

§  Carry out our duties under the Equality Act 2010

§  Promote positive outcomes in the wider areas of personal and social development and ensure that the approaches used are based on the best possible evidence and are having the required impact

§  Promote the health and wellbeing of each child or young person by supporting them to access extra-curricular activities

§  Monitor SEND pupils engagement with extra-curricular activities

§  Review Equality Information and Objectives (accessibility plans) regularly

§  Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN

 

How accessible is the school environment?

 

Canada Hill makes appropriate use of the resources in their delegated budgets to support children and young people with additional needs and uses our best endeavours to make sure that a child with SEN gets the support they need. We carry out our duty to make reasonable adjustments under the Equality Act 2010.

 

·        The ground floor of the main school building and Ash and Larch are wheelchair accessible. There is a lift from the ground floor to next level to enable wheelchair access between these areas.

·        There are 2 disabled toilets, which are large enough to accommodate changing and personal hygiene care, one of them has a shower.  

·        Three classrooms have ‘Sound Field’ systems to support hearing-impaired children and those with auditory processing difficulties.

·        The school building is decorated and maintained to support children who are visually impaired.

 

 

How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?

 

§  We pay regard to advice and information from parents and previous settings at transition points liaising as necessary to continue the use of successful strategies and approaches

§  We have a person-centred planning approach to all transitions between schools or key stages; with the pupil and family at the heart of the planning process.

§  We establish clear links with the receiving or feeder school or setting and ensure that planning and provision takes into account the pupil’s next phase of education or transition into adulthood and takes steps to prepare the pupil accordingly.

·        We encourage all new children to visit the school prior to starting with us.

•       For children with special educational needs or a disability we may facilitate a phased transition to help your child to acclimatise to their new surroundings. We would also visit them in their current setting if appropriate.

•       Where appropriate, we write social stories with children to help explain and prepare them for any major transition.

•       When children are preparing to leave us for secondary school, we arrange visits for them.

•       We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.

•       If your child has a Statement or an Education, Health Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school.

 

 

 

Who can I contact for further information or to discuss a concern?

 

• The first point of contact would be your child’s class teacher to share your concerns.

• You could also arrange to meet with the SENCO or headteacher.

• Look at our Special Educational Needs policy on our website for further information.

• Devon Information Advice and Support for SEND is an organisation that provides independent advice and support for families – http://www.devonias.org.uk/ - 01392 383080

 

 

 

 

What is the local offer and where can I find it?

Every local authority must identify education, health and social care services in their local area provided for children, young people and families who have SEN or disabilities and include them in an information directory called the Local Offer. This will also help local authorities as they can use it to see where the gaps in provision are. The Local Offer also needs to include information about services provided outside your local area that local people are likely to use.

Please click on the following link to find out more about Devon’s local offer.

https://new.devon.gov.uk/send/