Special Educational Needs
St George’s Church of England Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities. We provide an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.
Our Primary Phase SENCO is Mrs Samantha Mirams.
The Local Offer:
The Local Offer introduced by the Green Paper (2011) outlines the support available for children with SEN, disabled children and their families.
The Local Offer provides parents and young people with information about how they will be supported and what they can expect across different services.
As a school our response to the fourteen questions devised by the Local Offer steering group are shown below:
1. How do we know if children need extra help?
Indicators that children need support may come from:
• Assessment on baseline entry
• Tracking of progress following every academic overview
• Attainment that is below national expectation
• A change in a child’s behaviour
• Concerns raised by parents and/or staff
• The child themselves
2. What should I do if I think my child may have SEND?
In the first instance speak with your child’s class teacher who may then raise concerns with the SENCO.
3. How will I know how the school will support my child?
The school will support your child in the following ways:
• Carefully planned differentiated work to meet the needs of your child
• Additional focused support/small group work
• Support from support staff
• Regular progress reviews and academic overview reports
• Detailed provision plans where required
• Regular meetings with school SENCO
4. How will the curriculum meet my child’s needs?
Once identified the school will ensure:
• Differentiated work by the class teacher
• Support staff working with individuals or small groups
• Appropriate specialist resources such as overlays, wobble seats
5. How will I know how my child is doing?
The school offers the following:
• An open door policy to discuss progress
• Class teachers are available at the end of the day or by appointment
• Two parent consultation evenings a year
• Progress reports each term
• One school report per year
• Regular meetings with SENCO
6. How will the school help me to support my child’s learning?
The school will support in a number of ways:
• Suggestions by the class teacher
• The SENCO may meet with you to discuss support
• Information evenings
• Information leaflets and fortnightly newsletter
• Outside agencies where appropriate
7. How will the school support my child’s overall well-being?
The school will assess the overall wellbeing of your child through the Leuven scale model. This will be monitored regularly and supported by our wellbeing coordinator. If you have a concern about your child then you must speak to the class teacher in the first instance.
8. How will the school support medical needs?
If a child has a medical need they will have a health care plan which is compiled in consultation with parents. These plans involve the Class Teacher, SENCO, School Nurse and parents. There are strict regulations in regard to the administration of prescribed medicines and such discussions will include the SENCO and School Nurse.
9. What specialist services are available to the school?
The following are examples of specialist available to the school:
• Foreland Inclusion Support Service
• Specialist Teaching and Learning Service
• Educational Psychologist
• Social Care
• School Nurse
• Speech and Language Specialist
• St Anthony’s Outreach
10. What training have the staff had in supporting children with SEND?
The SENCO is completing the National Accreditation for SENCO. Each member of staff has had specific training relevant to the needs of their year group as well as regular update training.
11. How my child be included in activities outside the classroom?
All students have access to all activities outside the classroom and educational visits. If there are any issues then there will be parental discussion and all trips are fully risk assessed.
12. How accessible is the school environment?
The new school meets all DDA requirements.
13. How will the school prepare and support my child when joining the school?
Moving to a new school whether from nursery or another placement can be difficult for children and therefore we aim to do the following:
• Information evenings
• Specific meetings with individual students and parents
• Visits to nurseries and home environments
• Transfer of information between institutions
14. How is the decision made about support required?
Support is determined by consultation, progress reviews and outside agencies.
Following all this support, resources and intervention will be allocated to meet the needs of each child. These will then be evaluated regularly to ensure that there is impact.
If you require any assistance or further information then please contact your child’s class teacher or SENCO.
Parental expectations for SEN:
The school provides an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.
St George’s C of E Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities.
All children are entitled to an education that enables them to:
• Achieve the best possible outcomes and
• Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education.
Identification of SEND
The school recognises that a student has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them and, as defined in the 2014 Code of Practice, the school accepts that a young person has a learning difficulty or disability if
… they have a learning difficulty or disability which calls for ‘special educational provision’ to be made for them and they have significantly greater difficulty in learning than the majority of others of the same age.’
Special educational needs and provision can be considered as falling under four broad areas:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
Communication with all stakeholders
Special Educational Needs are identified in terms of learning, communication, interaction, and emotional health, physical and sensory needs. At St George’s C of E Foundation School we believe that young people have a right to be involved in making decisions and exercising choices.
They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the student, parents and outside agencies to identify needs, provide support for them and monitor the progress of all students.
Student progress is tracked following every Academic Overview. Here at St George’s Church of England Foundation School we follow the ‘assess, plan, do and review’ model and ensure that parents and students are involved at each step. A baseline will be recorded which can be used to compare the impact of the provision.
If a student has an Education Health Care Plan reviews will take place following interventions and will also be formally reviewed annually.
• Members of staff understand that they are all teachers of students with special educational needs and may need to differentiate work accordingly.
• All students, regardless of ability, have full access to a wide range of suitably challenging educational opportunities which are appropriate to their needs.
• Every student at the school is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be.
Removing barriers to learning
We will work closely with the young person and their parents to identify what support is needed, what the specific barriers to learning are and to understand why a student may not be making progress. We will then seek to put in place appropriate interventions. All interventions are monitored and evaluated for the effectiveness of their impact.